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001 ocn910850914;

003 OCoLC;

005 20151103143358.0;

006 m o d ;

007 cr bn|||||||||;

008 150608s2015 ncu ob 000 0 eng d;

035 a| (Sirsi) o910850914;

035 a| (OCoLC)910850914;

049 a| EREE;

090 a| BF722.3;

100 1 a| Paxton, Sara,e| author.=| ^A1003902;

245 10 a| School-based universal screening for emotional and behavioral risk :b| prevalence and barriers /c| by Sara Paxton.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2015.;

300 a| 56 pages;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 0.43Mb2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| M.A.c| East Carolina Universityd| 2015.;

500 a| Presented to the faculty of the Department of Psychology.;

500 a| Advisor: Stephen P. Kilgus.;

500 a| Title from PDF t.p. (viewed July 30, 2015).;

520 3 a| This study examines possible barriers associated with behavior screening implementation in schools. Behavior screenings involve the systematic evaluation of all students to help identify children with possible emotional or behavioral difficulties. Based on previous research, behavior screenings currently are not implemented with high frequency. This affects the long-term behavioral success of children in schools, which may ultimately negatively impact overall life success. By surveying current teachers, school administrators, and school staff on current resource availability and the importance of resources for behavior screenings, this study sought to identify possible barriers to behavior screening implementation. There were no statistical findings between the current use of a behavior screener in the schools and the reported access to specific resources. However, when analyzing the current access with certain demographic characteristics of a school, the overall model was significant, suggesting that while individual barriers may not play a role in the implementation of behavior screeners, the effects of multiple barriers and certain demographic characteristics may prevent successful implementation.;

504 a| Includes bibliographical references.;

650 0 a| Behavioral assessment of children.=| ^A147578;

653 a| Educational psychology;

700 1 a| Kilgus, Stephen P.e| degree supervisor.=| ^A1385965;

710 2 a| East Carolina University.b| Department of Psychology.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/4909;

949 o| jgml;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 3766712;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3766712-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/9/2015x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3766712-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/9/2015x| ETDz| HERESOURCE;

School-based universal screening for emotional and behavioral risk : prevalence and barriers / by Sara Paxton.

Author/creator	Paxton, Sara author.
Other author	Kilgus, Stephen P. degree supervisor.
Other author	East Carolina University. Department of Psychology.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2015.
Description	56 pages
Supplemental Content	Access via ScholarShip
Subjects	Behavioral assessment of children.

Summary	This study examines possible barriers associated with behavior screening implementation in schools. Behavior screenings involve the systematic evaluation of all students to help identify children with possible emotional or behavioral difficulties. Based on previous research, behavior screenings currently are not implemented with high frequency. This affects the long-term behavioral success of children in schools, which may ultimately negatively impact overall life success. By surveying current teachers, school administrators, and school staff on current resource availability and the importance of resources for behavior screenings, this study sought to identify possible barriers to behavior screening implementation. There were no statistical findings between the current use of a behavior screener in the schools and the reported access to specific resources. However, when analyzing the current access with certain demographic characteristics of a school, the overall model was significant, suggesting that while individual barriers may not play a role in the implementation of behavior screeners, the effects of multiple barriers and certain demographic characteristics may prevent successful implementation.
General note	Presented to the faculty of the Department of Psychology.
General note	Advisor: Stephen P. Kilgus.
General note	Title from PDF t.p. (viewed July 30, 2015).
Dissertation note	M.A. East Carolina University 2015.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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School-based universal screening for emotional and behavioral risk : prevalence and barriers / by Sara Paxton.

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