School Psychology Review

School-Based Behavioral Assessment Within Problem-Solving Models: Current Status and Future Directions

Sandra M. Chafouleas, Robert J. Volpe, Frank M. Gresham, and Clayton R. Cook

pp. 343-349

Special Series: Behavioral Assessment Within Problem-Solving Models

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The timing for this special series affords an excellent opportunity to integrate a body of new syntheses relevant to school-based behavioral assessment. Burgeoning information regarding the extension of problem-solving logic into system-wide frameworks such as response to intervention (National Association of State Directors of Special Education, 2008) has facilitated knowledge of key constructs (e.g., data-based decision making, progress monitoring, universal screening) among service delivery providers. Recent collaborative publications by national agencies have highlighted staggering findings related to the mental, emotional, and behavioral needs of youth, suggesting both serious needs and promising service delivery options that often involve school-based settings (National Research Council and Institute of Medicine, 2009). This special series offers a timely and critical review of big ideas related to school-based behavioral assessment.