Educators & MH Professionals
Explore the links below that provide information, help and insight that many educators and mental health professionals have found helpful.
The Daily Report Card
The Daily Report Card (DRC) is the most widely studied and frequently recommended classroom interventions for students with ADHD (U.S. Department of Education, 2008). Studies have documented the efficacy of the DRC when used individually or as part of a multi-component intervention system (Fabiano et al., 2010; Owens et al., 2008; Vannest et al., 2010; Wells et al., 2000).
Click here to get more information and materials on The DRC.
Click here to see a preview of our online DRC program (DRC.O).
Screening for Social and Behavioral Functioning
About 15 to 20% of children in the United States ages 6 to 17 years old have social, emotional , or behavioral problems; yet very few of these children receive adequate care. Left unaddressed, such problems place children at risk for school drop-out, substance use problems, criminal behavior, and physical and mental health problems in adulthood, and are costly for the education, healthcare, and justice systems. One way to prevent negative outcomes associated with these problems is to provide early intervention programs in schools or community agencies. However, for children to be referred to these services, they must first be identified. Because systematic universal screening facilitates such identification, we encourage school professionals to consider the integration of universal screening procedures and follow-up supports for those identified as at risk into their yearly procedures. Below are several tools that can be used to screen for risk for social and behavioral problems in elementary school students.
Classroom Performance Survey
The Classroom Performance Survey (CPS) is an 18 item questionnaire that can be administered to middle and high school teachers to gather information about a student’s academic and interpersonal strengths and weaknesses. The version available for download from this website has been modified based on research conducted by the Center for Intervention Research in Schools (Brady, Evans, Berlin, Bunford, & Kern, 2012).
For normative data and score interpretation guidance, please refer to the following article.
Brady, C. E., Evans, S. W., Berlin, K. S., Bunford, N., & Kern, L. (2012). Evaluating school impairment with adolescents using the classroom performance survey. School Psychology Review, 41 (4), 429-446.
Research on Youth Risk Behaviors
Evidence Based Prevention and Intervention
- Child Welfare League Research to Practice Initiative
- Evidence-Based Mental Health Treatment for Children and Adolescents (APA/ABCT)
- National Center for Injury Prevention Programs
- National Association of School Psychologists Exemplary Programs
- SAMHSA’s National Registry of Evidence-Based Programs and Practice
- School Based Behavioral Health
- School Mental Health Practices
- Summary of Recognized Evidence-Based Programs by CSMH
- UCLA Center for Mental Health in Schools
School Based Mental Health: Policy and Initiatives
- American Youth Policy Forum
- Center for School Mental Health
- Ohio Family and Children First and Ronald McDonald House of Cleveland
- Ohio Mental Health Network for School Success
- Ohio School Based Health Care Association
For more resources to help educators and mental health professionals utilize evidence-based tools in the community, we also recommend The Community Toolbox set of community toolkits.