Cited by 1

The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.

K-12 Behavioral Threat Assessment Outcomes and Their Intersection with Youth Mental Health: A Scoping Review

Canelo, Ricardo, Parson, Rakima D., Gonzalez, Jessica E., Abdel Magid, Maryam S., Wilairat, Samantha K., Gotham, Heather J.·2025·School Mental Health

DOI 10.1007/s12310-025-09748-z

Open this paper in CoChat — free account

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

Integrity signals

Registry

Crossref · 10.1007/s12310-025-09748-z

Cites

5 of 5 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation
Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., et al. (2018) · Annals of Internal Medicine · doi:10.7326/m18-0850 · Cited by 43,565
Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach
Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018) · BMC Medical Research Methodology · doi:10.1186/s12874-018-0611-x · Cited by 11,385
Scoping reviews: reinforcing and advancing the methodology and application
Peters, M. D. J., Marnie, C., Colquhoun, H., Garritty, C. M., Hempel, S., Horsley, T., Langlois, E. V., Lillie, E., O’Brien, K. K., Tunçalp, Ӧ., et al. (2021) · Systematic Reviews · doi:10.1186/s13643-021-01821-3 · Cited by 887
Are zero tolerance policies effective in the schools?: An evidentiary review and recommendations
American Psychological Association Zero Tolerance Task Force (2008) · American Psychologist · doi:10.1037/0003-066x.63.9.852 · Cited by 806 · cited 1×
“Given the seriousness of school violence, schools have implemented a variety of violence prevention programs (American Psychological Association Zero Tolerance Task Force, 2008; Curran, 2019; Hirschfield, 2018; Juvonen, 2001).”
A Randomized Controlled Study of the Virginia Student Threat Assessment Guidelines in Kindergarten Through Grade 12
Cornell, D. G., Allen, K., & Fan, X. (2012) · School Psychology Review · doi:10.1080/02796015.2012.12087378 · Cited by 106

Research works printed but not linked: 45

Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616 · DOI · Paper page
Basile, K. C., Clayton, H. B., DeGue, S., Gilford, J. W., Vagi, K. J., Suarez, N. A., Zwald, M. L., & Lowry, R. (2020). Interpersonal violence victimization among high school students—Youth Risk Behavior Survey, United States, 2019. Morbidity and Mortality Weekly Report, 69, 28–37. https://doi.org/10.15585/mmwr.su6901a4 · DOI · Paper page
Burnette, A. G., Datta, P., & Cornell, D. (2018). The distinction between transient and substantive student threats. Journal of Threat Assessment and Management, 5(1), 4–20. https://doi.org/10.1037/tam0000092 · DOI
Burnette, A. G., Konold, T., & Cornell, D. (2020). Grade-level distinctions in student threats of violence. Journal of School Violence, 19(3), 323–335. https://doi.org/10.1080/15388220.2019.1694031 · DOI
Canelo, R., Gonzalez, J., Parson, R., Abdel Magid, M., Urdiales, S., Wilairat, S. K., & Gotham, H. (2023). Measurement of behavioral threat assessment outcomes in schools and their intersection with youth mental health: A scoping review protocol. https://doi.org/10.17605/OSF.IO/EBX4P · DOI
Chambless, D. L., & Hollon, S. D. (1998). Defining empirically supported therapies. Journal of Consulting and Clinical Psychology, 66(1), 7–18. https://doi.org/10.1037/0022-006X.66.1.7 · DOI · Paper page
Cornell, D., Maeng, J., Huang, F., Shukla, K., & Konold, T. (2018a). Racial/ethnic parity in disciplinary consequences using student threat assessment. School Psychology Review, 47(2), 183–195. https://doi.org/10.17105/SPR-2017-0030.V47-2 · DOI
Cornell, D., Maeng, J. L., Burnette, A. G., Jia, Y., Huang, F., Konold, T., Datta, P., Malone, M., & Meyer, P. (2018b). Student threat assessment as a standard school safety practice: Results From a statewide implementation study. School Psychology Quarterly, 33(2), 213–222. https://doi.org/10.1037/spq0000220 · DOI
Cornell, D., Sheras, P., Gregory, A., & Fan, X. (2009). A retrospective study of school safety conditions in high schools using the Virginia Student Threat Assessment Guidelines versus alternative approaches. School Psychology Quarterly, 24(2), 119–129. https://doi.org/10.1037/a0016182 · DOI
Cornell, D. G., Gregory, A., & Fan, X. (2011). Reductions in long-term suspensions following adoption of the Virginia Student Threat Assessment Guidelines. NASSP Bulletin, 95(3), 175–194. https://doi.org/10.1177/0192636511415255 · DOI
Cowan, R. G., Tedeschi, P. J., Corbin, M., & Cole, R. (2021). A mixed-methods analysis of averted mass violence in schools: Implications for professional school counselors. Psychology in the Schools, 59(4), 817–831. https://doi.org/10.1002/pits.22647 · DOI · Paper page
Crepeau-Hobson, F., & Leech, N. (2022a). An exploratory investigation of threat assessment practices in Colorado schools. Contemporary School Psychology, 26, 458–468. https://doi.org/10.1007/s40688-021-00356-7 · DOI
Crepeau-Hobson, F., & Leech, N. (2022b). Disciplinary and nondisciplinary outcomes of school-based threat assessment in Colorado schools. School Psychology Review, 51(5), 609–618. https://doi.org/10.1080/2372966X.2020.1842716 · DOI
Curran, F. C. (2019). The law, policy, and portrayal of zero tolerance school discipline: Examining prevalence and characteristics across levels of governance and school districts. Educational Policy, 33(2), 319–349. https://doi.org/10.1177/0895904817691840 · DOI
David-Ferdon, C., Vivolo-Kantor, A. M., Dahlberg, L. L., Marshall, K. J., Rainford, N., & Hall, J. E. (2016). A comprehensive technical package for the prevention of youth violence and associated risk behaviors. Division of Violence Prevention, Centers for Disease Control and Prevention. https://stacks.cdc.gov/view/cdc/43085 · DOI
Davison, M., Penner, A. M., Penner, E. K., Pharris-Ciurej, N., Porter, S. R., Rose, E. K., Shem-Tov, Y., & Yoo, P. (2022). School discipline and racial disparities in early adulthood. Educational Researcher, 51(3), 231–234. https://doi.org/10.3102/0013189X211061732 · DOI
DeAngelis, T. (2021). Mental illness and violence: Debunking myths, addressing realities. Monitor on Psychology, 52(3), 31–36.
DiRenzo, H. (2016). The Claire Davis School Safety Act: Why threat assessments in schools will not help Colorado. Denver Law Review, 93(3), 719–747.
Division for Emotional and Behavioral Health–Council for Exceptional Children (2024). School shootings: Current status and recommendations for research and practice. Behavioral Disorders, 49(2), 116–127. https://doi.org/10.1177/01987429231214801 · DOI
Van Dreal, J. (2016). Assessing student threats: Implementing the Salem-Keizer system 2nd ed. Rowman & Littlefield Publishers.
Flannery, D. J., Wester, K. L., & Singer, M. I. (2004). Impact of exposure to violence in school on child and adolescent mental health and behavior. Journal of Community Psychology, 32(5), 559–573. https://doi.org/10.1002/jcop.20019 · DOI
Hirschfield, P. J. (2018). Schools and crime. Annual Review of Criminology, 1(1), 149–169. https://doi.org/10.1146/annurev-criminol-032317-092358 · DOI
Hodges, J. C., Walker, D. T., Baum, C. F., & Hawkins, S. S. (2023). Impact of school shootings on adolescent school safety, 2009–2019. American Journal of Public Health, 113(4), 438–441. https://doi.org/10.2105/AJPH.2022.307206 · DOI
Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687 · DOI · Paper page
Ialongo, N., Poduska, J., Werthamer, L., & Kellam, S. (2001). The distal impact of two first-grade preventive interventions on conduct problems and disorder in early adolescence. Journal of Emotional and Behavioral Disorders, 9(3), 146–160. https://doi.org/10.1177/106342660100900301 · DOI
Jackson, J. R., & Viljoen, J. L. (2024). Preventing school violence: A review of school threat assessment models. Journal of Threat Assessment and Management, 11(1), 48–65. https://doi.org/10.1037/tam0000204 · DOI
Joanna Briggs Institute. (2022, February). Resources: Templates for scoping reviews. https://jbi.global/scoping-review-network/resources
Juvonen, J. (2001). School violence: Prevalence, fears, and prevention (IP-219-EDU). RAND Corporation. https://doi.org/10.7249/IP219 · DOI
Kam, C.-M., Greenberg, M. T., & Kusché, C. A. (2004). Sustained effects of the PATHS curriculum on the social and psychological adjustment of children in special education. Journal of Emotional and Behavioral Disorders, 12(2), 66–78. https://doi.org/10.1177/10634266040120020101 · DOI
Louvar Reeves, M. A., & Brock, S. E. (2018). School behavioral threat assessment and management. Contemporary School Psychology, 22, 148–162. https://doi.org/10.1007/s40688-017-0158-6 · DOI
Maeng, J. L., Cornell, D., & Huang, F. (2020). Student threat assessment as an alternative to exclusionary discipline. Journal of School Violence, 19(3), 377–388. https://doi.org/10.1080/15388220.2019.1707682 · DOI
Mak, S., & Thomas, A. (2022). Steps for conducting a scoping review. Journal of Graduate Medical Education, 14(5), 565–567. https://doi.org/10.4300/JGME-D-22-00621.1 · DOI
Nekvasil, E. K., & Cornell, D. G. (2015). Student threat assessment associated with safety in middle schools. Journal of Threat Assessment and Management, 2(2), 98–113. https://doi.org/10.1037/tam0000038 · DOI
O’Malley, M. D., Wolf-Prusan, L., Lima Rodriguez, C., Xiong, R., & Swarts, M. R. (2019). Cultural-competence considerations for contemporary school-based threat assessment. Psychology in the Schools, 56(2), 255–275. https://doi.org/10.1002/pits.22197 · DOI
Peterson, C., Miller, G. F., Barnett, S. B. L., & Florence, C. (2021). Economic cost of injury—United States, 2019. Morbidity and Mortality Weekly Report, 70(48), 1655–1659. https://doi.org/10.15585/mmwr.mm7048a1 · DOI
Polanin, J. R., Espelage, D. L., Grotpeter, J. K., Spinney, E., Ingram, K. M., Valido, A., El Sheikh, A., Torgal, C., & Robinson, L. (2021). A meta-analysis of longitudinal partial correlations between school violence and mental health, school performance, and criminal or delinquent acts. Psychological Bulletin, 147(2), 115–133. https://doi.org/10.1037/bul0000314 · DOI
Rajan, S., Reeping, P. M., Ladhani, Z., Vasudevan, L. M., & Branas, C. C. (2022). Gun violence in K-12 schools in the United States: Moving towards a preventive (versus reactive) framework. Epidemiology and Prevention of Gun Violence, 165, 107280. https://doi.org/10.1016/j.ypmed.2022.107280 · DOI
Rodríguez Ruiz, R. (2017, February). School-to-prison pipeline: An evaluation of zero tolerance policies and their alternatives. Houston Law Review, 54(3), 803–837. https://houstonlawreview.org/article/3920-school-to-prison-pipeline-an-evaluation-of-zero-tolerance-policies-and-their-alternatives
Ross, D., von der Embse, N., Andrews, J. L., Headley, M. M., & Mierzwa, C. (2022). A systematic review of threat assessment in K-12 schools: Adult and child outcomes. Journal of School Violence, 21(4), 444–458. https://doi.org/10.1080/15388220.2022.2108434 · DOI
Ryan-Arredondo, K., Renouf, K., Egyed, C., Doxey, M., Dobbins, M., Sanchez, S., & Rakowitz, B. (2001). Threats of violence in schools: The Dallas Independent School District’s response. Psychology in the Schools, 38(2), 185–196. https://doi.org/10.1002/pits.1009 · DOI
Stohlman, S., Huang, F., & Cornell, D. (2022). High school graduation outcomes of student threat assessment. Preventing School Failure: Alternative Education for Children and Youth, 66(2), 109–117. https://doi.org/10.1080/1045988X.2021.1980851 · DOI
Strong, K., & Cornell, D. (2008). Student threat assessment in Memphis City Schools: A descriptive report. Behavioral Disorders, 34(1), 42–54. https://doi.org/10.1177/019874290803400104 · DOI
Tolin, D. F., McKay, D., Forman, E. M., Klonsky, E. D., & Thombs, B. D. (2015). Empirically supported treatment: Recommendations for a new model. Clinical Psychology: Science and Practice, 22(4), 317–338. https://doi.org/10.1111/cpsp.12122 · DOI · Paper page
Veritas Health Innovation. (2023). Covidence systematic review software. https://www.covidence.org
Vuijk, P., van Lier, P. A. C., Crijnen, A. A. M., & Huizink, A. C. (2007). Testing sex-specific pathways from peer victimization to anxiety and depression in early adolescents through a randomized intervention trial. Journal of Affective Disorders, 100(1), 221–226. https://doi.org/10.1016/j.jad.2006.11.003 · DOI

Authors: Canelo, R., Parson, R. D., Gonzalez, J. E., Abdel Magid, M. S., Wilairat, S. K., & Gotham, H. J.
Venue: School Mental Health
Publisher: Springer Science and Business Media LLC
Published: 2025-03-01
Volume: 17
Issue: 2
Pages: 301-315
ISSN: 1866-2625
1866-2633
DOI: 10.1007/s12310-025-09748-z
Cited by: 1
References: 5
Language: en
Licence: www.springernature.com/gp/researchers/text-and-data-mining (tdm)
www.springernature.com/gp/researchers/text-and-data-mining (vor)
Funders: Center for Mental Health Services (H79SM081726)

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review