PSYCHOSOCIAL SUPPORT FOR CHILDREN AND FAMILIES

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Early identification of behavioral and emotional problems in youth: Universal screening versus teacher-referral identification. The California School Psychologist, 14(1), 89-95. Farmer, E. M. Z., Burns, B. J., Philips, S. D., Angold, A., & Costello, E. J. (2003). Pathways into and through mental health services for children and adolescents. Psychiatric Services, 54, 60-66. http://dx.doi.org/10.1176/appi.ps.54.1.60 Fixsen, D., Blase, K., Metz, A., & Van Dyke, M. (2013). Statewide implementation of evidence‐based programs. Exceptional Children, 79(2), 213–230. Freeman, J., Simonsen, B., McCoach, D. B., Sugai, G., Lombardi, A., & Horner, R. (2016). Relationship between school‐wide positive behavior interventions and supports and academic, attendance, and behavior outcomes in high schools. Journal of Positive Behavior Interventions, 18(1), 41–51. https://doi.org/10.1177/1098300715580992 Freeman, R., Miller, D., & Newcomer, L. (2015). 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Ensuring high quality, comprehensive and integrated specialized instructional support services [Position statement]. National Association of School Psychologists. National Association of School Psychologists. (2020). The professional standards of the National Association of School Psychologists. National Association of School Psychologists. Nearchou, F. A., Stogiannidou, A., & Kiosseoglou, G. (2014). Adaptation and psychometric evaluation of a resilience measure in Greek elementary school students. Psychology in the Schools, 51(1), 58-71. O'Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional assessment and program development for problem behavior: A practical handbook (3rd ed.). Cengage Learning. Ormiston, H. E., Nygaard, M. A., & Heck, O. C. (2021). The role of school psychologists in the implementation of trauma-informed Multi-Tiered Systems of Support in schools. Journal of Applied School Psychology,37(4), 319-351. https://doi.org/10.1080/15377903.2020.1848955 Rogers, E. M., Singhal, A., & Quinlan, M. M. (2014). Diffusion of innovations. In An integrated approach to communication theory and research (pp. 432-448). Routledge. Sanetti, L. M. H., & Collier-Meek, M. A. (2019). Increasing implementation science literacy to address the research-to-practice gap in school psychology. Journal of School Psychology, 76, 33-47. https://doi.org/10.1016/j.jsp.2019.07.008 Santiago, R. T., McIntyre, L. L., & Garbacz, S. A. (2022). Dimensions of family–school partnerships for autistic children: Context and congruence. School Psychology, 37(1), 4-14. https://doi.org/10.1037/spq0000473. Steege, M. W., Pratt, J. L., Wickerd, G., Guare, R., & Watson, S. T. (2019). Conducting school-based functional behavioral assessments: A practitioner’s guide (3rd ed.). The Guilford Press. Shernoff, E. S., Bearman, S. K., & Kratochwill, T. R. (2017). Training the next generation of school psychologists to deliver evidence-based mental health practices: Current challenges and future directions. School Psychology Review, 46(2), 219-232. https://doi.org/10.17105/SPR-2015-0118.V46-2 Stogiannidou, A. (2011). A proposed method for the evaluation of parent counseling within the framework of evidence-based practice. Hellenic Journal of Psychology, 8(3), 338–358. Sugai, G., & Horner, R. H. (2009). Responsiveness‐to‐intervention and school‐wide positive behavior supports: Integration of multi‐tiered system approaches. Exceptionality, 17(4), 223–237. https://doi.org/10.1080/09362830903235375 Tanner, N., Eklund, K., Kilgus, S. P., & Johnson, A. H. (2018). Generalizability of universal screening measures for behavioral and emotional risk. School Psychology Review, 47(1), 3-17. https://doi.org/10.17105/SPR-2017-0044.V47-1 Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). 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Online Resources Intervention Central at https://www.interventioncentral.org Positive Behavioral Interventions and Supports (PBIS) at https://www.pbis.org/ Strengths and Difficulties Questionnaires at https://www.sdqinfo.org/ What Works Clearinghouse at https://ies.ed.gov/ncee/wwc/