Behavioral, Social, and Emotional Assessment of Children and Adolescents

By Sara A. Whitcomb, K. Merrell. 2002

532 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/43ee4080a320b616a3549a76a4545b7ae31ebdef

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

Citations in the corpus

Conceptualizing High School Students' Mental Health Through a Dual-Factor Model (2016, background): “Informant selection was based on the notion that although youth have the best grasp on their internalizing symptoms, they may not be highly reliable reporters of their externalizing behaviors (Whitcomb & Merrell, 2013).”
Early attention and negative emotionality predict later cognitive and behavioural function (2004, background): “…items selected from the total instrument because they have been found to be most sensitive to behavioural and emotional changes associated with pharmacological treatment for Attention Deficit/Hyperactivity Disorder (ADHD), and it has a reliability coefficient as high as .94 (Merrell, 1999, p. 88).”
A Systematic Review of Mindfulness-Based Interventions for Youth in School Settings (2015, methodology): “…should incorporate multi-informant and multi-method assessments into measured dependent variables, as this may have the advantage of reducing measurement error from any single technique (e.g., student self-report) and providing a more comprehensive assessment of student functioning (Merrell 2003).”
Longitudinal academic outcomes predicted by early adolescents’ subjective well-being, psychopathology, and mental health status yielded from a dual factor model (2011, background): “The behavioral dimensions approach to classifying social, emotional, and behavioral problems in youth employs statistical procedures that yield behavioral clusters (Merrell, 2008).”
Generalizability and Dependability of Behavior Assessment Methods to Estimate Academic Engagement: A Comparison of Systematic Direct Observation and Direct Behavior Rating (2010, background): “Multimethod, multisource, multisetting assessment has long been advocated as a bestpractices approach with the power to overcome the limitations of individual assessment practices (e.g., Chafouleas, Riley-Tillman, & Sugai, 2007; Merrell, 2008).”
Emotional and psychological well-being in children: the development and validation of the Stirling Children’s Well-being Scale (2015, background): “An additional consideration when extending such measures to a child population is to take account of the possible susceptibility of some children to providing answers that are socially desirable or that fall victim to response set (Long, 1972; Merrell, 2007).”
The Generalizability of Systematic Direct Observations Across Time and Setting: A Preliminary Investigation of the Psychometrics of Behavioral Observation (2004, background): “Although numerous researchers have extolled (Alessi, 1988; Hintze et al., 2002; Merrell, 2002; Skinner, Dittmer, & Howell, 2000) and federal regulations have stipulated (IDEA, 1997) the use of direct observation techniques, the reliability of such procedures for making key educational decisions may…”
Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, unknown): “…students with symptoms of internalizing behavior, including shy-ness, verbal inhibition, anxiety, or social withdrawal (Coplan, 2000; Gazelle & Ladd, 2003; Merrell, 1999), have been suggested to evoke less challenging experiences or negative thoughts in their teachers (Rubin & Coplan, 2004).”
Generalizability and Dependability of Direct Behavior Ratings to Assess Social Behavior of Preschoolers (2007, background): “Thus, although rating scales may be commonly accepted and used for purposes of screening, diagnosis, and program evaluation, as noted by Merrell (2003), comprehensive rating scales may represent a poor choice in formative assessment given their lengthy nature and procedural directions.”
Deconstructing a Definition: Social Maladjustment versus Emotional Disturbance and Moving the EBD Field Forward. (2004, background): “The story of the federal definition of ED is well documented, and is described in detail in other recent sources (e.g., Kauffman, in press; Merrell, 2003).”