Presentation Title

Screening for Internalizing Behavior in the Classroom

Brief Biography

Peyton Groff, Ph.D., is a licensed psychologist and nationally certified school psychologist with Georgia Neurobehavioral Associates in Canton, GA. He received his doctorate in School Psychology from Mississippi State University and has experience working with mental health and behavioral issues in a number of school and clinical settings. He also has conducted research in the areas of school based psychological and behavioral treatments for children and psycho-educational programming for children with Autism.

Highest Degree of Presenter(s)

PhD

Presentation Abstract

Students with internalizing behavioral concerns are an overlooked and under-served segment within education., especially in comparison to students with externalizing behavioral issues. The trend unfortunately results in poor academic and societal outcomes. In response, early prevention and identification through universal screening practices has become an important method for combating internalizing problems in education. However, a dearth of knowledge for how to identify and serve these students exist. Areas for needed improvement include a better understanding of the screening instruments available and how educators can more effectively look out for look out for signs of internalizing behavior problems. The following presentation will seek to review some of the most emperically supported screeners for internalizing problem behaviors. It will also provide strategies that teachers and parents can use to be more aware for early warning signs for internalizing problems across different ages and gender.

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Screening for Internalizing Behavior in the Classroom

Students with internalizing behavioral concerns are an overlooked and under-served segment within education., especially in comparison to students with externalizing behavioral issues. The trend unfortunately results in poor academic and societal outcomes. In response, early prevention and identification through universal screening practices has become an important method for combating internalizing problems in education. However, a dearth of knowledge for how to identify and serve these students exist. Areas for needed improvement include a better understanding of the screening instruments available and how educators can more effectively look out for look out for signs of internalizing behavior problems. The following presentation will seek to review some of the most emperically supported screeners for internalizing problem behaviors. It will also provide strategies that teachers and parents can use to be more aware for early warning signs for internalizing problems across different ages and gender.