Brad M. Uhing

TL;DR: In this article, the authors report on the effectiveness and focus of academic self-management interventions for children and adolescents with emotional and behavioral disorders and report that self-monitoring interventions were the predominant type of selfmanagement technique used by researchers.

TL;DR: This article examined dimensions of the home literacy environment relative to oral language outcomes for high-risk Hispanic children and used commonality analysis to determine what percentage of the explained variance in both English and Spanish oral language was associated with variance uniquely and commonly accounted for by five subscales of the Familia Inventory, a questionnaire that examines home literacy environments.

TL;DR: In this article, the authors extend instrument validation research for a strength-based emotional and behavior rating scale, the Teacher Rating Scale of the Behavior and Emotional Rating Scale-Second Edition (BERS-2), through the use of convergent validation techniques.

TL;DR: This article evaluated the discriminative ability of the youth and parent forms of the BERS-2 and found statistically significant differences in the scores of youth with and without emotional disturbance (ED) on four of five rating scales and the overall strength index.

TL;DR: Overall convergent validity of the SSBD and TRF was strong, particularly for TRF externalizing problems and associated syndromes, which provide further support for use of theSSBD in the assessment of behavioral functioning of students with emotional disturbance.