Stephen P Kilgus
Biographic Data
| ID | 9513870 |
|---|---|
| NAME | Stephen P Kilgus |
| GIVEN NAMES | Stephen P |
| FAMILY NAME | Kilgus |
| SIGNATURE | KILGUS S P |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0003-0218-1004 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Examining Parent, Teacher, School Mental Health Professional, and Researcher Perceptions of a Tier 2 Internalizing Intervention to Promote Feasibility, Usability, and Effectiveness
The purpose of this study was to inform the continued development and refinement of the Resilience Education Program (REP), a Tier 2 targeted intervention for students in grades 4–8 exhibiting early signs of internalizing problems. Parents ( n = 7), teachers ( n = 7), school mental health professionals ( n = 11), and researchers ( n = 6) participated in focus groups to provide feedback on the REP intervention. During focus groups, we used a modif…
Reconciling discrepant universal screening data to improve decision-making
Using a naive Bayesian approach to identify academic risk based on multiple sources
Education training to support the collection and use of Intervention Selection Profile-Function data
Promoting equity and justice in school mental health
The effect of student race/ethnicity on the diagnostic accuracy of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)
Universal screening has emerged as one strategy within schools for identifying students who demonstrate social emotional and behavioral (SEB) concerns to provide appropriate support. However, research has demonstrated little evidence of equity around diagnostic accuracy; that is, how students might be differentially identified as at‐risk for SEB concerns based on race/ethnicity. The current study examined the diagnostic accuracy of the Social, Ac…
Exploring the relationship between teachers' perceptions of cultural responsiveness, student risk, and classroom behavior
It is important to explore the relationship between teachers' perceptions of their cultural responsiveness as well as students' classroom behavior and risk, as these relationships may impact decisions about equitable access to school behavioral health supports. This paper includes two studies conducted with teachers in two large suburban school districts. Study 1 investigated the relationship between teachers' ( n = 20) ratings on a measure of cu…
The Resilience Education Program
This study reports on the results of a pilot study designed to evaluate the Resilience Education Program (REP): a brief Tier 2 intervention that includes small‐group cognitive‐behavioral instruction, paired with a modified check‐in/check‐out procedure. Three elementary school students demonstrating early indicators of internalizing behavior concerns participated in the current intervention. A multiple‐baseline single‐case design was used to evalu…
Identifying type and evaluating stability of behavioral risk
Detecting mental health concerns in youth accurately and promptly may prevent poor school outcomes, long‐term mental illness, and adverse lifelong outcomes. Practitioners often use universal behavioral risk screeners to identify students at‐risk on indicators related to mental health concerns. However, research is needed to inform the stability of risk identification scores across the academic year. Using a sample of N = 1496 elementary and middl…
Development and validation of the Intervention Skills Profile–Skills
Measurement equivalence
No prominent works on this page.
Measurement equivalence
Development and validation of the Intervention Skills Profile–Skills
The Resilience Education Program
This study reports on the results of a pilot study designed to evaluate the Resilience Education Program (REP): a brief Tier 2 intervention that includes small‐group cognitive‐behavioral instruction, paired with a modified check‐in/check‐out procedure. Three elementary school students demonstrating early indicators of internalizing behavior concerns participated in the current intervention. A multiple‐baseline single‐case design was used to evalu…
Identifying type and evaluating stability of behavioral risk
Detecting mental health concerns in youth accurately and promptly may prevent poor school outcomes, long‐term mental illness, and adverse lifelong outcomes. Practitioners often use universal behavioral risk screeners to identify students at‐risk on indicators related to mental health concerns. However, research is needed to inform the stability of risk identification scores across the academic year. Using a sample of N = 1496 elementary and middl…
Exploring the relationship between teachers' perceptions of cultural responsiveness, student risk, and classroom behavior
It is important to explore the relationship between teachers' perceptions of their cultural responsiveness as well as students' classroom behavior and risk, as these relationships may impact decisions about equitable access to school behavioral health supports. This paper includes two studies conducted with teachers in two large suburban school districts. Study 1 investigated the relationship between teachers' ( n = 20) ratings on a measure of cu…
The effect of student race/ethnicity on the diagnostic accuracy of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)
Universal screening has emerged as one strategy within schools for identifying students who demonstrate social emotional and behavioral (SEB) concerns to provide appropriate support. However, research has demonstrated little evidence of equity around diagnostic accuracy; that is, how students might be differentially identified as at‐risk for SEB concerns based on race/ethnicity. The current study examined the diagnostic accuracy of the Social, Ac…
Promoting equity and justice in school mental health
Reconciling discrepant universal screening data to improve decision-making
Using a naive Bayesian approach to identify academic risk based on multiple sources
Education training to support the collection and use of Intervention Selection Profile-Function data
Examining Parent, Teacher, School Mental Health Professional, and Researcher Perceptions of a Tier 2 Internalizing Intervention to Promote Feasibility, Usability, and Effectiveness
The purpose of this study was to inform the continued development and refinement of the Resilience Education Program (REP), a Tier 2 targeted intervention for students in grades 4–8 exhibiting early signs of internalizing problems. Parents ( n = 7), teachers ( n = 7), school mental health professionals ( n = 11), and researchers ( n = 6) participated in focus groups to provide feedback on the REP intervention. During focus groups, we used a modif…
Psychology (9 works) · Child and Adolescent Psychosocial and Emotional Development (6 works) · Developmental psychology (6 works) · Behavioral and Psychological Studies (5 works) · Clinical Psychology (5 works) · Social Psychology (5 works) · Bullying, Victimization, and Aggression (4 works) · Mathematics education (4 works) · Applied Psychology (3 works) · At-risk students (3 works)