Assessing Behavior Difficulties in Students

References

• Achenbach, T. M. (2009). The Achenbach System of Empirically Based Assessment (ASEBA): Development, findings, theory, and applications. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families. First citation in articleGoogle Scholar

• Achenbach, T. M. (2018). Multi-informant and multicultural advances in evidence-based assessment of students’ behavioral/emotional/social difficulties. European Journal of Psychological Assessment, 34, 127–140. https://doi.org/10.1027/1015-5759/a000448 First citation in articleLink, Google Scholar

• Bronfenbrenner, U. (1989). Ecological systems theory. In R. VastaEd., Six theories of child development: Revised formulations and current issues (Vol. 6, pp. 187–249). Greenwich, CT: JAI Press. First citation in articleGoogle Scholar

• Carvalho, M., Faria, M., Conceição, A., de Margarida Matos, G. & Essau, C. A. (2018). Callous-unemotional traits in children and adolescents: Psychometric properties of the Portuguese version of the Inventory of Callous-Unemotional Traits. European Journal of Psychological Assessment, 34, 87–96. https://doi.org/10.1027/1015-5759/a000449 First citation in articleLink, Google Scholar

• Casale, G., Volpe, R. J., Daniels, B., Hennemann, T., Briesch, A. M. & Grosche, M. (2018). Measurement invariance of a universal behavioral screener across samples from the USA and Germany. European Journal of Psychological Assessment, 34, 113–126. https://doi.org/10.1027/1015-5759/a000447 First citation in articleLink, Google Scholar

• Chen, F. F. (2008). What happens if we compare chopsticks with forks? The impact of making inappropriate comparisons in cross-cultural research. Journal of Personality and Social Psychology, 95, 1005–1018. First citation in articleCrossref, Google Scholar

• Christ, T. J., Nelson, P. M., Van Norman, E. R., Chafouleas, S. M. & Riley-Tillman, T. C. (2014). Direct behavior rating: An evaluation of time-series interpretations as consequential validity. School Psychology Quarterly, 29, 157–170. https://doi.org/10.1037/spq0000029 First citation in articleCrossref, Google Scholar

• Danner, D., Blasius, J., Breyer, B., Eifler, S., Menold, N., Paulhus, D. L., … Ziegler, M. (2016). Current challenges, new developments, and future directions in scale construction. European Journal of Psychological Assessment, 32, 175–180. https://doi.org/10.1027/1015-5759/a000375 First citation in articleLink, Google Scholar

• Frick, P. J. (2003). The inventory of callous-unemotional traits. Unpublished rating scale, University of New Orleans. First citation in articleGoogle Scholar

• Garner P.Kauffman J.Elliott J. (Eds.). (2014). The Sage handbook of emotional and behavioral difficulties. Los Angeles, CA: Sage. First citation in articleCrossref, Google Scholar

• Geiser, C., Götz, T., Preckel, F. & Freund, P. A. (2017). States and traits theories, models, and assessment. European Journal of Psychological Assessment, 33, 219–223. https://doi.org/10.1027/1015-5759/a000413 First citation in articleLink, Google Scholar

• Greiff, S. (2017). The field of psychological assessment: Where it stands and where it’s going – A personal analysis of foci, gaps, and implications for EJPA. European Journal of Psychological Assessment, 33, 1–4. https://doi.org/10.1027/1015-5759/a000412 First citation in articleLink, Google Scholar

• Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38, 581–586. First citation in articleCrossref, Google Scholar

• Hamaker, E. L. & Wichers, M. (2017). No time like the present: Discovering the hidden dynamics in intensive longitudinal data. Current Directions in Psychological Science, 26, 10–15. https://doi.org/10.1177/0963721416666518 First citation in articleCrossref, Google Scholar

• Hennig, T., Schramm, S. A. & Linderkamp, F. (2018). Cross-informant disagreement on behavioral symptoms in adolescent ADHD and its impact on treatment effects. European Journal of Psychological Assessment, 34, 79–86. https://doi.org/10.1027/1015-5759/a000446 First citation in articleLink, Google Scholar

• Jansma, D., Malti, T., Opdenakker, M.-Ch. & van der Werf, G. (2018). Assessment of anticipated emotions in moral transgressions. European Journal of Psychological Assessment, 34, 97–212. https://doi.org/10.1027/1015-5759/a000467 First citation in articleLink, Google Scholar

• Landrum, T. J. (2017). Emotional and behavioral disorders. In J. M. KauffmanD. P. HallahanP. C. PullenEds., Handbook of special education (2nd ed.). New York, NY: Routledge. First citation in articleGoogle Scholar

• Rogge, J., Koglin, U. & Petermann, F. (2018). Do they rate in the same way? Testing of measurement invariance across parent and teacher SDQ ratings. European Journal of Psychological Assessment, 34, 69–78. https://doi.org/10.1027/1015-5759/a000445 First citation in articleLink, Google Scholar

• Stone, A. A. & Litcher-Kelly, L. (2006). Momentary capture of real-world data. In M. EidE. DienerEds., Multimethod measurement in psychology (pp. 61–72). Washington, DC: American Psychological Association. First citation in articleGoogle Scholar

• Volpe, R. J. & Chafouleas, S. M. (2011). Assessment of externalizing behavioral deficits. In M. A. BrayT. J. KehleEds., The Oxford handbook of school psychology (pp. 284–311). New York, NY: Oxford University Press. First citation in articleGoogle Scholar

• Volpe, R. J. & Fabiano, G. A. (2013). Daily behavior report cards: An evidence-based system of assessment and intervention. New York, NY: Guilford Press. First citation in articleGoogle Scholar