Melissa Stormont

• Professor at University of Missouri

Over a decade ago, teacher perspectives of supporting student mental health in schools were assessed, including perceptions of mental health needs; their knowledge, skills, and training needs; their roles for supporting children’s mental health; and barriers to supporting mental health needs in their school settings. The purpose of this study was t...

Given that self-knowledge is recognized as a key component of self-determined behavior, intentionally teaching students with learning disabilities (LD) about their identified disability can create conditions needed for future self-determined behavior. In the following article, action steps are provided that are useful for fostering development of v...

Teachers are leaving the field at high rates, and it is important to investigate factors that impact teacher attrition including stress and burnout. In a sample of 468 teachers, 78% of teachers had thoughts of leaving or were leaving the field. Teachers were asked about their stress, coping, burnout, and efficacy with classroom management. Overall,...

The General Social Outcome Measure (GSOM) is a performance-based measurement tool designed to assess the change in social skills performance during and after intervention for students with social skills deficits. In the current study, the psychometric properties of the GSOM, including the total score and social communication domains, were examined...

For young children with early social-emotional difficulties, early intervention is imperative. A number of interventions are available for young children to promote social-emotional competencies. Yet, little is known regarding the impact of early childhood interventions among rural children. Rural communities have several barriers which impede acce...

This is the first study of US adults to examine change in the prevalence of psychological burden (i.e., self-reported poor mental health days in the past 30 days, and ACEs recollections) before compared to after COVID-19 started. We analyzed the prevalence of self-reported poor mental health days, and ACEs recollections from 17 states using the Beh...

Research continues to highlight discrepancies between clinical diagnoses of Autism Spectrum Disorder (ASD) and determination of special education eligibility for services within school settings. However, limited research has been conducted on the impact of those discrepancies for the identification of appropriate services within schools. The aim of...

This study investigated the impact of a self-management intervention, known as “Check-in/Check-out” (CICO) on academic engaged time and internalizing problems of three elementary-level students identified with risk for internalizing behavior problems. A multiple baseline across three students’ research design was used to examine effects of CICO on...

This article is an introduction to the special issue on universal social emotional interventions and students with or at risk for disabilities. A series of studies across development demonstrate that students with or at risk for disabilities benefit from universal intervention while they are in general education classrooms. A conceptual framework i...

In this concluding article for the Special Issue, we attempt to summarize lessons learned from these various implementation and evaluation projects. We focus on the following four points: (a) correcting misperceptions of mental health; (b) identifying, training, and coaching system change implementers; (c) distinguishing strategies for launching ve...

The purpose of this Special Issue is to describe innovative school-related initiatives to reduce the population prevalence of youth mental health concerns. In this introduction to the Special Issue, we identify strategies that have not worked as well as those that have promise in improving youth mental health outcomes. We then provide a brief overv...

There is a need for more research on selective or Tier 2 interventions to support students with challenging classroom behaviors. Existing Tier 2 interventions lack effective mechanisms such as autonomy support, which are shown to improve student-teacher relations and build competencies in the form of social or intra and interpersonal skills. The pu...

Many children with disabilities receive the majority of their instruction in the general education classroom where many universal programs are implemented. It is therefore important to examine the impact of evidence-based universal interventions on children with disabilities. The purpose of this study was to determine whether the Incredible Years T...

Universal interventions implemented in schools have the potential to impact large numbers of students on a multitude of behavioral and academic outcomes. In the context of a large group randomized controlled trial, the current study examined whether teacher-perceived student need for behavior support plans at baseline moderated the effects of a mid...

The purpose of the present study is to investigate if early childhood educators’ behavioral supports for young children are associated with their metacognitive knowledge of general problem-solving strategies. A sample of 175 Korean early childhood educators were surveyed regarding their implementation of behavioral support and meta-cognitive knowle...

The articles in the current special issue advance the literature on Tier 2 in the crucial area of discussing adaptations to existing Tier 2 interventions to enhance positive student outcomes. Adaptation is common practice in school settings. Thus, setting up recommendations, or embedding guiding principles for how to successfully adapt Tier 2 inter...

Catherine Bradshaw, PhD, MEd, is a professor and the senior associate dean for research and faculty development at the Curry School of Education and Human Development at the University of Virginia. She was previously the associate editor for the Journal of Research on Adolescence and is currently the editor of Prevention Science. She is a coeditor...

School readiness is an important area for researchers and professionals who work with young children and their families (Myers & Pianta, 2008; Sabol & Pianta, 2012; Stormont, Reinke, & Herman, 2011). School readiness can be defined as the behaviors, skills, and competencies associated with success in school (Snow, 2006; United Nations Children’s Fu...

The purpose of the study was to investigate the effectiveness of a brief and feasible universal screener for kindergarten readiness for predicting follow-up outcomes in first grade. Participants included kindergarten and first-grade teachers and students from 6 urban elementary schools. Students included slightly more males than females (54%; 46%),...

Historically, schools across the nation have struggled to address significant racial or ethnic disproportionality, including overrepresentation in exclusionary discipline practices, special education identification, and restrictive educational placements. The federal government has mandated that local education agencies monitor and address dispropo...

This study examined the benefit of utilizing one-item academic and one-item behavior readiness teacher-rated screeners at the beginning of the school year to predict end-of-school year outcomes for middle school students. The Middle School Academic and Behavior Readiness (M-ABR) screeners were developed to provide an efficient and effective way to...

Students with disabilities or who are at risk for disabilities, and from culturally and linguistically diverse backgrounds typically receive disproportionately more negative consequences in schools, including office disciplinary referrals and referrals for special education evaluation. In an effort to decrease the overrepresentation of culturally,...

The purpose of the present study was to examine the impact of the Incredible Years® Teacher Classroom Management (IY TCM) training on teacher perceptions of parental involvement. A cluster randomized design was used to assign 42 classroom teachers to either an IY TCM training (n = 19) or a control condition (n = 23). Teachers rated parental involve...

Students with disabilities often struggle in science and underperform in this important content area when compared to their typical peers. Unfortunately, many special educators have had little preparation to develop science content knowledge or skills in methods for teaching science. Despite their lack of content knowledge, special educators are of...

The purpose of the study was to examine the relations among a single item school readiness screener, social/emotional ratings, and academic performance. A prior study found that single item kindergarten readiness ratings completed in the fall predicted end-of-year academic and behavior outcomes even after controlling for baseline scores. Here, we a...

The present study is an extension of past research profiling 34 Korean early childhood educators’ observed behavior support strategies in natural settings. Data regarding their self-reported strategy profiles were additionally collected and compared to their observed strategy profiles. Discrepancies were found between teachers’ reported and observe...

Early childhood teachers are a unique population of teachers and it is important to determine amendable factors that contribute to their stress. According to available research, challenging child behavior is associated with teacher stress and burnout in school-aged teachers. Given the lack of formal and coordinated in-service education and varied q...

Bullying has emerged as a distinct, pervasive subset of peer aggression that affects youth worldwide. Although bullying is a complex phenomenon, some subgroups of youth are at escalated risk based on individual characteristics, skill deficits, and peer group or societal norms. Therefore, the field needs reliable measurement systems, precise underst...

Students with disabilities are disproportionately represented within the bullying dynamic. However, few studies have investigated the interaction between disability identification and special education services. The current study evaluated bullying involvement (direct victimization, relational victimization, cybervictimization, bullying, fighting,...

This column presents a strategy for teachers to use with students with challenging behaviors motivated by a desire to escape a setting. Although many detailed strategies are available for students with behavior problems, few provide a structured approach for working with the students motivated by escape or avoidance. To effectively intervene with d...

Schools are increasingly using multi-tiered prevention models to address the academic and behavior needs of students. The foundation of these models is the implementation of universal, or Tier 1, practices designed to support the academic and behavioral needs of the vast majority of students. To support teachers in the use of effective Tier 1 class...

The purpose of this study was to contribute to the literature on the promise of the Wilson Reading System (WRS) for students with disabilities. School professionals monitored the growth of students over time using curriculum-based measurements. Participants included 51 students (53% male, 47% female) from six schools (five elementary, one middle sc...

Youth mentoring, defined within this study, as the pairing of a youth at risk with a caring adult, is an intervention that is often used for youth at risk for academic and social failure. We sought to understand mentors’ perspectives of the fundamental elements that foster positive mentor–mentee relationships that build resiliency and increase soci...

The purpose of the study was to explore the effectiveness of a brief, feasible, and cost-effective universal screener for kindergarten readiness. The study examined whether teacher ratings of kindergarteners' academic, behavioral, and overall readiness at the beginning of the year were predictive of academic, emotional, and behavioral outcomes at t...

Even with the use of effective universal classroom management practices, some students will need additional behavioral supports. However, to translate implementation of new strategies into the classroom, professional development programs need to be adaptive to the complexities teachers face in providing instruction and managing classroom behaviors...

Children with social behavior problems need teachers who are prepared to use evidence-based interventions to increase their likelihood of success. However, it is clear that teachers do not feel prepared to support children in this area. One approach for supporting teachers in using more effective interventions for children with behavior needs is th...

Despite the growing evidence base for the efficacy of preventive interventions, the level of implementation of these interventions in schools is often less than optimal. One promising approach to supporting teachers in implementation of interventions is the use of coaching. In this study, teachers were trained in a universal classroom management in...

Easy to implement strategies teachers can use right now While opinions differ on how to define students who are “at risk.” most teachers agree that they are seeing more children hit roadblocks due to limited academic experiences, challenging environments, ADHD, or behavioral problems. Teachers often feel underprepared to connect with these students...

We examined typologies of parenting practices using latent profile analysis (LPA) in a sample of families with young children who had externalizing behavior disorders. We also examined mother and child characteristics associated with class membership using ratings from multiple informants. The sample included pooled data from five parenting treatme...

Introduction: Disruptive behavior in the classroom takes time away from instruction, disrupts student academic and social growth, and contributes to student and teacher stress, making effective behavior management vital to student learning, problem solving and emotional health. Therefore, programs that offer support to teachers in implementation of...

Many school-based interventions to promote student mental health rely on teachers as implementers. Thus, understanding the interplay between the multiple domains of fidelity to the intervention and intervention support systems such as coaching and teacher implementation of new skills is an important aspect of implementation science. This study desc...

Often, social behavior problems in children can be prevented or ameliorated with systematic efforts. One such system that is increasing across the United States is Schoolwide Positive Behavior Support, a tiered system that implements a response-to-intervention approach informed by data-driven decisions and teams that tailor key elements to their pa...

Schools implementing tiered supports for social behavior need to be systematic and thoughtful about moving to the next tier. However, schools often apply resources they have in a blanket fashion for children who demonstrate behavior problems. This practice is problematic, and there is a need for increased efforts to plan and be more careful about c...

The purpose of the study was to explore patterns of parent involvement as perceived by teachers and identify correlates of these patterns. Parent involvement indicators and correlates were selected from a review of existing research. Participants included 34 teachers and 577 children in kindergarten through third grade. The vast majority of the sam...

The importance of collecting and using data for educational decision making is clear. However, little information has been gathered about the systematic collection and use of data in early childhood. The purpose of this study was to explore teacher perceptions of data collection practices in early childhood. Participants included 137 early childhoo...

This article reviewed a method for increasing teachers' use of behavior-specific praise, which is especially important for students with emotional and behavioral disabilities. The use of performance feedback has been researched fairly extensively and has yielded positive outcomes when compared with other forms of consultation. This article provides...

The aim of the current study was to evaluate the eleven year longitudinal association between students identified in first grade as having academic and behavior problems and distal outcomes in twelfth grade. The study extends prior research that identified latent classes of academic and behavior problems in a longitudinal community sample of 678 pr...

Teaching mathematics to diverse learners can be a challenge. The extensive and specialized knowledge that special education teachers need to possess to be considered high-quality teachers is often lacking in preservice and inservice education, yet is mandated by current teacher reforms and rigorous measures of accountability. To provide direction f...

This study evaluated the use of classroom-level behavior management strategies that align with School-Wide Positive Behavioral Interventions and Supports (SW-PBIS). Direct observations of universal classroom management strategies were conducted across 33 elementary classrooms in elementary schools implementing SW-PBIS with high fidelity. Findings i...

Although collaboration between general and special educators is frequently recommended in the literature, how much is known and understood about actual collaboration practices remains unclear. Yet, current reforms and law are calling for increased collaboration. Therefore, the purpose of this review of the literature was to explore the research bas...

This article focuses on the Incredible Years Teacher Classroom Management Training (IY TCM) intervention as an example of an evidence-based program that embeds coaching within its design. First, the core features of the IY TCM program are described. Second, the IY TCM coaching model and processes utilized to facilitate high fidelity of implementati...

The use of effective instructional strategies is clearly emphasized in current educational reform, especially in the area of reading. The purposes of this study were to investigate the rates at which specific instructional practices (i.e., attention signals, prior knowledge supports, previews, instructor modeling, student modeling, organizational p...

This study was an exploratory study of 34 South Korean early childhood educators’ strategies for addressing behavior problems in natural settings. Factors related to teachers’ strategy implementation were also explored. Four specific teacher behaviors were observed: precorrection, behavioral-specific praise, redirection, and reprimand/punishment. A...

The current study detailed the manner in which one school district monitored the effectiveness of the Wilson Reading System for students with disabilities who were experiencing difficulty with reading. Effectiveness was measured by growth in the reading skills that have been documented to be critical for successful readers. Twenty fourth- and fifth...

M any schools today have a prevention-based focus for working with academic and social behavior problems through the use of tiered approaches (Bohanon, McIntosh, & Goodman, 2011; Horner & Sugai, 2005). Through the use of levels of support, including a continuum of increasingly intensive support based on responsiveness to evidence-based core practic...

The vast majority of schools today are not prepared to support children's social behavior needs. One challenge is that teachers may not be knowledgeable of evidence-based practices that can be utilized with children. This study explored teachers' agreement ratings for evidence-based and nonevidence-based behavior management practices for children w...

Many youth are at risk for failure in school due to various school, family, and community characteristics. To provide more support for youth at risk, school-based mentoring programs have become increasingly popular. However, this seemingly simple intervention is actually quite complex and must be implemented with integrity and fidelity. Although st...

Despite a growing body of evidence demonstrating the value of Tier 7 and Tier 3 interventions, significantly less is known about Tier 2 level treatments when they are added within the context of a tiered continuum of support. The purpose of this article is to systematically review the existing research base for Tier 2 small group intervention studi...

To add to the emerging early intervention research on universal supports for children, the purpose of this study was to investigate the effectiveness of an intervention designed to increase teachers’ use of two universal behavioral supports on target children’s behavior. The children targeted for this study were at elevated risk for problem behavio...

School professionals need to be prepared to support children with emotional and behavioral problems. Teachers in particular should be aware of the resources provided by their school as well as the evidence-based practices available to support children with behavioral problems. This study explored general education teachers' knowledge of 10 evidence...

There is a significant research to practice gap in the area of mental health practices and interventions in schools. Understanding the teacher perspective can provide important information about contextual influences that can be used to bridge the research to practice gap in school-based mental health practices. The purpose of this study was to exa...

Decades of research have demonstrated, now convincingly, that emotional and behavioral syndromes and many of their antecedent risks can be prevented. Much of this progress can be traced to the founding and expansion of the relatively young field called prevention science, an interdisciplinary field that emerged in the early 1990s to address the nee...

This article provides a definition and history of prevention science, presents the contemporary definition of prevention, and outlines the prevention science research cycle. The work of scholars who have developed innovative methods and practices and/or who are leaders in their dissemination were invited in this special issue to discuss their work...

Empirically supported school-based programs have been shown to reduce the present and future risk for various emotional disturbances. Unfortunately, few of these programs have been successfully transported or maintained outside the context of controlled research studies. Central to attaining this goal is the pressing need to train the next generati...

Early childhood educators should be prepared to intervene when children demonstrate challenging behaviors. Researchers have reported many factors that may influence teachers' behavior management strategies. The primary purpose of this study was to investigate the relationships among specific program, teacher, and child factors and teachers' strateg...

One of the ongoing challenges all educators face, often on a daily basis, is problem behavior. Compounding this challenge is the need to significantly alter these behavioral patterns among at-risk students early in their development to prevent correlated poor life outcomes such as academic failure and school dropout, mental health issues, or incarc...

Increasing achievement for all students is a focus of general and special education reform today. Especially in the area of reading, there are many children who are at risk for failure. The purpose of this study was to describe teachers' use of instructional time during literacy with students at schools with (Title One) and without (non-Title) high...

The number of young children who demonstrate chronic problem behaviors placing them at high risk for the future development of emotional and behavioral disorders is increasing. These children's problem behaviors often exist prior to entering school and become apparent as they interact with their parents at home. In fact, researchers have suggested...

Teachers need to be prepared to provide instructional supports for students with ADHD and students with other diverse learning needs. It does not have to be a costly or time-consuming process.

Although research has clearly supported the use of school-wide positive behavior support (PBS) in elementary school settings, data-based research has not been conducted to support program-wide PBS in early childhood settings. The purpose of this study was to specifically support teachers’ use of universal features of program-wide PBS and to determi...

To date, data-based research has not been conducted specifically on the use of systems of schoolwide positive behavioral support (SW-PBS) in early childhood settings; however, several articles have described how the process can be implemented to support children in early childhood settings. Research has also documented early childhood teachers' sup...

As new reform movements and legislation are introduced, educators and administrators often struggle to determine how to continue to meet the needs of all students. Perhaps at no other time have school personnel been under as much pressure to demonstrate the effectiveness of their programs with respect to student performance. With the passage of the...

The purpose of this review is to present factors that impede and promote successful transition to kindergarten, with a focus on the specific needs of students with problem behavior. The review addresses competencies that teachers report are critical for success in kindergarten, traditional transition practices, and challenges in implementing transi...

The current study investigated early childhood professionals' opinions regarding the use of behavioral supports for children with challenging behavior. Participants included early childhood special education teachers, Title I teachers, speech and language pathologists, instructional aids and paraprofessionals, physical therapists, and school psycho...

The current study investigated early childhood professionals' opinions regarding the use of behavioral supports for children with challenging behavior. Participants included early childhood special education teachers, Title I teachers, speech and language pathologists, instructional aids and paraprofessionals, physical therapists, and school psycho...

The main purpose of this exploratory study was to investigate preschool teachers' past educational experiences, knowledge, and opinions related to ADHD. A second purpose was to determine if specific teacher variables (e.g., years of experience) were associated with higher knowledge of ADHD as measured by a criterion-referenced test. One hundred thi...

This article provides early elementary school teachers with specific strategies to support the diverse needs of children who are vulnerable for failure in school. Children who are vulnerable include those who have an increased risk for failure because of specific characteristics that have been found to predict problems in school, such as poverty. A...

Early intervention should begin as soon as relatively stable problem behavior is detected in young children. Once professionals have identified young children who are at risk for stable externalizing behavior problems, it is important that they use and/or recommend research-based interventions. Therefore, the first purpose of this article is to pre...

The purposes of this article are to provide a review of the literature in the area of social characteristics of children with AD/HD, and to outline interventions for working with specific social problems. Research has consistently documented that children with AD/HD are more rejected and less accepted by their peers. Possible reasons for this peer...

This longitudinal study investigated child and family characteristics associated with stable behavior problems in children. Parents of 41 preschoolers with and without externalizing problems participated in a 5-year follow-forward assessment. Parents completed a behavioral checklist and children were placed into one of three behavior groups: stable...

The purpose of this article is to present the characteristics and needs of adolescent students who are underrepresented in gifted programs. The specific populations of underrepresented gifted youth who will be addressed in this article include young women, students with learning disabilities, and students living in poverty. The academic and social-...