Volume 39, Issue 3 (2010)
Behavioral Assessment Within Problem-Solving Models: Finding Relevance and Expanding Feasibility
Steven W. Evans and Julie Sarno Owens
In the last several decades, investigators have made remarkable strides in developing and evaluating school-based prevention and intervention strategies for elementary school-age youth focused on the development of healthy social, emotional, and behavioral skills. Although there has been rigorous examination of the efficacy of some of these programs, many of the evaluations are characterized by pre-post and follow-up designs with assessment occasions that are separated by months. Given current policies and practices such as prereferral intervention mandates, response to interventions models, and continuous performance monitoring systems, educators and school mental health professionals are in need of tools that assess a student’s response to intervention in the context of a shorter time frame (e.g., short-cycle assessments).
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