No abstract

Children with ADHD view some emotions differently from children without ADHD. The results provide an important foundation for additional work in this area.

We examined (a) the utility of teacher ratings on the Strengths and Difficulties ) and BASC-2 Behavioral and Emotional Screening System (BESS; Kamphaus and Reynolds in Behavior assessment system for children-second edition: behavioral and emotional screening system. Pearson, Bloomington, 2007), completed at kindergarten entry, in identifying risk status as defined by important criterion variables (teacher ratings of impairment, daily behavioral performance, and quarterly grades in kindergarten and first grade), and (b) the incremental validity of scores on each of these rating scales in predicting criterion variables beyond that predicted by the school district's academic screening tool. The participants were 248 kindergarten students (91 % response rate) from one school district. Receiver operating characteristic analyses and area under the curve values indicate that both measures have moderate to high utility (AUCs C .78) in identifying children demonstrating at-risk academic performance, problematic classroom behavior, and impairment in social and emotional functioning. Regression analyses indicate that both measures account for incremental variance (between 6.69 and 45.84 %) in kindergarten outcomes beyond that accounted for by the school district's academic screening tool. The BESS was a slightly stronger predictor of academic outcomes, and the SDQ was a slightly stronger predictor of peer outcomes. Implications for selecting a teacher measure for universal screening of social, emotional, and behavioral problems at kindergarten entry are discussed.

Objective: Children are accompanied to primary care settings by caregivers who present with their own mental health and psychosocial distress. Primary care is an optimal place to identify negative impacts on child health. Clinics with integrated behavioral health (IBH) clinicians are well-positioned to implement and respond to caregiver screenings. Methods: Universal screening to address perinatal mood and anxiety disorders (PMADs) and psychosocial distress was implemented in 3 primary care clinics within 1 hospital system. Pediatric psychologists supported implementation across all clinics. Screening frequencies, average scores of elevated screeners, and most common treatment recommendations made by IBH clinicians were extracted from medical records. Results: Universal caregiver screening effectively identified mental health and psychosocial concerns and was a driver of increased behavioral health access in pediatric primary care. A total of 6,080 caregivers were screened over 3 years. Results showed 10% and 16.4% of caregivers had elevated PMADs screening results, 33% to 46% identified social determinants of health needs, and 6.6% to 11.5% identified mental health concerns. Responses to screeners including follow up with the IBH team, brief interventions, and caregiver referral to mental health services. Conclusions: Caregiver screening is an essential component of comprehensive well-child care. Without universal screening processes, caregiver mental health and psychosocial concerns may go undetected and unaddressed.

The use of technology for delivering professional development (PD) shows promise for reducing common barriers (e.g., feasibility, access) to dissemination of teacher-implemented classroom management interventions. However, prior programs examined in research have been unable to produce satisfactory uptake and outcomes when used in isolation. Thus, the aims of this study were to examine a potentially more feasible level of support that leverages both online PD and low intensity consultation supports as a means of producing successful adoption of a Daily Report Card (DRC) intervention and positive student outcomes. Elementary school teachers who were determined eligible to participate (n = 33) were provided access to an interactive online program and, on an as needed basis, brief, solution-focused consultation. Over half of teachers (51.5%) who received access to the website adopted the intervention for at least 2 months. These teachers demonstrated acceptable levels of implementation integrity and their students demonstrated improvements in overall (d = .53) and hyperactive and inattentive (d = .83) problems. Importantly, teachers achieved these outcomes using an average of 33 minutes of face-to-face consultation. The results of this study suggest that, for some teachers, online supports may offer a more feasible means of supporting implementation of a DRC than more traditional forms of face-to-face consultation. 4Online supports may provide a promising direction for increasing the dissemination of the DRC and other evidence-based interventions. Future directions for improving technology and implications for integrating online PD into a continuum of supports for teachers are discussed.