CoChat
Sign Up
Cited by 109Behavioral and Psychological StudiesChild and Adolescent Psychosocial and Emotional DevelopmentEarly Childhood Education and Development

A Critical Review of Five Commonly Used Social-Emotional and Behavioral Screeners for Elementary or Secondary Schools

Jenkins, Lyndsay N., Demaray, Michelle K., Wren, Nicole Smit, Secord, Stephanie M., Lyell, Kelly M., Magers, Amy M., Setmeyer, Andrea J., Rodelo, Carlota +2 more·2014·Contemporary School Psychology
DOI 10.1007/s40688-014-0026-6
Open this paper in CoChat — free account

Integrity signals

Registry

Crossref · 10.1007/s40688-014-0026-6

Cites

0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • When integrated into treatment planning protocols, data-informed decision-making has been shown to improve outcomes by allowing helping professionals to identify what may be working or not working within the interventions and supports provided.

    “When integrated into treatment planning protocols, this type of data‐informed decision‐making has been shown to improve outcomes by allowing helping professionals to identify what may be working (or not working) within the interventions and supports provided (Jenkins et al., 2014).”

    From Strategies for monitoring mentoring relationship quality to predict early program dropout (2022) · cites this paper as Jenkins et al., 2014

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Authors
Jenkins, L. N., Demaray, M. K., Wren, N. S., Secord, S. M., Lyell, K. M., Magers, A. M., Setmeyer, A. J., Rodelo, C., Newcomb-McNeal, E., & Tennant, J.
Affiliations
  • Eastern Illinois University (US)
  • Northern Illinois University (US)
Corresponding author
Jenkins, Lyndsay N.
ORCID
Venue
Contemporary School Psychology
Publisher
Springer Science and Business Media LLC
Published
2014-08-06
Volume
18
Issue
4
Pages
241-254
ISSN
  • 2159-2020 (ISSN-L)
  • 2161-1505
DOI
10.1007/s40688-014-0026-6
OpenAlex
W2058037521
Cited by
109
References
0
Citations by year
2025: 7 · 2024: 6 · 2023: 6 · 2022: 11 · 2021: 3 · 2020: 49 · 2019: 5 · 2018: 7 · 2017: 4 · 2016: 9 · 2015: 2
FWCI
11.72
Type
journal article
Language
en
Open access
closed
Licence
www.springer.com/tdm (tdm)
Locations
Contemporary School Psychology (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
behavioral screening, universal screening, classroom assessment, Social Skills Improvement System, Strengths and Difficulties Questionnaire, psychometric properties, normative sample, score interpretation, elementary and secondary schools

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