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University of Nebraska at Omaha
Educational Assessment, Evaluation, and Research
Special Education and Communication Disorders Faculty Publications
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- 1997 (1)
- Behavioral Strengths (1)
- Caregiver-Teacher Report Form (C-TRF) (1)
- Children (1)
- Community-Based Settings (1)
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- Early Childhood (1)
- Education Research (1)
- Educational Assessment (1)
- Emotional Strengths (1)
- Emotional and Behavioral Disorders (1)
- Family Planning Meetings (1)
- Individuals with Disabilities Education Act (1)
- Internalizing and Externalizing Characteristics (1)
- Parents as Primary Respondents (1)
- PreBERS (1)
- Preschool (1)
- School-Based Settings (1)
- Social Relationships (1)
- Wraparound Approach (1)
- Youth (1)
Articles 1 - 2 of 2
Full-Text Articles in Education
Convergent Validity And Test-Retest Reliability Of The Preschool Behavioral And Emotional Behavior Rating Scale: Parents As Respondents, Philip D. Nordness, Michael H. Epstein, Lori Synhorst
Convergent Validity And Test-Retest Reliability Of The Preschool Behavioral And Emotional Behavior Rating Scale: Parents As Respondents, Philip D. Nordness, Michael H. Epstein, Lori Synhorst
Special Education and Communication Disorders Faculty Publications
A number of professional organizations have called on the need for valid and reliable assessments that measure young children’s strengths and competencies for the purpose of making decisions about teaching and learning, identifying areas of lesser strength, and for designing and evaluating interventions. The Preschool Behavioral and Emotional Rating Scale (PreBERS; Epstein & Synhorst, in press) is a standardized test designed to assess the emotional and behavioral strengths and competencies of children 3 to 5 years of age. Two studies investigated the PreBERS with parents as the primary respondents. The first study investigated the convergent validity of the PreBERS by …
A Comparison Of School-Based And Community-Based Adherence To Wraparound During Family Planning Meetings, Philip D. Nordness
A Comparison Of School-Based And Community-Based Adherence To Wraparound During Family Planning Meetings, Philip D. Nordness
Special Education and Communication Disorders Faculty Publications
Recently a number of studies have begun to examine how the wraparound approach is adhered to during family planning meetings in community-based settings. However, no studies have compared wraparound family planning meetings across community-based and school-based settings. The purpose of this study was to examine adherence to the wraparound approach during family planning meetings across school-based and community-based settings to determine if there is a difference in the participants, domains discussed, and key characteristics of wraparound. Over the course of 9 months, observations were conducted on community-based (N = 85) and school-based (N = 109) wraparound family planning meetings. Results …