There has been significant progress in our understanding of school-based social, emotional, and behavioral (SEB) assessments since the last special issue on this topic a decade ago. This commentary provides a discussion of how each of the articles exemplifies the progress that has been made to advance the science of SEB assessment within…

In my brief commentary, I offer a look to the past to celebrate lessons learned in social, emotional, and behavioral assessment. Then, I respectfully pose considerations for researchers and practitioners committed to early detection, intervention, and assessment of students with and at risk for emotional and behavioral disorders. Specifically, I…

School psychologists are frequently called upon to assess students who have made verbal or behavioral threats of violence against others, a practice commonly known as threat assessment. One critical issue is whether the outcomes of a threat assessment generate the kind of racial disparities widely observed in school disciplinary practices. In…

The discipline gap between White students and African American students has increased demand for teacher training in culturally responsive and behavior management practices. Extant research, however, is inconclusive about how culturally responsive teaching practices relate to student behavior or how to assess using such practices in the classroom.…

Preschool-aged children with or at risk for attention deficit hyperactivity disorder (ADHD) experience significant challenges with behavioral, social, and preacademic skills. Kern et al. (2007) examined 12-month intervention outcomes for 135 children, aged 3-5, with or at risk for ADHD. Two interventions, parent education alone and parent…

Mueller, Sterling-Turner, and Moore (2005) reported a novel escape-to-attention (ETA) functional analysis condition in a school setting with one child. The current study replicates Mueller et al.'s functional analysis procedures with three elementary school-age boys referred for problem behavior. Functional analysis verified the participant's…

Although not trained as treatment providers, teachers are increasingly faced with students who present challenging behavioral issues that require intervention. Teachers often resort to reactive and punitive strategies that have many negative side effects and drawbacks because they lack specific training in managing problem behavior in the…

Using multimethod-multisource functional behavioral assessment (FBA), 3 students (in kindergarten, first grade, and ninth grade) with behavioral disabilities at risk for change of placement received interventions. Indirect assessments included the Functional Assessment Checklist for Teachers and Staff--Part A & B, the Student-Directed…