Better Methods, Better Solutions: Developments in School-Based Behavioral Assessment
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| Title: | Better Methods, Better Solutions: Developments in School-Based Behavioral Assessment |
|---|---|
| Language: | English |
| Authors: | Merrell, Kenneth W. |
| Source: | School Psychology Review. 2010 39(3):422-426. |
| Availability: | National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/ |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 5 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Opinion Papers |
| Descriptors: | Disability Identification, Student Behavior, Mental Health, Evaluation Methods, Student Evaluation, Intervention, School Psychologists, Youth, Models, Screening Tests |
| ISSN: | 0279-6015 |
| Abstract: | A "big idea" is a concept that gives meaning to discrete facts. In this article, the author proposes a small number of big ideas, as well as his own views on where he thinks the field needs to move to achieve its full promise in school-based behavioral and social-emotional assessment. The three big ideas he has selected include: (1) universal screening for behavioral and mental health; (2) assessing student strengths; and (3) linking assessment to intervention. |
| Abstractor: | ERIC |
| Number of References: | 13 |
| Entry Date: | 2010 |
| Access URL: | https://www.nasponline.org/publications/spr/sprissues.aspx |
| Accession Number: | EJ900919 |
| Database: | ERIC |
| Abstract: | A "big idea" is a concept that gives meaning to discrete facts. In this article, the author proposes a small number of big ideas, as well as his own views on where he thinks the field needs to move to achieve its full promise in school-based behavioral and social-emotional assessment. The three big ideas he has selected include: (1) universal screening for behavioral and mental health; (2) assessing student strengths; and (3) linking assessment to intervention. |
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| ISSN: | 0279-6015 |
