This paper addresses several objectives of the special issue on universal screening by addressing gaps in the current research base concerning universal screening for mental, emotional, and behavioral health and by providing a framework for addressing the limitations of extant approaches. Specifically, an adaptive model of behavioral assessment (AMBA) is proposed as a conceptual framework for linking screening and progress monitoring and designing tier 2 interventions.
Beardslee, W.R., & Gladstone, T. R. G. (2009). The prevention of depression in children and adolescents: A review. Canadian Journal of Psychiatry , 54, 212-221.
2.
Bergan, J.R., & Kratochwill, T.R. (1990). Behavioral consultation and therapy. New York, NY: Plenum .
3.
Chafouleas, S.M., Riley-Tillman, T.C., & Christ, T.J. ( 2009). Direct behavior rating (DBR): An emerging method for assessing social behavior within a tiered intervention system. Assessment for Effective Intervention, 34, 195-200.
4.
Chafouleas, S.M., Riley-Tillman, T.C., & Sugai, G. ( 2007). School-based behavior assessment and monitoring. New York, NY: Guilford.
5.
Conduct Problems Prevention Research Group. ( 2010). The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics. Journal of Counseling and Clinical Psychology, 78, 156-168.
6.
Cook, C., Volpe, R.J., & Lavanis, A. ( 2010). Constructing a road-map for future universal screening research beyond academics. Assessment for Effective Intervention , 35, 198-206.
7.
Crone, D.A., Horner, R.H., & Hawken, L.S. ( 2004). Responding to problem behavior in schools: The Behavior Education Program. New York, NY: Guilford.
8.
DiPerna, J.C. & Elliott, S.N. ( 2000). Academic Competence Evaluation Scales. San Antonio, TX: The Psychological Corporation.
9.
Essau, C.A. ( 2005). Frequency and patterns of mental health services utilization among adolescents with anxiety and depressive disorders. Depression and Anxiety, 22, 130-137.
10.
Fabiano, G.A., Pelham, W.E., Gnagy, E.M., Burrows-MacLean, L., Coles, E.K., Chacko, A., . . . Robb, J.A. ( 2007). The single and combined effects of multiple intensities of behavior modification and multiple intensities of methylphenidate in a classroom setting. School Psychology Review, 36, 195-216.
Gadow, K.D., & Sprafkin, J. ( 2002). Child Symptom Inventory-4 Screening and Norms Manual . Stony Brook, NY: Checkmate Plus .
13.
Greenspoon, P.J., & Saklofske, D.H. (2001). Toward an integration of subjective well-being and psychopathology. Social Indicators Research, 54, 81-108.
14.
Gresham, F.M., Cook, C.R., Collins, T., & Rasethwane, K. (in press). Development and analysis of change Social Skills Rating System-Teacher form. School Psychology Review.
15.
Hyman, I.A., Wojtowicz, A., Duke-Lee, K., Haffner, M., Fiorello, C.A., Storlazzzi, J.J., & Rosenfeld, J. ( 1998). School-based methylphenidate placebo protocols: Methodological and practical issues. Journal of Learning Disabilities, 31, 581-594.
16.
Jimerson, S.R., Sharkey, J.D., Nyborg, V., & Furlong, M.J. ( 2004). Strength-based assessment and school psychology: A summary and synthesis. California School Psychologist, 9, 9-19.
Loney, J., & Milich, R. ( 1982). Hyperactivity, inattention, and aggression in clinical practice. In M. Wolraich & D.K. Routh (Eds.), Advances in developmental and behavioral pediatrics (vol. 3, pp. 113-147). Greenwich, CT: JAI Press.
19.
McIntosh, K., Frank, J.L., & Spaulding, S.A. (in press). Establishing research-based trajectories of office discipline referrals for individual students. School Psychology Review.
20.
Meier, S.T., McDougal, J.L., & Bardos, A. ( 2008). Development of a change-sensitive outcome measure for children receiving counseling. Canadian Journal of School Psychology, 23, 148-160.
21.
Merrell, K.W. ( 2008). Behavioral, social, and emotional assessment of children & adolescents (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
22.
Mills, C., Stephan, S.H., Moore, E., Weist, M.D., Daly, B.P., & Edwards, M. ( 2006). The President’s New Freedom Commission: Capitalizing on opportunities to advance school-based mental health services. Clinical Child and Family Psychology Review, 9, 149-161. doi: 10.1007/s10567-006-0003-3
23.
National Research Council and Institute of Medicine. ( 2009). Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities. Committee on the Prevention of Mental Disorders and Substance Abuse Among Children, Youth, and Young Adults: Research Advances and Promising Interventions. Mary Ellen O’Connell, Thomas Boat , and Kenneth E. Warner, Editors. Board on Children, Youth, and Families, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
24.
Pelham, W.E., Fabiano, G.A., & Massetti, G.M. (2005). Evidence-based assessment of attention deficit hyperactivity disorder in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 449-476.
25.
President’s New Freedom Commission. (2003). Retrieved May 18, 2010, from www.mentalhealthcommission.gov/reports/reports.htm
26.
Reynolds, C.R., & Kamphaus, R.W. (2004). Behavior Assessment System for Children (2nd Ed.). Circle Pines, MN: American Guidance Service, Inc.
27.
Shinn, M. ( 2008). Best practices in curriculum-based measurement in a problem-solving model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (Vol. 2, pp. 243-261). Bethesda, MD: National Association of School Psychologists .
28.
Spence, S.H., & Shortt, A.L. ( 2007). Can we justify the widespread dissemination of universal, school-based interventions for the prevention of depression among children and adolescents? Journal of Child Psychology and Psychiatry , 48, 526-542.
29.
Suldo, S.M., & Shaffer, E.J. ( 2008). Looking beyond psychopathology: The dual-factor model of mental health in youth. School Psychology Review, 37, 52-68.
30.
Tilly, W.D., III. ( 2008). The evolution of school psychology to science-based practice: Problem solving and the three-tiered model. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 17-36). Bethesda, MD : National Association of School Psychologists.
31.
Volpe, R.J., Briesch, A., & Gadow, K.D. ( 2010). The efficiency of behavior rating scales to assess disruptive classroom behavior: Applying generalizability theory to streamline assessment . Manuscript submitted for publication.
32.
Volpe, R.J., & Gadow, K.D. (in press). Creating abbreviated rating scales to monitor classroom inattention-overactivity, aggression, and peer conflict: Reliability, validity, and treatment sensitivity . School Psychology Review.
33.
Volpe, R.J., Gadow, K.D., Blom-Hoffman, J., & Feinberg, A.B. (2009). Factor analytic and individualized approaches to constructing brief measures of ADHD behaviors. Journal of Emotional and Behavioral Disorders, 17, 118-128. doi:10.1177/ 1063426608323370
34.
Vujnovic, R.K., Fabiano, G., Chafouleas, S.M., & Sen, R. ( 2010). Selecting measurement targets for Direct Behavior Rating (DBR): A preliminary comparison between idiographic and general outcome targets used in evaluation of an intervention for students with attention-deficit hyperactivity disorder. Unpublished manuscript.
35.
Walker, H.M., & Severson, H.H. (1990). Systematic Screening for Behavior Disorders: User’s guide and administration manual. Longmont, CO: Sopris West.
