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The convergent validity of office discipline referrals with the CBCL-TRF.

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Title: The convergent validity of office discipline referrals with the CBCL-TRF.
Authors: Nelson JR (AUTHOR), Benner GJ (AUTHOR), Reid RC (AUTHOR), Epstein MH (AUTHOR), Currin D (AUTHOR)
Source: Journal of Emotional & Behavioral Disorders. Fall2002, Vol. 10 Issue 3, p181-188. 8p.
Abstract: Office discipline referrals are one approach that educators could use (a) as a guide in the development and/or selection of primary, secondary, and tertiary prevention programs; (b) as an outcome measure with which to assess the effectiveness of those programs; and (c) as an early screening procedure to identify children who might benefit from the secondary and tertiary programs. The purpose of this study was to examine the extent to which children who met the borderline and clinical cut-off scores on the Teacher Report Form (TRF; Achenbach, 1991b) received one or more office discipline referrals (the most liberal criteria possible) to determine the levels of false negatives (failure to detect a problem when one exists) that would occur if one used office discipline referrals as an early screening device. The relatively high levels of false negatives suggest that the use of office discipline referrals as an early screening device may fail to identify relatively large numbers of young children in need of interventions and supports. This issue appears to be even more pronounced in the case of students who are experiencing internalizing-related problems. Results, limitations, and future research needs are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Emotional & Behavioral Disorders is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The convergent validity of office discipline referrals with the CBCL-TRF.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Emotional+%26+Behavioral+Disorders%22">Journal of Emotional & Behavioral Disorders</searchLink>. Fall2002, Vol. 10 Issue 3, p181-188. 8p.
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  Data: Office discipline referrals are one approach that educators could use (a) as a guide in the development and/or selection of primary, secondary, and tertiary prevention programs; (b) as an outcome measure with which to assess the effectiveness of those programs; and (c) as an early screening procedure to identify children who might benefit from the secondary and tertiary programs. The purpose of this study was to examine the extent to which children who met the borderline and clinical cut-off scores on the Teacher Report Form (TRF; Achenbach, 1991b) received one or more office discipline referrals (the most liberal criteria possible) to determine the levels of false negatives (failure to detect a problem when one exists) that would occur if one used office discipline referrals as an early screening device. The relatively high levels of false negatives suggest that the use of office discipline referrals as an early screening device may fail to identify relatively large numbers of young children in need of interventions and supports. This issue appears to be even more pronounced in the case of students who are experiencing internalizing-related problems. Results, limitations, and future research needs are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Emotional & Behavioral Disorders is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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