This literature review explored whether dynamic assessment procedures in psycho-educational practice might bridge the well-known gap between diagnosis and intervention. Due to a learning phase included in the testing procedure, qualitative information about the child's learning needs can be revealed by means of dynamic assessment. The question is,…

This study investigated the impact of a psychoeducational group for social anxiety aimed at elementary children. An 8-week psychoeducational program based on empirically validated risk factors was designed. Interventions included cognitive restructuring, anxiety management techniques, and social skills training. Pre-and posttest data from 3 groups…

Objective: Anxiety disorders are the most prevalent psychiatric disorders in the United States and result in substantial burden to the individual and society. Although effective treatments for anxiety disorders have been developed, there has been substantially less focus on interventions aimed at the amelioration of anxiety-related risk and…

This article reviews issues involved with using norm-referenced measures within an intervention validity model. Methodological examination of intervention validity has become more important as intervention methodologies have become part of federal legislation. However, current practice and federal guidelines often implicitly portray a dichotomy…

The nine readings in this monograph focus on ways to improve the social skills of students with emotional/behavioral disorders. The following readings are included: (1) "Analysis of Literature on Social Competence of Behaviorally Disordered Children and Youth" (Sarup R. Mathur and Robert B. Rutherford, Jr.); (2) "A Validation of Social Skills for…