Multi-informant reports of student emotional and behavioral problems determine eligibility for school-based services; however, multiple informants often yield inconsistent reports of child concerns. Informant discrepancies are thought to reflect either measurement error or meaningful differences (e.g., situational variation). It is important to…

Reviews the limited outcomes research on residential and inpatient psychiatric treatment of conduct disorder in elementary school children. Considers the literature on outcomes studies of outpatient treatment in conduct-disordered children and discusses the implications of these studies for a model of residential treatment. Outlines a…