This paper examined: (a) the accuracy of teacher nominations in identifying (n = 86) students with and without academic and behavioral concerns; and (b) the degree to which these different types of students responded to the multileveled intervention program. Results suggest that teachers were highly accurate in discriminating among students with academic concerns (n = 26), behavioral concerns (n = 29), combined concerns (n = 16), and typical performances (n = 15) using academic variables at the state and local levels as well as behavioral variables (e.g., school records and teacher report data). Collectively, district-level academic variables and behavioral variables accounted for 98% of the variance among the four groups. There were also differences in how these different categories of students responded to a multileveled intervention model. Limitations and directions for future research are discussed.
Get full access to this article
View all access options for this article.
References
1.
AchenbachT.M. (1991). The child behavior checklist: Manual for the teacher's report form.Burlington: University of Vermont, Department of Psychiatry.
2.
AlgozzineB., ChristensonS., & YsseldykeJ. (1981). Probabilities associated with the referral to placement process.Minneapolis: University of Minnesota, Institute for Research on Learning Disabilities.
CharlesC. M. (1996). Building classroom discipline (5th ed.). White Plains, NY: Longman.
9.
ClarkeE. A., & KiselicaM. S. (1997). A systemic counseling approach to the problem of bullying.Elementary School Guidance and Counseling, 31, 310–325.
10.
ColvinG., SugaiG., & Kame'enuiE. (1993). Proactive schoolwide discipline: Implementation manual.Project PREPARE, Behavioral Research and Teaching. Eugene: College of Education, University of Oregon.
11.
Committee for Children. (1992). Second Step: Violence prevention curriculum for preschool–grade 9.Seattle, WA: Author.
12.
DrummondT. (1994). The student risk screening scale.Grants Pass, OR: Josephine County Mental Health Program.
13.
DrummondT., EddyJ. M., & ReidJ. B. (1998a). Follow-up study #3; Risk Screening Scale: Prediction of negative outcomes by 10th grade from 2nd grade screening.Unpublished technical report. Eugene, OR: Oregon Social Learning Center.
14.
DrummondT., EddyJ. M., & ReidJ. B. (1998b). Follow-up study #4; Risk Screening Scale: Prediction of negative outcomes in two longitudinal samples.Unpublished technical report. Eugene, OR: Oregon Social Learning Center.
15.
DunlapG., Foster-JohnsonL., ClarkeS., KernL., & ChildsK. (1995). Modifying activities to produce functional outcomes: Effects on the problem behaviors of students with disabilities.Journal of the Association for Persons with Severe Handicaps, 20, 248–258.
16.
ElliottS., & GreshamF. M. (1991). Social skills intervention guide.Circle Pines, MN: American Guidance.
17.
GlassG.V., & HopkinsK.D. (1996). Statistical methods in education and psychology (3rd ed.). Boston, MA: Allyn & Bacon.
18.
GoodR. H.III, SimmonsD. C., & SmithS. B. (1998). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading skills.Educational and Child Psychology, 15, 56–70.
19.
GreshamF. M. (2002). Social skills assessment and instruction for students with emotional and behavioral disorders. In LaneK. L., GreshamF. M., & O'ShaughnessyT. E. (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 242–258). Boston: Allyn and Bacon.
20.
GreshamF. M., & ElliottS. N. (1990). Social skills rating system (SSRS).Circle Pines, MN: American Guidance Service.
21.
GreshamF. M., LaneK. L., & LambrosK. (2000). Comorbidity of conduct and attention deficit hyperactivity problems: Issues of identification and intervention with “fledgling psychopaths.”Journal of Emotional and Behavioral Disorders, 8, 83–93.
22.
GreshamF.M., LaneK.L., MacMillanD.L., & BocianK.M. (1999). Social and academic profiles of externalizing and internalizing groups: Risk factors for emotional and behavioral disorders.Behavioral Disorders, 24, 231–245.
23.
GreshamF. M., MacMillanD. L., & BocianK. M. (1997). Teachers as “tests”: Differential validity of teacher judgments in identifying students at risk for learning disabilities.School Psychology Review, 26, 47–60.
24.
GrimmL. G., & YarnoldP. R. (Eds.). (1995). Reading and understanding multivariate statistics.Washington, DC: American Psychological Association.
KampsD., KravitsT., StolzeS., & SwaggartB. (1999). Prevention strategies for at-risk students and students with EBD in urban elementary schools.Journal of Emotional and Behavioral Disorders, 7, 178–188.
27.
KazdinA. (1993). Treatment of conduct disorders: Progress and directions in psychotherapy research.Development and Psychopathology, 5, 277–310.
28.
KleinbaumD. G., KupperL. L., MullerK. E., & NizamA. (1998). Applied regression analysis and other multivariate methods. (3rd ed.). Boston: PWS-Kent.
29.
LaneK.l. (1999). Young students at-risk for antisocial behavior: The utility of academic and social skills interventions.Journal of Emotional and Behavioral Disorders, 7, 211–223.
30.
LaneK. L. (2003). Identifying young students at risk for antisocial behavior: The utility of “teachers as tests.”Behavioral Disorders, 28, 360–389.
31.
LaneK. L., & Beebe-FrankenbergerM. E. (2004). School-based interventions: The tools you need to succeed.Boston: Allyn and Bacon.
32.
LaneK. L., & MenziesH. M. (2003). A school-wide intervention with primary and secondary levels of support for elementary students: Outcomes and considerations.Education and Treatment of Children, 26, 431–451.
33.
LaneK. L., WehbyJ., MenziesH. M., DoukasG. L., MuntonS. M., & GreggR. M. (2003). Social skills instruction for students at risk for antisocial behavior: The effects of small-group instruction.Behavioral Disorders, 28, 229–248.
34.
LaneK. L., WehbyJ. H., MenziesH. M., GreggR. M., DoukasG. L., & MuntonS. M. (2002). Early literacy instruction for first-grade students at-risk for antisocial behavior.Education and Treatment of Children, 25, 438–458.
35.
LewisT. J., & SugaiG. (1999). Effective behavior support: A systems approach to proactive schoolwide management.Focus on Exceptional Children, 31, 1–24.
36.
LewisT. J., SugaiG., & ColvinG. (1998). Reducing problem behavior through a schoolwide system of effective behavior support: Investigation of a schoolwide social skills training program and contextual variables.School Psychology Review, 27, 446–459.
37.
LipseyM. W., & WilsonD. B. (2001). Practical meta-analysis.Thousand Oaks, CA: Sage.
38.
Lohrmann-O'RourkeS., KnosterT., SabatineK., SmithD., HorvathB., & LlewellynG. (2000). Schoolwide application of PBS in the Bangor area school district.Journal of Positive Behavior Interventions, 2, 238–240.
39.
MacGregorR. R., NelsonJ. R., & WeschD. (1997). Creating positive learning environments: The school-wide student management program.Professional School Counseling, 1, 33–35.
40.
MorrisR.J., ShahK., & MorrisY.P. (2002). Internalizing behavior disorders. In LaneK.L., GreshamF.M., and O'ShaughnessyT.E. (pp. 223–241). Children with or at risk for emotional and behavioral disorders.Boston, MA: Allyn & Bacon.
41.
O'ShaughnessyT., LaneK.L., GreshamF.M., & Beebe-FrankenbergerM. (2003). Children placed at risk for learning and behavioral difficulties: Implementing a school-wide system of early identification and prevention.Remedial and Special Education, 24, 27–35.
42.
ReidJ.B., & PattersonG.R. (1991). Early prevention and intervention with conduct problems: A social interaction model for the integration of research and practice. In StonerG., ShinnM.R., & WalkerH.M. (Eds.), Interventions for achievement and behavior problems (pp. 715–739). Silver Spring, MD: National Association of School Psychologists.
43.
Scholastic Comprehension Tests (1996). New York: Literacy Place.New York: Scholastic.
44.
ScottT. M. (2001). A schoolwide example of positive behavioral support.Journal of Positive Behavior Interventions, 3, 88–94.
Stanford Achievement Test, Ninth Edition. (1996). San Antonio, TX: Harcourt Assessment, Inc.
47.
StanovichK. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy.Reading Research Quarterly, 21, 360–406.
48.
StanovichK. E. (1988). The right and wrong places to look for the cognitive locus of reading disability.Annals of Dyslexia, 38, 154–177.
49.
Taylor-GreeneS. J., & KartubD. T. (2000). Durable implementation of school-wide behavior support.Journal of Positive Behavior Interventions, 2, 233–234.
50.
TorgesenJ. K., AlexanderA. W., WagnerR. K., RashotteC. A., VoellerK. S., & ConwayT. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches.Journal of Learning Disabilities, 34, 33–58.
51.
TurnbullA., EdmonsonH., GriggsP., WickhamD., SailorW., FreemanR., GuessD., LassenS., McCartA., ParkJ., RiffelL., TurnbullR., & WarrenJ. (2002). A blueprint for school-wide positive behavior support: Implementation of three components.Exceptional Children, 58, 377–402.
52.
UmbreitJ., LaneK. L., & DejudC. (2004). Improving classroom behavior by modifying task difficulty: The effects of increasing the difficulty of too-easy tasks.Journal of Positive Behavior Interventions, 6, 13–20.
53.
WalkerH. M., Block-PedegoA., TodisB., & SeversonH. (1991). School archival record search.Longmont, CO: Sopris West.
54.
WalkerH. M., IrvinL. K., NoellJ., & SingerG. H. S. (1992). A construct score approach to the assessment of social competence: Rationale, technological considerations, and anticipated outcomes.Behavior Modification, 16, 448–474.
55.
WalkerH. M., RamseyE., & GreshamF. M. (2004). Antisocial behavior in schools: Evidence-based practices (2nd ed.). Belmont, CA: Thomson & Wadsworth.
56.
WalkerH. M., & SeversonH. (1992). Systematic Screening for Behavior Disorders: Technical manual.Longmont, CO: Sopris West.
57.
WalkerH. M., & SeversonH. (2002). Developmental prevention of at risk outcomes for vulnerable antisocial children and youth. In LaneK. L., GreshamF. M., & O'ShaughnessyT. E. (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 177–194). Boston: Allyn and Bacon.
58.
WalkerH. M., SeversonH. H., & FeilE. G. (1995). The Early Screening Project: A proven child-find process.Longmont, CO: Sopris West.
59.
WongH., & WongR. (1998). How to be an effective teacher: The first days of school.Mountain View, CA: Harry K. Wong.
