Search

Research conducted to date has highlighted barriers to initial adoption of universal behavior screening in schools. However, little is known regarding the experiences of those implementing these procedures and there have been no studies conducted examining the experiences of educators in different stages of implementing various tiered systems of supports. Universal screening is foundational to a successful Comprehensive, Integrated Three-Tiered (Ci3T) model of prevention-an integrated tiered system addressing academics, behavior, and social and emotional well-being. Therefore, the perspectives of Ci3T Leadership Team members at different stages of Ci3T implementation were solicited through an online survey that sought to understand (1) current school-based screening practices and (2) individual beliefs regarding those practices. A total of 165 Ci3T Leadership Team members representing five school districts from three geographic regions across the United States, all of whom were participating in an Institute of Education Sciences Network grant examining integrated tiered systems, reported the screening procedures were generally well-understood and feasible to implement. At the same time, results highlighted continuing professional learning may be beneficial in the areas of: (1) integrating multiple sources of data (e.g., screening data with other data collected as regular school practices) and (2) using those multiple data sources to determine next steps for intervention. We discuss educational implications, limitations, and directions for future inquiry.

The special education eligibility category that has come to be most commonly associated with Attention-Deficit Hyperactivity Disorder (ADHD) in recent years is Other Health Impairment (OHI). However, the eligibility criteria for the OHI disability category have been criticized for being especially vague, given that the disability category incorporates a wide range of health impairments without providing any additional specificity. Because states have the latitude to utilize more specific eligibility criteria than what is provided at the federal level, the purpose of the current study was to review state-level special education eligibility criteria for OHI, with particular interest in identifying the degree to which eligibility guidance exists specific to students with ADHD and the extent to which this guidance varies across states. Results suggested that wide state variation exists regarding eligibility guidance, with 22% of states utilizing the federal definition and only 14% of states providing elaboration regarding all three components of the federal definition. Whereas it was most common for states to provide additional guidance surrounding what is needed to establish that a student has a health impairment, less than half of states provided specific guidance surrounding the other two components of the federal definition. Implications for policy and practice are discussed.

In this qualitative study we sought to understand the experiences of K-12 school personnel serving on Comprehensive, Integrated, Three-Tiered (Ci3T) leadership teams. We conducted 22 semi-structured interviews and five focus groups across three states and five school districts to determine team members’ perceptions regarding facilitators and barriers to Ci3T implementation. We determined from common themes three priority areas for continued professional learning to support Ci3T implementation: (a) Ci3T onboarding and training for new team members, (b) communicating the vision of Ci3T to foster buy-in across stakeholders, and (c) providing Ci3T professional learning to faculty and staff. We discussed findings in terms of possible benefits to school leadership teams working within integrated tiered models and how results of this study may inform the creation of learning modules to support district and Ci3T leadership team members. We discuss limitations with future directions.

Integration of multitiered academic, behavioral, and social-emotional efforts, such as the implementation of a Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention, is critical for supporting student development across domains of functioning. In particular, universal behavior screening has been shown to predict outcomes across these domains and as such is foundational to integrated systems. Thus, districts and schools are committed to continuing to learn how to implement behavior screening effectively and efficiently. As such, the purpose of this first qualitative study of systematic screening for behavior was to explore perspectives on benefits, challenges, and opportunities in behavior screening as gathered from members of school- and district-based leadership teams who were currently implementing Ci3T. Both individual interviews and focus groups were conducted, and thematic analysis was employed to identify themes that could be used to enhance the implementation and use of behavior screening. Ci3T Leadership Team members indicated knowledge about behavior screening procedures and relayed challenges with respect to using behavior screening data. Taken together, a need emerged for broader professional learning for all school staff members around increasing knowledge and use of behavior screening data. We discuss limitations and directions for future research.

Prevalence estimates suggest that up to 20% of students in schools experience significant internalizing behaviors that impact behavioral, social, or academic functioning. School-based interventions have great potential to promote student mental health; however, validated and feasible brief assessments are needed to progress monitor students’ responses to these supports. The purpose of the current study was twofold: to (a) develop and validate teacher-completed brief rating scales for progress monitoring internalizing concerns in elementary-age students and (b) determine the reliability of the resultant measures. First, item content was generated and subjected to evaluation by two panels of school-based consumers and researchers. Within the second phase of development, exploratory and confirmatory factor analyses were used to reduce the initial number of items and ensure that the items were indicators of one latent factor. Teachers in Grades K–3 ( N = 307) each completed ratings for one randomly selected student in their classroom. Results of factor analysis for each scale indicated one-factor solutions for the 4-item Anxious/Depressed (ω = .88) and 4-item Socially Withdrawn (ω = .87) scales.

We report findings from a multistate survey of 720 faculty and staff from 25 elementary schools in five districts across three states and geographic regions participating in an IES Network grant examining integrated tiered systems. In this preregistered study, we replicated and extended previous inquiry examining educators’ views of (1) implementation of core components of their school’s Comprehensive, Integrated, Three-Tiered (Ci3T) model of prevention; and (2) preference for professional learning (content and avenue). Results indicated more than half of respondents indicated high levels of implementation of core features of Ci3T across Tiers 1, 2, and 3. Educators reported high levels of implementation for 10 out of 19 research-based educational practices used within tiered systems with a statistically significant relation between ratings of implemented practices and the desire for support with most practices. Respondents identified their top three areas for professional development needed in the coming year as behavior deescalation techniques, small-group social skills instruction, and strategies for supporting students with internalizing behavior patterns. For potential professional learning avenues, respondents’ top ratings were in-district, during-school workshops, course for college credit on-line, teacher collaboratives/networks, and one-to-one coaching or mentoring. There were many similarities among educators’ ratings across implementation year and state. Low levels of implementation across many core Ci3T and common educational practices were reported by educators working within the most experienced schools. We conclude with a discussion of implications, limitations, and future directions. Supplementary Information The online version contains supplementary material available at 10.1007/s43494-021-00049-z.

The abrupt onset of the COVID-19 pandemic necessitated an unprecedented shift to remote schooling for students across the United States and required many caregivers to take a primary or secondary r...

Daily report card (DRC) intervention provides a structured method for increasing communication between teachers and parents regarding student behavior; however, limited research has investigated the effectiveness and acceptability of DRC intervention with preschool students. Additionally, effectiveness of DRC intervention is enhanced when parents provide consistent reinforcement for students’ goal attainment. The purposes of the study were to (a) extend DRC intervention to examine effectiveness and acceptability with preschool students and (b) evaluate the impact of proactive antecedent e-mail prompts on home intervention integrity (i.e., parents’ provision of contingent reinforcement). DRC intervention was implemented in a multiple-baseline-across-subjects design for 3 preschool students to evaluate impacts of (a) the intervention on classroom engagement and disruptive behavior measured via systematic direct observation and (b) proactive antecedent e-mail prompts on parents’ home intervention integrity. Although DRC intervention resulted in negligible level changes in student engagement and disruptive behavior, variability of disruptive behavior reduced following intervention. Antecedent e-mail prompts did not improve home intervention integrity due to high baseline levels (i.e., ceiling effects). Finally, parents and teachers found DRC intervention to be feasible and appropriate for preschool. Limitations of the study and implications for expanding DRC intervention to preschool are discussed.

This study examined the generalizability and dependability of observational estimates of middle and high school teachers’ use of praise and reprimands. Frequency of behavior-specific praise, general praise, and total reprimands were collected across 67, 20-min observations that took place during class-wide instruction in general education classrooms. Generalizability theory was used to determine the number of observations needed to obtain dependable estimates of teacher behavior. Behavior-specific praise rates were consistently low. General praise rates were slightly higher and reprimand rates were notably higher and slightly more variable. Total reprimands had the strongest generalizability results and general praise had the weakest. Behavior-specific praise reached an acceptable level of dependability after 15 min, whereas general praise required a 35-min observation, and reprimand only required 5 min. Implications and future directions are discussed.

Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing an impetus for the current survey study. A total of 475 K–Grade 12 school building administrators representing 409 unique school districts across the United States completed an online survey, which assessed current school-based screening practices across domains from the point of data collection to intervention selection. Whereas 70% to 81% of the respondents reported the use of universal screening across health and academic domains, respectively, only 9% of the respondents endorsed the use of universal social, emotional, and behavioral screening. In addition, discrepancies were identified across domains with regard to such factors as (a) who reviews screening data, (b) how screening data are used to determine student risk, and (c) how interventions are designed for those students demonstrating risk. The lack of consensus in practice calls for dissemination concerning best practices in the implementation of social, emotional, and behavioral screening; risk identification; and Tier 1 intervention.

Using a nationally representative sample of U.S. public school districts, we explored the current landscape of social, emotional, and behavioral (SEB) approaches and their impact on behavioral outcomes. Data suggest SEB screening is the exception rather than the rule, with most districts reporting that students are referred to an internal support team when SEB concerns arise. Districts more likely to report SEB problems were identified and supported internally when they had elementary SEB programs, were located in urban areas, and had higher socioeconomic status levels. District administrators who reported that SEB problems were identified and addressed internally, including use of universal screening procedures, reported the highest levels of knowledge about their SEB approach as well as willingness to change their practices.

Stability balls have become a common option for alternative seating in classrooms. While the social validity of stability ball classroom seating remains high among students and teachers, findings on the effectiveness of this alternative seating method are mixed. This is particularly true when the intent of the intervention is to increase student on-task behavior. This study examined the effects of stability ball seating on students’ on-task behavior in a general education setting, using a within-subjects repeated measures design. Researchers observed twenty-four third-grade students in a public-school classroom across three conditions: all chairs, all balls, or choice. Across observation days, the study controlled for time of day, teacher, and classroom environment. Results indicate students are on-task less frequently when sitting on a stability ball. Student reports on social validity replicated prior findings; students found the stability ball to be desirable and easy to use.

Direct Behavior Rating (DBR) is a tool designed for the assessment of behavioral changes over time. Unlike methods for summative evaluations, the development of progress monitoring tools requires evaluation of sensitivity to change. The present study aimed to evaluate this psychometric feature of five newly developed DBR Multi-Item Scales (DBR-MIS). Teachers identified students with behaviors interfering with their learning or the learning of others and implemented a Daily Report Card (DRC) intervention in the classroom settings for two months. The analyses were performed on 31 AB single case studies. Change metrics were calculated at an individual level by using Tau-UA vs. B + trend B and Hedges' g and at a scale-level by using Mixed Effect Meta-Analysis, Hierarchical Linear Models (HLMs), and Between-Case Standardized Mean Difference (BC-SMD). HLMs were estimated considering both fixed and random effects of intervention and linear trend within the intervention phase. The results supported sensitivity to change for three DBR-MIS (i.e., Academic Engagement, Organizational Skills, and Disruptive Behavior), and the relative magnitudes were consistent across the metrics. Sensitivity to change of DBR-MIS Interpersonal Skills received moderate support. Conversely, empirical evidence was not provided for sensitivity to change of DBR-MIS Oppositional Behavior. Particular emphasis was placed on the intervention trend in that responses to behavioral interventions might occur gradually or require consistency over time in order to be observed by raters. Implications for the use of the new DBR-MIS in the context of progress monitoring of social-emotional behaviors are discussed.

Fidget spinners have become popular worldwide, due not only to their popularity with children but also to the mental health claims made by those who advertise them. While a small number of previous research studies indicate that fidget spinners reduce on-task behavior, no research to date has evaluated their effect on student performance. The current study evaluated 3rd grade students to determine whether their performance on 5-min math curriculum–based measures (CBM) changed depending on whether they had access to a fidget spinner. Results indicated that student performance was lower when they were allowed to use fidget spinners than when the fidget spinner was removed. The current study suggests that fidget spinners may cause a deficit in student performance. However, the effect of fidget spinners may actually lessen as the students habituate to the objects.

The use of systematic direct observation offers several advantages as a behavioral assessment method including enhanced objectivity of measurement, the ability to account for the environmental cont...

The current study represents the first psychometric evaluation of an expanded version of the Integrated System Teacher Rating Form, which is a German language school-based universal screening measu...

Background Although recent studies provide information regarding state-level policies and district-level practices regarding social, emotional, and behavioral screening, the degree to which these policies influence screening practices is unknown. As such, the purpose of this exploratory study was to compare state- and district-level policies and reported practices around school-based social, emotional, and behavioral screening. Methods We obtained data for the present study from three sources: (1) a recent systematic review of state department of education websites; (2) a national survey of 1330 US school districts; and (3) a Web search and review of policy manuals published by the 1330 school districts. Comparative analyses were used to identify similarities and differences across state and district policies and practices. Results Of the 1330 districts searched, 911 had policy manuals available for review; 87 of these policy manuals, which represented 10 states, met inclusion criteria, and thus, were included in analyses. Discrepancies were found across state and district policies and across state social, emotional, and behavioral screening guidance and district practices, but consistencies did exist across district policies within the same state. Conclusion District-level guidance around social, emotional, and behavioral screening appears to be limited. Our findings suggest a disconnect between state- and district-level social, emotional, and behavioral screening guidance and district reported practices, which signifies the need to identify the main influences on district- and school-level screening practices.

Schools can play a significant role in promoting timely access to mental health services by utilizing proactive approaches to identifying and supporting students’ social, emotional, and behavioral needs. However, recent data suggest that few schools in the USA are taking such proactive approaches. Given that implementation of school-based programs is determined by a complex interplay of influences at multiple levels (i.e., individual, innovation, environment), more research is needed to understand the perceptions of stakeholders representing each of these unique levels. The purpose of this study was therefore to compare stakeholders’ knowledge, beliefs, and opinions regarding school-based approaches to identifying and supporting students at risk of SEB challenges. Survey responses were obtained from district administrators, school building administrators, school support staff, teachers, and parents within 1330 school districts across the USA. Although some differences across groups were noted, patterns generally supported that stakeholders (a) reported being knowledgeable about social, emotional, and behavioral problems and the school-based approaches to identifying and assessing them, (b) believed that student social, emotional, and behavioral problems should be a prioritized concern and identified using screening procedures, and (c) perceived moderate amounts of pressure to change social, emotional, and behavioral screening practices from different sources in their communities. In addition, respondents across stakeholder groups reported consistently strong agreement that screening should be used to proactively identify not only which students are exhibiting internalizing/externalizing problems, but also which students possess various risk and resilience factors.

Given the authority of state government over public education, one means of narrowing the best-practice to actual-practice gap in education is by putting forth clear state guidance and recommendations to schools. To date, however, little is known about the national landscape of procedural guidance that is readily available to practitioners looking to implement multitiered systems of support for behavior (MTSS-B). The purpose of the current study was to conduct a systematic review of state department of education websites to understand what guidance is afforded to local education agencies regarding MTSS-B. Results supported that roughly half of the states provided some form of procedural guidance for MTSS-B; however, both the type (e.g., what interventions to use, how often to progress monitor) and level of guidance varied widely. When states did provide behavior-specific guidance, documents were most likely to include specification of what types of interventions and measures to utilize; information less typically focused on assessment such as indications as to how often data should be collected and reviewed or what decision rule(s) should be used to determine student responsiveness. Implications for local implementation and strengthening future state-level guidance for MTSS-B are discussed.

Direct Behavior Rating (DBR) is an efficient method for monitoring changes in student behavior in response to intervention. Emerging research on DBR Multi-Item Scales (DBR-MIS) indicates that DBR-MIS has promising characteristics as a progress-monitoring assessment. Specifically, the multiple items within DBR-MIS allow stakeholders to measure specific behaviors at the item level, as well as global constructs at the scale level. In addition, studies have shown that fewer rating occasions are necessary to reach acceptable levels of dependability when using DBR-MIS as opposed to single-item scales (DBR-SIS). The purpose of the study was to develop and validate DBR-MIS problem behavior scales (Disruptive, Oppositional, Interpersonal Conflict, and Conduct Problems) that may be used to evaluate students’ response to social-emotional or behavioral intervention. Within the first phase of development, item content was generated and subjected to evaluation by panels of researchers and school-based consumers. Exploratory factor analysis (EFA) was then used in the second phase to identify items that represented the strongest indicators of each construct. Teachers ( N = 307) in Grades K–3, from 35 school districts across 13 states in the Northeastern, Midwestern, Southern, and Southwestern United States each completed ratings for one randomly selected student ( N = 307). Results of the EFA using a starting pool of nine to 11 items for each DBR-MIS initially indicated one-factor solutions for the Disruptive and Oppositional scales and a two-factor solution for the Interpersonal Conflict scale. Consequently, a new Conduct Problems scale was created from items loading on the second factor. Implications for progress monitoring and future research are discussed.

Class-wide behavioral interventions are a feasible and effective method to support the behavior of all students. In six peer-reviewed studies, Tootling, a class-wide intervention that combines positive peer reporting with an interdependent group contingency, has increased positive peer reports and academically engaged behavior (AEB), and decreased disruptive behavior (DB). However, no prior studies have been conducted with middle school students, and none have employed strategies to promote enduring behavior change. A withdrawal design with maintenance phase, implemented across two middle school classrooms, found moderate effects (nonoverlap of all pairs [NAP] = 0.74, Tau-U = −0.48) of Tootling on decreasing DB and moderate to large effects (NAP = 0.76, Tau-U = 0.68) on increasing AEB, although internal threats to validity prevented the demonstration of a clear functional relationship across both classrooms. Results from the maintenance phase, in which the group contingency reward was removed, suggest promising strategies to support durable behavioral change. Limitations of the present study, directions for future research, social validity, and implications for practice are discussed.

Although there is a growing body of evidence to support the use of direct behavior rating (DBR) as a formative behavioral assessment method in school-based problem-solving models, this work has centered largely on the assessment of attending and problem behaviors and on the use of single-item DBR scales. The primary purpose of the current study was to report on the development and initial validation of teacher-completed multi-item DBR scales (DBR-MIS) designed to expand upon prior DBR research to assess three constructs representing behaviors that are widely considered to support student academic achievement (academic engagement, interpersonal skills, and study skills), only one of which (academic engagement) has been the target of DBR assessment methods. Development of the scales involved a content validity study utilizing feedback from a panel of consumers (teachers, parents, and school administrators) and a panel of researchers with expertise in school-based behavioral assessment. Results of an exploratory factor analysis of ratings of students completed by teachers in Grades K through 3 (N = 307) supported a one-factor solution for each of the aforementioned constructs. Favorable internal consistency was found for each scale.

Zusammenfassung. Die vorliegende Untersuchung überprüft die Konstruktvalidität einer 16 Items umfassenden Kurzversion der Integrated Teacher Report Form (ITRF), einem universellen und unterrichtsrelevanten Verhaltensscreening zur Diagnostik des externalisierenden Verhaltens von Schüler_innen im Klassenraum. 107 Lehrkräfte bearbeiteten für insgesamt 1048 Schülerinnen und Schüler der ersten bis sechsten Klasse die ITRF sowie zusätzlich jeweils eines von drei im deutschsprachigen Raum etablierten Beurteilungsverfahren. Die Analyse der konvergenten und diskriminanten Validität erfolgt anhand einer Multitrait-Multimethod (MT-MM) Korrelationsmatrix sowie einem strukturprüfenden Correlated Trait-Correlated Method minus 1 [CT-C(M-1)] Modell zur separaten Analyse des Einflusses der Konstrukte (lernbezogene / aufmerksame Verhaltensprobleme, oppositionelle / störende Verhaltensprobleme) und der Methoden (ITRF, zusätzliches Beurteilungsverfahren) auf die erzielten Werte der Beurteilungen. Die Ergebnisse zeigen, dass sich die Stärke der theoretisch postulierten Korrelationen mit den empirischen Daten erwartungskonform abbilden lassen, was auf konvergente und diskriminante Validität hinweist. Die Varianz der ITRF-Werte lässt sich zu einem größeren Anteil durch das zu messende Konstrukt als durch methodenspezifische Einflüsse erklären. Somit liefern unsere Befunde Evidenz für eine angemessene Konstruktvalidität des Verfahrens, weshalb sich die Kurzversion der ITRF für den praktischen Schuleinsatz eignet.

Direct Behavior Rating (DBR) has been proposed as a promising approach to assess student behavioral progress in classroom settings. The current study examines raters and occasions as well as their interactions as sources of error in the use of DBR–Multi-Item Scales (DBR-MIS) and DBR–Single-Item Scales (DBR-SIS) for academically engaged (AE) and disruptive behavior (DB). Furthermore, the stability of scores across two school subjects (i.e., German language, mathematics) was examined. A total of 20 students and two teachers in an inclusive elementary school classroom participated in the study. Generalizability study results suggest that little variance in DBR scores was attributable to the facets of raters or occasions, but the interactions between persons with raters and occasions accounted for a large portion of variance. Variance attributable to these interactions was slightly higher for DBR-MIS than for DBR-SIS ratings. Decision studies revealed that dependable measurements of AE could be achieved within 1.5 weeks of daily ratings for absolute decision-making. Findings regarding DB were mixed. Differences across both school subjects were found indicating that DBR ratings that are obtained in one academic setting may not necessarily be exchangeable with ratings obtained in another. Overall, the results demonstrate the utility of DBR for behavioral progress-monitoring purposes.

This study examines the reliability and validity of the Chinese language version of the Integrated Screening and Intervention System Teacher Rating Form (ITRF) as a screening tool for problem behav...

Expansive Verhaltensstorungen stellen ein haufiges Problem dar und gehen mit erheblichen Beeintrachtigungen und hohen gesellschaftlichen Kosten einher. Durch die Einfuhrung eines mehrstufigen und multimodalen Konzepts, welches evidenzbasierte Masnahmen an die individuellen Bedarfe der jeweiligen Schulerinnen und Schuler (SuS) anpasst, konnen Schulen zur Pravention von expansivem Verhalten beitragen. Der Ansatz des „schoolwide positive behavior supports“ (SW-PBS) stellt ein solches Praventionskonzept dar. Im vorliegenden Beitrag stellen wir die konkrete Konzeption des SW-PBS zur Pravention expansiven Problemverhaltens fur die Grundschule sowie das begleitende Evaluationskonzept vor.

The purpose of this commentary is to discuss articles in the special issue focused on improving procedures for universal screening for social–emotional and behavioral problems. Based on wo...

The primary goal of this study was to assess the treatment sensitivity of four newly developed Direct Behavior Rating–Multi-Item Scales (DBR-MIS) that assess the domains of academic engagement, disruptive behavior, organizational skills, and oppositional behavior in the context of a Daily Report Card (DRC) intervention. To achieve this goal, we first evaluated the integrity and effectiveness of the DRC intervention in this sample. Participants included six elementary school teachers, each of whom delivered a DRC intervention with one student from their classroom, while completing DBR-MIS ratings on a daily basis for 2 months. Results confirmed the effectiveness of the DRC intervention (all DRC target behaviors demonstrated improvement, with at least half demonstrating improvement that was moderate to large in magnitude) and revealed a positive relationship between DRC implementation integrity and student outcomes. We found strong evidence for the treatment sensitivity of the DBR-MIS assessing academic engagement, disruptive behavior, and organizational skills. Results for the treatment sensitivity of the DBR-MIS oppositional scale were inconclusive. Implications for progress monitoring using the recently developed DBR-MIS are discussed.

Evidence-based practice as a process requires the appraisal of research as a critical step. In the field of developmental disabilities, single-case experimental designs (SCEDs) figure prominently as a means for evaluating the effectiveness of non-reversible instructional interventions. Comparative SCEDs contrast two or more instructional interventions to document their relative effectiveness and efficiency. As such, these designs have great potential to inform evidence-based decision-making. To harness this potential, however, interventionists and authors of systematic reviews need tools to appraise the evidence generated by these designs. Our literature review revealed that existing tools do not adequately address the specific methodological considerations of comparative SCEDs that aim to compare instructional interventions of non-reversible target behaviors. The purpose of this paper is to introduce the Comparative Single-Case Experimental Design Rating System (CSCEDARS, "cedars") as a tool for appraising the internal validity of comparative SCEDs of two or more non-reversible instructional interventions. Pertinent literature will be reviewed to establish the need for this tool and to underpin the rationales for individual rating items. Initial reliability information will be provided as well. Finally, directions for instrument validation will be proposed.

Although extensive research has supported the effectiveness of self-management interventions to improve student behavior, variability in the specific components used in self-management interventions remains. The purpose of the current paper was to analyze the extant literature in order to (a) define the various ways in which self-management interventions have been developed and evaluated, and (b) understand the effectiveness of specific, commonly utilized intervention approaches. In order to achieve this goal, we conducted a systematic review of the single-case literature on the use of self-management interventions to support student behavior. Within the 56 studies reviewed, eight primary approaches to self-management were utilized across more than one study. Prompted self-monitoring was the most frequently used configuration (N = 23); however, the use of self-monitoring plus reinforcement based on both accuracy and performance (N = 6) and prompted self-monitoring plus graphing (N = 5) were also common. Although strong mean effect sizes were identified across intervention configurations, there was also often a substantial degree of effect size heterogeneity. This heterogeneity may be explained by differences in characteristics such as who the intervention was carried out with (e.g., grade level, disability status) or in what setting (e.g., general versus special education). Implications for selecting self-management configurations, as well as conducting future research, are discussed.

A recent study evaluated the level of guidance provided by states on their Department of Education web sites regarding school-based social, emotional, and behavioral (SEB) screening. The purpose of this follow-up study was to interview a small sample of state-level stakeholders to supplement the findings from the web site evaluation study. Specifically, current goals were to (a) confirm findings from the web search and coding of state department of education materials and (b) add perspectives on the history, current, and future landscape of SEB policies and initiatives in K-12 education in that state. Results of the current study demonstrated that participants agreed with the initial study findings regarding the guidance provided by state departments of education to K-12 schools around SEB screening. Further, most participants indicated additional future directions regarding the landscape of SEB screening in their state since the period in which the primary document information was captured. Results of this exploratory study indicate that although the current and future of SEB screening varies across states, key stakeholders within state Departments of Education were aware of the importance, need, and relevance of SEB screening in K-12 schools.

Abstract. The current study examines the item and scalar equivalence of an abbreviated school-based universal screener that was cross-culturally translated and adapted from English into German. The instrument was designed to assess student behavior problems that impact classroom learning. Participants were 1,346 K-6 grade students from the US (n = 390, Mage = 9.23, 38.5% female) and Germany (n = 956, Mage = 8.04, 40.1% female). Measurement invariance was tested by multigroup confirmatory factor analysis (CFA) across students from the US and Germany. Results support full scalar invariance between students from the US and Germany (df = 266, χ2 = 790.141, Δχ2 = 6.9, p