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Strength-based assessment has achieved acceptance from educational, mental health, and social service professionals as a means to measuring emotional and behavioral strengths of children. Several standardized, norm-referenced tests have been developed to assess these strengths; however, the primary mode of assessment is via informal interviews of parents and caregivers. In many cases, these interviews lack psychometric support, including basic validity and reliability. The purpose of this study was to document the multistep process used to establish the content validity of a newly developed instrument: Behavioral and Emotional Rating Scale: Strength-Based Interview. Specifically, the results of a survey of 40 U.S. professional mental health staff and educators are described where respondents rated the importance of interview questions to the construct of strength-based assessment. The findings of the survey as well as the 18 items deemed most important are reported. Research limitations, future research, and implications for mental health and educational professionals are discussed.

Youth in residential treatment settings often present with a complex combination of mental and physical health problems. Despite an emerging literature documenting significant associations between mental health and physical health, the relationship between these two areas of functioning has not been systematically examined in youth presenting to residential treatment. This study examines the association between youth psychopathology and physical health problems in a sample of 606 youth entering a large residential treatment program between 2003 and 2010. As a part of the intake process, youth psychopathology symptoms were assessed using the parent-report form of the Child Behavior Checklist, and youth physical health problems were assessed in a medical evaluation by a licensed child health professional. Results indicated that higher levels of youth psychopathology, particularly internalizing problems, were associated with greater risk for physical health problems and more prescription medications. Psychopathology comorbidity was also associated with physical health problems. These findings suggest an interplay between physical and mental health among youth entering residential treatment, highlighting the need for integrated assessment and intervention services that address psychological and medical needs within this population. (Contains 5 tables.)

At the time of entry into residential treatment, many youth have prescriptions for one or more psychotropic medications. It is not well understood why some youth are prescribed only one psychotropic medication while others may be prescribed more. We sought to determine if differences existed between youth entering residential treatment with monopharmacy (n = 77) versus youth entering with polypharmacy (n = 103). Youth were compared across demographic, family, behavioral, mental health, and psychotropic medication variables. The only significant differences identified were related to the numbers of youth with prescriptions across the different psychotropic classes. As would be expected, youth experiencing polypharmacy were more likely to have prescriptions within each class. Implications, limitations, and recommendations for future research are discussed. (Contains 3 tables.)

Often considered a "last resort placement," residential settings serve a broad range of children who present significant risks. While much is known about emotional and behavioral functioning, less is known about academic strengths and limitations. This study evaluated 127 children at intake into a residential care program to determine demographic, behavioral, mental health, and educational characteristics. Results indicated that children entering care present high levels of risk across domains. Primary risks were found on indicators of behavior (e.g., rule breaking, aggression), mental illness (e.g., disruptive behavior, anxiety), and academic performance (e.g., general knowledge, reading). Implications, limitations, and recommendations for future research are discussed. (Contains 3 tables.)

In an effort to address the problem behaviors of children and youth, professionals have advocated for the implementation of three-tiered prevention programs: primary, secondary, and tertiary. The wraparound approach has been advanced as an appropriate tertiary program that can be used to address the complex behaviors and needs of students and their families. Although researchers have explored adherence to the basic tenets of the wraparound approach when community mental health settings serve as the entry point, it appears that there is virtually no description or information on adherence when schools serve as the entry point. The purpose of this study was to examine adherence to the basic tenets of the wraparound approach when the school serves as the entry point. Results from 112 observations identified some strengths and weaknesses in the adherence to the basic tenets of the wraparound approach when school serves as the entry point. Limitations, future research needs, and practical implications are discussed. (Contains 2 tables.)

Behavior rating scales are important tools in the process of assessing students' emotional and behavioral needs. Best practices in behavioral assessment dictate that the perspectives of multiple informants (e.g., teacher, parent, youth) should be considered. Overall, agreement between multiple informants is modest at best and is especially low between adult and youth respondents. Low cross-informant agreement has primarily been determined with behavior rating scales that are deficitbased; the scales almost exclusively measure behavior deficits and pathologies. Recently developed strength-based instruments examine the students' behavioral and emotional strengths and competencies. Cross-informant agreement, however, has not been examined with most strength-based scales. The purpose of this study is to evaluate the cross-informant agreement between parents and youth on the Behavioral and Emotional Rating Scale-2 (BERS-2), a standardized instrument that assesses children's emotional and behavioral strengths. The results of this study suggest that the BERS-2 possesses moderate to high cross-informant agreement with coefficients ranging from .50 to .63.

This article describes the Behavioral and Emotional Rating Scale (BERS), a measure designed to identify the emotional and behavioral strengths of children and adolescents. The 52-item BERS assesses five areas: interpersonal strength, family involvement, intrapersonal strength, school functioning, and affective strength. A case study of a 13-year-old referred for mental health services is detailed. (Contains references.) (DB)

PurposeTo understand the consequences of the 3q29 deletion on medical, neurodevelopmental, psychiatric, brain structural, and neurological sequalae by systematic evaluation of affected individuals. To develop evidence-based recommendations using these data for effective clinical care.MethodsThirty-two individuals with the 3q29 deletion were evaluated using a defined phenotyping protocol and standardized data collection instruments.ResultsMedical manifestations were varied and reported across nearly every organ system. The most severe manifestations were congenital heart defects (25%) and the most common were gastrointestinal symptoms (81%). Physical examination revealed a high proportion of musculoskeletal findings (81%). Neurodevelopmental phenotypes represent a significant burden and include intellectual disability (34%), autism spectrum disorder (38%), executive function deficits (46%), and graphomotor weakness (78%). Psychiatric illness manifests across the lifespan with psychosis prodrome (15%), psychosis (20%), anxiety disorders (40%), and attention deficit-hyperactivity disorder (ADHD) (63%). Neuroimaging revealed structural anomalies of the posterior fossa, but on neurological exam study subjects displayed only mild or moderate motor vulnerabilities.ConclusionBy direct evaluation of 3q29 deletion study subjects, we document common features of the syndrome, including a high burden of neurodevelopmental and neuropsychiatric phenotypes. Evidence-based recommendations for evaluation, referral, and management are provided to help guide clinicians in the care of 3q29 deletion patients.

While estimates suggest that 10% to 31% of children in residential care are identified as with a disability, little is known about their characteristics or functioning as compared to nondisabled peers. This study evaluated data of 123 children with (n = 34) and without (n = 89) disabilities in residential care to determine demographic, behavioral, mental health, and educational characteristics. Data included demographic, behavior checklist, and standardized mental health and academic measures. Results indicated that both groups presented elevated risks; however, scores for children with disabilities revealed even greater levels of need. Primary risks were found on indicators of behaviors (e.g., social functioning), mental illness (e.g., anxiety), and academic performance (e.g., general knowledge and reading). Implications, limitations, and recommendations for future research are discussed., Annually, nearly 200,000 children and youth reside in residential care (Child Welfare League of America [CWLA], 2006), and anywhere from 10% to 31% are diagnosed with a disability (e.g., learning [...]

Adolescents in residential care settings have double the national average of suicide risk histories (attempts, threats, and ideation). However, little is known about youth with specific suicide-risk histories. This study explored differences in demographic characteristics and mental health variables for 509 youth in residential care with high and low suicide-risk histories. Overall, nearly 40% of participants had a high suicide-risk history, and significant differences between low and high suicide-risk history groups were found for multiple variables (e.g., gender, ethnicity, number of diagnoses). This study highlights a need for research into areas associated with suicide-risk history in residential care. [ABSTRACT FROM PUBLISHER]

Internationally there has been increased recognition of the value of strength based assessment in educational and mental health service delivery. While there are a number of informal methods for determining a child's strengths and assets, there are few standardized strength based assessments available for international use. In this study the teacher version of the Behavioral and Emotional Rating Scale-Second Edition (BERS-2) was translated into Lithuanian to determine its factor structure for use in Lithuania. The results suggest that the Lithuanian BERS-2 can be a useful strength based assessment for teachers and schools in Lithuania. [ABSTRACT FROM AUTHOR]

Youth in residential treatment settings often present with a complex combination of mental and physical health problems. Despite an emerging literature documenting significant associations between mental health and physical health, the relationship between these two areas of functioning has not been systematically examined in youth presenting to residential treatment. This study examines the association between youth psychopathology and physical health problems in a sample of 606 youth entering a large residential treatment program between 2003 and 2010. As a part of the intake process, youth psychopathology symptoms were assessed using the parent-report form of the Child Behavior Checklist, and youth physical health problems were assessed in a medical evaluation by a licensed child health professional. Results indicated that higher levels of youth psychopathology, particularly internalizing problems, were associated with greater risk for physical health problems and more prescription medications. Psychopathology comorbidity was also associated with physical health problems. These findings suggest an interplay between physical and mental health among youth entering residential treatment, highlighting the need for integrated assessment and intervention services that address psychological and medical needs within this population. [ABSTRACT FROM AUTHOR]

Rising health care costs have led to an emphasis on identifying factors that contribute to medical service utilization. Previous research has suggested an association between youth psychopathology and service utilization; however, prospective studies among high-risk populations are needed. The current study examined youth psychopathology as a predictor of subsequent medical service utilization among a large sample ( N = 536) of youth entering residential treatment. Youth psychopathology and medical status were assessed at intake, and medical service utilization was tracked across the duration of the residential placement. Results indicated that higher levels of psychopathology predicted greater youth medical service utilization, even after controlling for the presence of a diagnosed medical condition. Internalizing problems was a significant independent predictor of utilization, but externalizing problems was not. These findings highlight the association between mental health and medical service utilization and suggest that effective behavioral health services may be helpful in reducing costly medical service needs. [ABSTRACT FROM AUTHOR]

The Preschool Behavioral and Emotional Rating Scale (PreBERS) is a standardized, norm-referenced instrument that assesses emotional and behavioral strengths of preschool children. This study investigated whether the PreBERS four-factor structure (i.e., emotional regulation, school readiness, social confidence, and family involvement) could be replicated with an early childhood special education (ECSE) sample of children. Teachers who participated in the study rated a total of 1,103 preschool children with disabilities. Confirmatory factor analysis determined the extent to which the ECSE data fit the original four-factor PreBERS structure identified with the national normative sample. Results indicated that the four-factor structure demonstrated an acceptable fit with the ECSE sample. [ABSTRACT FROM PUBLISHER]

Fragile X syndrome (FXS), a common inherited form of mental retardation, is caused by the functional absence of the fragile X mental retardation protein (FMRP), an RNA-binding protein that regulates the translation of specific mRNAs at synapses. Altered synaptic plasticity has been described in a mouse FXS model. However, the mechanism by which the loss of FMRP alters synaptic function, and subsequently causes the mental impairment, is unknown. Here, in cultured hippocampal neurons, we used siRNAs against Fmr1 to demonstrate that a reduction of FMRP in dendrites leads to an increase in internalization of the α-amino-3-hydroxy-5-methyl-4-isoxazole propionic acid receptor (AMPAR) subunit, GIuR1, in dendrites. This abnormal AMPAR trafficking was caused by spontaneous action potential-driven network activity without synaptic stimulation by an exogenous agonist and was rescued by 2-methyl-6-phenylethynyl-pyridine (MPEP), an mGluR5-specific inverse agonist. Because AMPAR internalization depends on local protein synthesis after mGluR5 stimulation, FMRP, a negative regulator of translation, may be viewed as a counterbalancing signal, wherein the absence of FMRP leads to an apparent excess of mGluR5 signaling in dendrites. Because AMPAR trafficking is a driving process for synaptic plasticity underlying learning and memory, our data suggest that hyper-sensitive AMPAR internalization in response to excess mGluR signaling may represent a principal cellular defect in FXS, which may be corrected by using mGluR antagonists. [ABSTRACT FROM AUTHOR]

Special education legislation has placed an increased emphasis on early intervention programs for children at risk for early literacy delays and behavioral disorders. Given this trend, it is important to understand the characteristics of students identified and served in at-risk programs. This study presents the findings from a cluster analysis on the early literacy and behavioral characteristics of 195 children screened at risk for behavioral disorders served in an early intervention program. Clustered variables included behavioral measures from the Early Screening Project (ESP; Walker, Severson, & Feil, 1995), Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992), and measures of early reading development from the Woodcock Reading Mastery Tests—Revised (WRMT-R; Woodcock, 1998). Split-half procedures and external criteria were used to validate results. Five distinct subgroups were revealed: Broad Risks, Academic Achievers, Primarily Behavior, Primarily Academic, and Extreme Behaviors. Results indicate heterogeneous characteristics and clear areas of behavioral and early reading risk between subgroups within the greater sample. Implications, limitations, and future research are discussed. [ABSTRACT FROM AUTHOR]

The purposes of this article are to (a) describe the design features of two longitudinal studies, the Special Education Elementary Longitudinal Study (SEELS) and the National Longitudinal Transition Study-2 (NLTS2) and (b) outline their potential implications for policy, practice, research, advocacy, and system development for children and youth with emotional disturbances (ED). We begin by reviewing the role of longitudinal research and its importance in building the knowledge base regarding these children and youth. A review of illustrative longitudinal studies conducted on children and youth with ED points to the potential of a longitudinal design for providing much needed information but also reveals the limitations and inconsistencies in both the samples and methods of existing studies that hamper development of policy and practice. SEELS and NLTS2 are offered as exemplars of the type of studies needed to supply critical information to the field. We describe key features of these studies and how they will extend the research knowledge base. We conclude by outlining the implications of the two studies for key issues in improving outcomes for children and youth with ED. [ABSTRACT FROM AUTHOR]

Recent research has examined overall trends in the experimental literature relating to students with emotional disturbance (ED). The current review was conducted to examine both the status of and trends in interventions designed to improve the academic functioning of students with ED, Fifty-five studies were included in the descriptive analysis, which spanned the years from 1975 to 2002, Descriptive dimensions of the research included participant demographics, settings, research designs, and dependent and independent variables. Results indicated (a) complete demographic information, especially race and socioeconomic status, was difficult to ascertain for many of the participants; (b) settings were generally special education classrooms; (c) researchers used predominantly single subject designs; (d) treatment fidelity data were often absent; (e) few studies focused on women and girls or minorities; and (f) there has been a recent decline in both the number and type of studies published, particularly in the areas of self-management and peer tutoring. Limitations of the analysis and future research directions are examined, [ABSTRACT FROM AUTHOR]

Research and evaluation of the wraparound process has typically focused on outcomes, service providers, and costs. While many of these studies describe a process that is consistent with the wraparound approach, few studies have reported attempts to monitor or measure the treatment fidelity of the wraparound process. The purpose of this study was to assess the fidelity of the wraparound process in a community-based system of care using the Wraparound Observation Form-Second Version. Results from 112 family planning meetings indicated some strengths and weaknesses within the current system. Families and professionals were frequently involved in the planning and implementation of the wraparound process. However, informal supports and natural family supports were not present in a majority of the meetings. Given the significant number of youth served in wraparound programs, the benefits of using the Wraparound Observation Form-Second Version as an instrument to monitor the fidelity of the wraparound approach should not be ignored. [ABSTRACT FROM AUTHOR]

BSTRACT [ABSTRACT FROM AUTHOR]

Deals with a study which examined comorbidity of the five federal definition characteristics among students already identified as having emotional disturbance. Method; Results; Discussion; Conclusion.

The article presents the editorial policy of the "Journal of Emotional and Behavioral Disorders." The author says that articles in the journal represent the wide range of disciplines studying and serving such individuals, including counseling, education, early childhood care, juvenile corrections, mental health, psychiatry, psychology, public health, rehabilitation, social work, special education, and related areas. Articles on characteristics, assessment, prevention, intervention, treatment settings, legal or policy issues, evaluation, and other topical areas are invited. The policies of the journal regarding types of articles, permissions, manuscript preparation, article requirements and article submissions are discussed in detail.

Comprehensive assessment of youths' emotional and behavioral functioning includes obtaining data from multiple sources, such as parents and youth. Despite the shift in focus on youths' strengths and the increased availability of strength-based assessments, few studies have examined the cross-informant agreement between multiple raters of youths' behavioral and emotional strengths. Thus, the purpose of this study was to evaluate the cross-informant agreement between parent and youth ratings on the Behavioral and Emotional Rating Scale-Second Edition (BERS-2). The current study extends previous cross-informant research by examining the cross-informant agreement between parent and self-report ratings for youth served in community mental health centers and whether differences in cross-informant agreement exist between youth with and without a school-identified disability. Results indicated that cross-informant agreement on youths' strengths was acceptable, as most obtained correlations were greater than those typically reported on cross-informant agreement on deficit-based instruments. Furthermore, small but significant differences in cross-informant agreement for youth with and without a school-identified disability were observed for the BERS-2 Affective Strengths and School Functioning subscales. Overall, findings provide support for the reliability of multiple informants' ratings on the BERS-2 for measuring the strengths of youth referred for community mental health services. [ABSTRACT FROM AUTHOR]

This article reports data on characteristics of emotional disturbance (ED) among female students with and without ED. Teachers rated a national sample of 689 girls on the Scale for Assessing Emotional Disturbance, to measure the five characteristics of ED and a variable called social maladjustment. We compared the two categories (with ED, without ED), three school levels (elementary, middle, high), and two races (African American, European American). Girls with ED exhibited more maladaptive functioning on all variables, but category by school level and category by race interactions varied according to different characteristics. Girls with ED showed a high level of comorbid ED characteristics, again with differences by school level and race. The results have implications for understanding girls with ED and educating them appropriately. [ABSTRACT FROM AUTHOR]