Recently added articles from The California School Psychologist:
Current Educational Practices in Classifying and Serving Students with Obsessive-Compulsive Disorder
Jan 01, 2007; Adams, Gail B; Smith, Thomas J; Bolt, Sara E; Nolten, Patrick ... Current educational practices for classifying and serving students with mental health disorders such as obsessive-compulsive disorder (OCD) have been associated with specific problems. These include the stigma of labeling, misalignment of school-based categories (e.g., E/BD, OHI) with clinical ...
Comprehensive Assessment of Emotional Disturbance: A Cross-Validation Approach
Jan 01, 2007; Fisher, Emily S; Doyon, Katie E; Saldaña, Enrique; Allen, Megan Redding ... Assessing a student for emotional disturbance is a serious and complex task given the stigma of the label and the ambiguities of the federal definition. One way that school psychologists can be more confident in their assessment results is to cross validate data from different sources using the ...
Diagnosis of Attention-Deficit/Hyperactivity Disorder (AD/HD) in Childhood: A Review of the Literature
Jan 01, 2007; Brock, Stephen E; Clinton, Amanda ... This article examines recent literature related to the diagnosis of Attention-deficit/Hyperactivity Disorder (AD/HD) in childhood. First, the article discusses diagnostic criteria presented in the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2000) ....
Functional Assessment-Based Interventions for Children At-Risk for Emotional and Behavioral Disorders
Jan 01, 2007; Restori, Alberto F; Gresham, Frank M; Chang, Tae; Lee, Howard B; Laija-Rodriquez, Wilda ... Functional assessments were conducted to identify the variables maintaining disruptive behavior in eight, typically developing fifth-grade students enrolled in general education classrooms. Participants whose behavior was found to be functionally related to either task-avoidance or ...
The California School Psychologist Provides Valuable Information to Promote School Success Among Students with Emotional or Behavioral Disorders
Jan 01, 2007; Jimerson, Shane R ... This volume of The California School Psychologist provides valuable information to promote the success of students with emotional or behavioral disorders, as well as other informative articles. These articles provide valuable information for school psychologists and other professionals working ...
Mental Health Intervention Teams: A Collaborative Model to Promote Positive Behavioral Support for Youth with Emotional or Behavioral Disorders
Jan 01, 2007; Lambros, Katina M; Culver, Shirley K; Angulo, Aidee; Hosmer, Pamela ... This paper describes an innovative intervention model for promoting mental health and positive social adjustment for youth with emotional or behavioral disorders (EBD) in San Diego. More specifically, it highlights a unique partnership between several program divisions within the San Diego ...
The Use of Response to Intervention Practices for Behavior: An Examination of the Validity of a Screening Instrument
Jan 01, 2007; Muyskens, Paul; Marston, Doug; Reschly, Amy L ... Behavioral difficulties of school-aged students are typically dealt with in a reactive, rather than preventative manner. This article examines a proactive approach, consistent with the Response-to-intervention model, using a screening measure designed to identify students at risk for behavior ...
Developing Emotional Competence in Preschoolers: A Review of Regulation Research and Recommendations for Practice
Jan 01, 2007; Tobin, Renée M; Sansosti, Frank J; McIntyre, Laura Lee ... Regulation has been implicated in the development of emotional and behavioral disorders in childhood. Indeed, emotion dysregulation is one of the most common reasons families seek psychological services and behavioral supports. Interventions to support children with regulatory difficulties may ...
A Comparison of Classification Methods for Use in Predicting School-Based Outcomes
Jan 01, 2007; Dowdy, Erin; Kamphaus, Randy W ... There is growing evidence that current classification methods are not consistent with current empirical knowledge of childhood psychopathology and the optimal way to classify school-age children remains controversial. The current study investigated three classification methods (categorical, ...