Temporal Stability and Convergent Validity of the Behavior Assessment System for Children

Merydith, Scott P.

doi:10.1016/s0022-4405(01)00064-4

Cited by 29 publications

(13 citation statements)

References 24 publications

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“…Future work should systematically explore various methodological and person-related predictors of crossinformant correspondence. Merydith (2001) for example, suggests that a useful Downloaded by [University of Nebraska, Lincoln] at 10:35 14 October 2014 methodological advancement for cross-informant research would be to equate the number of children rated by both informants by having each teacher only rate one child (as is typically the case for parents). Such work is clearly necessary in order for the field to better distinguish between rater bias, methodological artifact, and true contextual variation in children behavior.…”

Section: Discussionmentioning

confidence: 99%

Behavior Problems and Social Skills in Preschool Children: Parent-Teacher Agreement and Relations with Classroom Observations

Winsler¹,

Wallace²

2002

Early Education & Development

131

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Section: Discussionmentioning

confidence: 99%

Behavior Problems and Social Skills in Preschool Children: Parent-Teacher Agreement and Relations with Classroom Observations

Winsler¹,

Wallace²

2002

Early Education & Development

131

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“…Parents, teachers, and students respond to items using a four-choice response format regarding frequency of behaviors: never, sometimes, often, or always. The BASC-2 has several scales that assess academic functioning (school maladjustment, attitude toward school, attitude toward teachers, attention problems, learning problems, study skills) and has demonstrated sound psychometric properties and is sensitive to treatment effects (Merydith, 2001; Reynolds & Kamphaus, 2002). …”

Section: Methodsmentioning

confidence: 99%

Enhancing the Capacity of School Nurses to Reduce Excessive Anxiety in Children: Development of the CALM Intervention

Drake

Stewart

Muggeo

et al. 2015

Child Adoles Psych Nursing

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PROBLEM Excessive anxiety is among the most common psychiatric problems facing youth. Because anxious youth tend to have somatic complaints, many seek help from the school nurse. Thus, school nurses are in an ideal position to provide early intervention. This study addresses this problem and describes the plans to develop and test a new intervention (Child Anxiety Learning Modules; CALM), delivered by school nurses, to reduce child anxiety and improve academic functioning. METHODS An iterative development process including consultation with an expert panel, two open trials, and a pilot randomized controlled study comparing CALM to usual care is proposed. Feedback will be solicited from all participants during each phase and data on outcome measures will be provided by children, parents, teachers, and independent evaluators. FINDINGS Data will be collected on intervention satisfaction and feasibility. Primary outcomes that include child anxiety symptoms, classroom behavior, and school performance (e.g., attendance, grades, standardized test scores) will be collected at pre- and post-interventions and at a 3-month follow-up evaluation. CONCLUSIONS Pediatric anxiety is a common problem that school nurses frequently encounter. Consequently, they are well positioned to play a key role in enhancing access to behavioral health interventions to reduce anxiety and may therefore make a significant positive public health impact.

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“…Test-retest reliability estimates range from .70 to .95 (Reynolds & Kamphaus, 1992). In addition, the scales and composites show adequate construct, convergent, and predictive validity (Kim, Kamphaus, & Baker, 2006;Merydith, 2001;Reynolds & Kamphaus, 1992). Raw scores for externalizing problems (range = 37-148), internalizing problems (range = 26-104), and school problems (range = 17-68) were used in the analyses.…”

Section: Methodsmentioning

confidence: 99%

The influence of student perceptions of parenting and coping on achievement and classroom behavior among African American children

Gaylord‐Harden

2008

Psychology in the Schools

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The present study examined children's coping strategies as mediators and moderators of the association between parenting factors and outcomes in 235 African American children (mean age = 10.37 years). Information about parenting and child coping strategies was obtained by child self-report. School adjustment was assessed by standardized achievement scores and by teacher ratings of behavior. Structural equation modeling indicated that positive parenting was related to higher achievement and lower behavior problems. Contrary to the hypotheses, coping strategies did not mediate or moderate this association. The results are discussed in terms of how factors at the family and child level may influence child behavior and academic performance in the classroom.

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Temporal Stability and Convergent Validity of the Behavior Assessment System for Children

Cited by 29 publications

References 24 publications

Behavior Problems and Social Skills in Preschool Children: Parent-Teacher Agreement and Relations with Classroom Observations

Behavior Problems and Social Skills in Preschool Children: Parent-Teacher Agreement and Relations with Classroom Observations

Enhancing the Capacity of School Nurses to Reduce Excessive Anxiety in Children: Development of the CALM Intervention

The influence of student perceptions of parenting and coping on achievement and classroom behavior among African American children

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