Tipo Disturbo ARTICOLO LINK ARTICOLO Interval recording methods Continuous recording/Total Duration/ Duration Recording Frequency/Event Recording  Rate Latency recording Token economy (e.g. points system) Social Interaction Code (Nyemeyer and McEvoy, 1989) Permanent product recording Probes  Not specified Direct Behavior Rating Scales (DBR) Daily Behavior Report Card Rating scale /Likert-type scale Thermometer School records Reading Measure altri
Momentary time sampling/ Time sample recording Partial interval recording  Whole-interval recording/ Whole interval time sampling  Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) WPM (Words Per Minute)
ADHD Carboni, J. A., Roach, A. T., & Fredrick, L. D. (2013). Impact of mindfulness training on the behavior of elementary students with attention-deficit/hyperactive disorder. Research in Human Development, 10(3), 234-251. LINK Behavioral Observation of Students in Schools (BOSS; Shapiro, 2004): only the frequencies of on-task behaviors in the context of academic engagement (active, AET, and passive, PET) were analyzed.                                      
Chronis, A. M., Fabiano, G. A., Gnagy, E. M., Onyango, A. N., Pelham, W. E., Lopez-Williams, A., ... & Seymour, K. E. (2004). An evaluation of the summer treatment program for children with attention-deficit/hyperactivity disorder using a treatment withdrawal design. Behavior Therapy, 35(3), 561-585.  LINK           Rates of following activity rules in the three classroom segments were used as dependent measures of behavior in the classroom setting   The frequencies of point system behaviors prior to, during, and after the withdrawal of behavior modification were compared (see Pelham, Greiner, et al., 1997, for a description of the point system). For each
category, the daily total of behaviors exhibited by each child was averaged
across days within the behavioral treatment condition. 		   Productivity (percentage of works realized) and accuracy (percentage of accurate works realized) (works: e.g. reading, arithmetic)       Percentage of DRC goals gained for each day COUNSELOR/TEACHER RATING                                                                         Counselors and teachers also completed a series of nine questions daily.
The first set of questions referred to how effective they found the behavior
management techniques they used that day, how successful they were in getting
each child to complete his or her tasks, how successful they were in completing
their own tasks, and how effective they felt overall. These ratings
were made on a 7-point Likert scale, ranging from 0 (less effective~successful)
to 6 (more effective~successful). The second set of questions referred to how
frustrating and stressful their interactions with each child were, with scores
ranging from 0 (less frustrating~stressful) to 6 (more frustrating~stressful).
The final set of questions referred to how pleasant their interactions with each
child were, how much they liked each child, how much the child liked
"camp" and how well each child got along with peers on that particular day,
with scores ranging from 0 (less pleasant~liked less~got along worse with
peers) to 6 (more pleasant~liked more~got along better with peers). Responses
in each of these three domains were averaged together to produce three
aggregate ratings each for counselors and teachers                               COUNSELOR, TEACHER, PARENTS RATING                                                           domain-specific improvement ratings to assess the effectiveness of treatment (e.g. Pelham, Gnagy, et al., 2000: Ratings were completed across many domains of functioning, including peer relations, defiance, academic progress, responsibility, self-esteem, happiness, problem solving, and sports skills. Raters also completed items assessing overall improvement and effort to improve. The ratings ranged from 1 (very much worse) to 7 (very much
improved) with 4 being unchanged)) 		          
Fabiano, G. A., & Pelham Jr, W. E. (2003). Improving the effectiveness of behavioral classroom interventions for attention-deficit/hyperactivity disorder: A case study. Journal of Emotional and Behavioral Disorders, 11(2), 122-128. LINK   Disruptive and on-task behavior was coded if occured during 15s intervals                                    
Jurbergs, N., Palcic, J., & Kelley, M. L. (2007). School-home notes with and without response cost: Increasing attention and academic performance in low-income children with attention-deficit/hyperactivity disorder. School Psychology Quarterly, 22(3), 358. LINK     On taks and Off-task behavior were recorded if maintained for the entire interval 15s             The percentage of classwork attempted as well as the percentage of work completed correctly during the morning work period was evaluated. The researcher obtained each childÕs classwork from their ÒDaily Oral Language Journals.Ó The Daily Oral Language Journal is a notebook in which students complete their morning work. The researcher made copies of each assignment from their journal. The copies were graded for percent complete (number of items completed/number of items assigned) and percent correct (number of items correct/number of items assigned).                    
Singh, N. N., Singh, A. N., Lancioni, G. E., Singh, J., Winton, A. S., & Adkins, A. D. (2010). Mindfulness training for parents and their children with ADHD increases the childrenÕs compliance. Journal of Child and Family Studies, 19(2), 157-166. LINK         Record of every time the child complied with mother's requests                   PARENT RATING                                                                                   Satisfaction with Self in Interactions with My Child (SSIMC): single item/0-5 point scale: 0 = totally unsatisfied; 5 = totally satisfied ;                            Subjective Units of Happiness with My Child (SUHMC): single item/ 0-100 scale: 0 = totally unsatisfied; 100 = totally satisfied.          
Anxiety Disorders Choate, M. L., Pincus, D. B., Eyberg, S. M., & Barlow, D. H. (2005). Parent-child interaction therapy for treatment of separation anxiety disorder in young children: A pilot study. Cognitive and Behavioral Practice, 12(1), 126-135. LINK                             PARENT RATING                                                                                     Fear and Avoidance Hierarchy (FAH). The therapist helped the family complete an FAH at the beginning of treatment. Together with the therapist, the family created a list of separation situations that were feared and avoided by the child. Parents then rated the child's fear and avoidance of each situation using a 0- to 8-point scale. These scores were summed to create a fear and avoidance score
for the child at the beginning of the CDI a n d PDI treatment phases, at the end of treatment, and at the follow-up assessment. The FAH has become a standard clinical measure of treatment outcome in SAD because cognitive-
behavioral treatments for SAD typically focus on exposure
to feared SAD situations (Heard, Dadds, & Conrad, 1992).		          
Comer, J. S., Puliafico, A. C., Aschenbrand, S. G., McKnight, K., Robin, J. A., Goldfine, M. E., & Albano, A. M. (2012). A pilot feasibility evaluation of the CALM Program for anxiety disorders in early childhood. Journal of anxiety disorders, 26(1), 40-49. LINK                             CLINICIAN RATING                                                                                  Children Global Assessment Scale (CGAS; Shaffer et al., 1983): 1 item to evaluate the severity of of the disturb (0 - 100: higher severity of the disturb - higher level of functioning) considering 4 domain: at home w/ family; school; friends; leisure time.                                                                                            Clinical Global Impression (CGI-S and I; Guy & Bonato; 1970):  3 item scale (CGI-S, CGI-I, and therapeutic response), in the present work only 2 items were used: CGI-S rating of the severity of the disturb (1-7 = normal-amongst the most severely ill patients), CGI-I rating of the clinical improvement (1 - 7 = very much improved - very much worse)           
Eisen, A. R., Raleigh, H., & Neuhoff, C. C. (2008). The unique impact of parent training for separation anxiety disorder in children. Behavior Therapy, 39(2), 195-206. LINK         SELF REPORT                                  Daily recorrds of frequency of anxious event per day                   PARENT RATING                                                                                                           In addition, the DD also included a column for Òparent interferenceÓ
ratings for each child-reported separation-anxious incident. These ratings using a similar 0-to-4 scale, took into account the degree of disruptions to family, peer, and/or school-related functioning. Parent participants also completed weekly Parent Ratings of Severity (PROS; Eisen & Silverman, 1998), a measure that required parents to rate the degree of impairment of their childÕs overall anxiety (0 to 8 scale; 0=none, 8=very severely disturbing). DD included columns for parent participants to record their children's descriptions of separation-anxious ÒincidentsÓ and accompanying ÒfearÓ ratings on a 0-to-4 scale (0=none; 4=very much)		 PARENTS REPORT                                                Parent participants utilized a Fear Thermometer (Silverman, 1989) to help facilitate accurate recording.        
Eisen, A. R., & Silverman, W. K. (1998). Prescriptive treatment for generalized anxiety disorder in children. Behavior Therapy, 29(1), 105-121. LINK         SELF REPORT                                    (DD) Number of negative cognition                   SELF REPORT                                                                                                              1 item form daily diary to assess the degree of anxiety on a 5 point scale (0 = none to 4 = very much)                                                                                  PARENTS RATING                                                                                                      In addition, parents completed weekly Parent Ratings of Severity (PROS), a measure that required parents to rate the degree of impairment of their child's anxiety (0 to 8 scale; 0 = none, 8 = very severely disturbing).          
Lumpkin, P. W., Silverman, W. K., Weems, C. F., Markham, M. R., & Kurtines, W. M. (2002). Treating a heterogeneous set of anxiety disorders in youths with group cognitive behavioral therapy: A partially nonconcurrent multiple-baseline evaluation. Behavior Therapy, 33(1), 163-177. LINK                             PARENT RATING                                                                                      Child and Parent rating scales The same 0- to 8-point rating scale was
used to assess the children's and parents' subjective views of the degree of
severity of the disorder and the amount of interference it causes in the child's overall functioning.		          
Suveg, C., Kendall, P. C., Comer, J. S., & Robin, J. (2006). Emotion-focused cognitive-behavioral therapy for anxious youth: A multiple-baseline evaluation. Journal of Contemporary Psychotherapy, 36(2), 77-85. LINK                             CLINICIAN RATING:                                                                                 Clinical Global Impression (CGI-S and I; Guy & Bonato; 1970):  3 item scale (CGI-S, CGI-I, and therapeutic response), in the present work only 2 items were used --> CGI-S rating of the severity of the disturb (1-7 = normal-amongst the most severely ill patients), CGI-I rating of the clinical improvement (1 - 7 = very much improved - very much worse)           
ASD Boyd, B. A., Conroy, M. A., Mancil, G. R., Nakao, T., & Alter, P. J. (2007). Effects of circumscribed interests on the social behaviors of children with autism spectrum disorders. Journal of autism and developmental disorders, 37(8), 1550-1561. LINK   Percentage of intervals in which the subject choose Circumscribed Interest items   Percentage of time social interaction occurred     elapsed time before social interaction initiation                          
Ganz, J. B., & Flores, M. M. (2009). The effectiveness of direct instruction for teaching language to children with autism spectrum disorders: Identifying materials. Journal of Autism and Developmental Disorders, 39(1), 75-83. LINK                     Language probes: number of correct probes                  
Asperger Ducharme, J. M., Sanjuan, E., & Drain, T. (2007). Errorless compliance training: Success-focused behavioral treatment of children with Asperger syndrome. Behavior Modification, 31(3), 329-344. LINK                       Percentage of compliance to parents requests during daily sessions                
Mitchell, K., Regehr, K., Reaume, J., & Feldman, M. (2010). Group social skills training for adolescents with Asperger Syndrome or high functioning autism. Journal on Developmental Disabilities, 16(2), 52-63 LINK         Incidents, and whether they were followed by either physical aggression or self-control, were recorded by each
adolescent, and by parents and siblings		                              
Sansosti, F. J., & Powell-Smith, K. A. (2006). Using social stories to improve the social behavior of children with Asperger syndrome. Journal of Positive Behavior Interventions, 8(1), 43-57. LINK   Social engagement was recorded during 15s intervals                                    
Singh, N. N., Lancioni, G. E., Singh, A. D., Winton, A. S., Singh, A. N., & Singh, J. (2011). Adolescents with Asperger syndrome can use a mindfulness-based strategy to control their aggressive behavior. Research in Autism Spectrum Disorders, 5(3), 1103-1109. LINK                     Training and Generalization probes:  Percentage of correct probe trials. Behaviors: Introduce self, Start conversation with peer(s), Problem Solving        Social Skills Rating System (SSRS, Gresham & Elliott, 1990): students and parent (perceived frequency of a behavior: 3-point scale 0 = never, 2 = often; importance of a behavior: 3-point scale 0 = not important; 2 = critical)                    
Asperger/High Functioning Autism Apple, A. L., Billingsley, F., Schwartz, I. S., & Carr, E. G. (2005). Effects of video modeling alone and with self-management on compliment-giving behaviors of children with high-functioning ASD. Journal of Positive Behavior Interventions, 7(1), 33-46. LINK         Frequency count of compliment giving behavior during 15m intervals                              
Sansosti, F. J., & Powell-Smith, K. A. (2008). Using computer-presented social stories and video models to increase the social communication skills of children with high-functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 10(3), 162-178. LINK   Social communication occurrance was recorded in the form of joining in and maintaining conversationsduring 15s intervals                                    
Asperger/Autism Thiemann, K. S., & Goldstein, H. (2004). Effects of peer training and written text cueing on social communication of school-age children with pervasive developmental disorder. Journal of Speech, Language, and Hearing Research, 47(1), 126-144. LINK         Record of the frequency of 8 social communication behaviors during 10m intervals;                                 - Average lenght of multiple-
turn conversational interactions (MCIs): number of utterances in a 10m interval divided by the number of episodes of conversation.                                        - Percentage of peer responses: number of peer responses per 10-min session dived by the total number of child's initiations per session, multiplied by 100. 		                              
At risk of antisocial behavior Sprague, J., & Perkins, K. (2009). Direct and collateral effects of the first step to success program. Journal of Positive Behavior Interventions, 11(4), 208-221. LINK       Academic engaged time and positive social behavior percentage of time    Frequency count of problem behavior; Teacher positive and negative interaction                              
Attention problems Peck, H. L., Kehle, T. J., Bray, M. A., & Theodore, L. A. (2005). Yoga as an intervention for children with attention problems. School Psychology Review, 34(3), 415. LINK Behavioral Observation Form (Rhode et al., 1993) to measure on-task behavior with 10s intervals                                      
Autism Dugan, E., Kamps, D., Leonard, B., Watkins, N., Rheinberger, A., & Stackhaus, J. (1995). Effects of cooperative learning groups during social studies for students with autism and fourth_grade peers. Journal of applied behavior analysis, 28(2), 175-188. LINK Code for Instructional Structure
(CISSAR) observation system (Greenwood & Carta, 1988) was used for academic engagement probes. Behavior was recorded using momentary time sampling - 10s intervals		       Student interaction. Observations of the time spent engaged in appropriate interactions (student to peer or peer to peer) were conducted using the Social Interaction Code (SIC) developed by Niemeyer and McEvoy (1989).Five-minute probes.                             Weekly quizzes to assess academic performance: 30 items
Gonzalez-Lopez, A., & Kamps, D. M. (1997). Social skills training to increase social interactions between children with autism and their typical peers. Focus on autism and other developmental disabilities, 12(1), 2-14. LINK                 The frequency and duration  of social interactionbetween students. (5m intervals)                       
Hume, K., & Odom, S. (2007). Effects of an individual work system on the independent functioning of students with autism. Journal of autism and developmental disorders, 37(6), 1166-1180.                                                    LINK On and off task behavior was recorded during 10s intervals Teacher prompting was recorded during 10s intervals     Task completion recorded as the number of task completed during a work session. Record of  the number of play materials used by subjects.                              
Ingersoll, B., Dvortcsak, A., Whalen, C., & Sikora, D. (2005). The effects of a developmental, socialÑPragmatic language intervention on rate of expressive language production in young children with autistic spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20(4), 213-222. LINK                       Spontaneous appropriate language was videotaped and scored during 30s intervals through an adaptation of the Functional Emotional Assessment Scale
protocol (Greenspan, DeGangi, & Wieder, 2001)		                
Kamps, D. M., Leonard, B. R., Vernon, S., Dugan, E. P., Delquadri, J. C., Gershon, B., ... & Folk, L. (1992). Teaching social skills to students with autism to increase peer interactions in an integrated first_grade classroom. Journal of Applied Behavior Analysis, 25(2), 281-288. LINK                 Social interaction was recorded during 5m intervals                       
Koegel, R. L., Fredeen, R., Kim, S., Danial, J., Rubinstein, D., & Koegel, L. (2012). Using perseverative interests to improve interactions between adolescents with autism and their typical peers in school settings. Journal of Positive Behavior Interventions, 14(3), 133-141. LINK   Engagement with peers was recorded during 1m intervals        Rate of initiations was calculated recording each time the subject started spontaneously verbal communicating behaviors toward peers and dividing this number for the duration of the club session. A frequency count was used to record rate of initiations for
each session		                            
Kohler, F. W., Greteman, C., Raschke, D., & Highnam, C. (2007). Using a buddy skills package to increase the social interactions between a preschooler with autism and her peers. Topics in Early Childhood Special Education, 27(3), 155-163. LINK   10s partial interval time sampling to assess social overtures toward the subject and by the subject toward others                                    
Lang, R., Machalicek, W., Rispoli, M., OÕReilly, M., Sigafoos, J., Lancioni, G., ... & Didden, R. (2014). Play skills taught via behavioral intervention generalize, maintain, and persist in the absence of socially mediated reinforcement in children with autism. Research in Autism Spectrum Disorders, 8(7), 860-872. LINK   Appropriate play and stereotypy were coded from videos using a 10-s partial interval
procedure		                         PARENT RATING                                                                                                       Mood Scale and Related Interview Questions (MSRIQ; Carr, McLaughlin, Giacobbe-Grieco, & Smith, 2003): is a five-point Likert-type scale that evaluates caregiver perception of an individualÕs mood (and three follow-up questions). The scale ranges from bad mood (score of 1) to good mood (score of 5).                                                                                                                                                      General Child Affect Rating Scales (GCARS; Koegel, Vernon, & Koegel, 2009) consists of two Likert-type scales (one for happiness and one for interest) that range from disinterested and unhappy (score of 0 or 1) to interested and happy (scores of 4 or 5)          
Laushey, K. M., & Heflin, L. J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of autism and developmental disorders, 30(3), 183-193. LINK         Frequency of Social skills were recorded during 10m sessions                               
Maione, L., & Mirenda, P. (2006). Effects of video modeling and video feedback on peer-directed social language skills of a child with autism. Journal of Positive Behavior Interventions, 8(2), 106-118. LINK         (a) the total number of
verbalizations made by the participant, (b) the frequency
of both scripted and unscripted verbalizations, and (c) the
frequency of initiations and responses		                                
Nikopoulos, C. K., & Keenan, M. (2007). Using video modeling to teach complex social sequences to children with autism. Journal of Autism and Developmental Disorders, 37(4), 678-693. LINK   Reciprocal play, object engagement, and other behaviors were recorded during 10s intervals   Reciprocal play was recorded     Social initiation and imitative responses were recorded                             
Pierce, K., & Schreibman, L. (1997). Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: Results from trained and untrained peers. Journal of applied behavior analysis, 30(1), 157-160. LINK                       Maintains interaction, Initiates conversation, initiates play behaviors were recorded and scored in continuous 10s intervals                 
Reeve, S. A., Reeve, K. F., Townsend, D. B., & Poulson, C. L. (2007). Establishing a generalized repertoire of helping behavior in children with autism. Journal of Applied Behavior Analysis, 40(1), 123-136. LINK                       Percentage of trials in which a correct response occurred                  
Stevenson, C. L., Krantz, P. J., & McClannahan, L. E. (2000). Social interaction skills for children with autism: a script_fading procedure for nonreaders. Behavioral Interventions, 15(1), 1-20. LINK         Record of interaction through the record of verbal production in 1 minute intervals. Interaction was distinguished in scripted 1, scripted 2; unscripted, non interaction.                                
Autism and Intellectual Disability  Reynhout, G., & Carter, M. (2007). Social Storyª efficacy with a child with autism spectrum disorder and moderate intellectual disability. Focus on Autism and Other Developmental Disabilities, 22(3), 173-181. LINK   Tapping of hands during reading was recorded during 10s intervals                                      
Autism with Aggressive behavior, non compliance, self injury  Singh, N. N., Lancioni, G. E., Winton, A. S., Fisher, B. C., Wahler, R. G., Mcaleavey, K., ... & Sabaawi, M. (2006). Mindful parenting decreases aggression, noncompliance, and self-injury in children with autism. Journal of Emotional and Behavioral Disorders, 14(3), 169-177. LINK         Record of each time the target behaviors (aggression, non-compliance, self-injury) occurred                   PARENT RATING                                                                                                          - Subjective Units of Parenting Satisfaction (SUPS) and Subjective Units of Interaction Satisfaction (SUIS): single item/0-100 scale: 0 = total dissatisfaction; 100 = total satisfaction;                                                                        - Subjective Units of Use of Mindfulness (SUUM): single item/0-100 scale: 0 = no use; 100 = total use.            
Autism with disruptive behavior Ozdemir, S. (2008). The effectiveness of social stories on decreasing disruptive behaviors of children with autism: Three case studies. Journal of Autism and Developmental Disorders, 38(9), 1689-1696. LINK   Disruptive behavior was recorded during 15s intervals                                      
Autism with mental retardation / Asperger and ADHD Nikopoulos, C. K., & Keenan, M. (2003). Promoting social initiation in children with autism using video modeling. Behavioral interventions, 18(2), 87-108. LINK   Social initiation was scored as imitative if occurred within 25s since the experimenter enter in the room. Other social initiation behaviors were scored separately   Total time spent by the subject in play with the experimenter                                  
Behavior problems Alber-Morgan, S. R., Matheson Ramp, E., Anderson, L. L., & Martin, C. M. (2007). Effects of repeated readings, error correction, and performance feedback on the fluency and comprehension of middle school students with behavior problems. The Journal of Special Education, 41(1), 17-30. LINK                                     Correct word and errors per minute: 1m intervals Reading comprehenasion test: 8 questions orally administered and record of correct responses  
Cook, C. R., Collins, T., Dart, E., Vance, M. J., McIntosh, K., Grady, E. A., & DeCano, P. (2014). Evaluation of the class pass intervention for typically developing students with hypothesized escape_motivated disruptive classroom behavior. Psychology in the Schools, 51(2), 107-125. LINK Behavioral Observation of Students in Schools (BOSS; Shapiro, 2004) for academic engaged time Behavioral Observation of Students in Schools (BOSS; Shapiro, 2004) for disruptive behavior                                      
Behavior problems and reading difficulties Lane, K. L., O'Shaughnessy, T. E., Lambros, K. M., Gresham, F. M., & Beebe-Frankenberger, M. E. (2001). The efficacy of phonological awareness training with first-grade students who have behavior problems and reading difficulties. Journal of Emotional and Behavioral Disorders, 9(4), 219-231. LINK     Total duration of Total Disruptive Behavior and Negative Social Interactions were recorded in 10m intervals                             Nonsense word fluency subtest (1-minute probe) Correct word per minute    
Behavior disorder Beck, M., Burns, M. K., & Lau, M. (2009). The effect of preteaching reading skills on the on-task behavior of children identified with behavioral disorders. Behavioral Disorders, 91-99. LINK On-task behavior - 10s intervals for the duration of a reading task                                        
Singh, N. N., Lancioni, G. E., Singh Joy, S. D., Winton, A. S., Sabaawi, M., Wahler, R. G., & Singh, J. (2007). Adolescents with conduct disorder can be mindful of their aggressive behavior. Journal of Emotional and Behavioral Disorders, 15(1), 56-63. LINK                       Data collected prospectively from teachers through behavior observation for occurrance of aggression or bullying other for each subject and through subjects self-report for fire setting and cruelty toward animals         Retrospective data: bullying, setting fire, aggressions; cruelty toward animals; non compliance        
Developmental delay with behavioral problems and phobia  Davis III, T. E., Kurtz, P. F., Gardner, A. W., & Carman, N. B. (2007). Cognitive-behavioral treatment for specific phobias with a child demonstrating severe problem behavior and developmental delays. Research in Developmental Disabilities, 28(6), 546-558. LINK                       Behavioral avoidance tasks (BATs);  The dependent variables measured by direct observation included task completion, social support seeking behavior, positive vocalizations, negative vocalizations, and neutral vocalizations.                  
Developmental Disabilities with aggressive behavior and limited social skills Singh, N. N., Lancioni, G. E., Winton, A. S., Singh, J., Curtis, W. J., Wahler, R. G., & McAleavey, K. M. (2007). Mindful parenting decreases aggression and increases social behavior in children with developmental disabilities. Behavior Modification, 31(6), 749-771. LINK   Record of social interaction in 15 minutes intervals     Record of each time an aggression toward mother or siblings occurred                   PARENT RATING                                                                                     - Subjective Units of Parenting Satisfaction (SUPS) and Subjective Units of Interaction Satisfaction (SUIS): single item/0-100 scale: 0 = total dissatisfaction; 100 = total satisfaction;                                                                        - Subjective Units of Use of Mindfulness (SUUM): single item/0-100 scale: 0 = no use; 100 = total use;            
Disruptive behavior/Externalizing behavioral problems Bice-Urbach, B. J., & Kratochwill, T. R. (2016). Teleconsultation: The use of technology to improve evidence-based practices in rural communities. Journal of school psychology, 56, 27-43. LINK   Direct observation of disruptive behaviors                         TEACHER RATING                                                                                                              Goal attainment scale (GAS)In this study, a GAS was used to measure teacher perceptions of student behavior over time. The teacher and consultant worked together to identify criteria for monitoring behavior during the problem identification session. After the session, each teacher was provided with an individualized GAS form that targeted a specific behavioral goal for each student. Teachers were asked to rate the student on days when the consultant observed in the classroom during the baseline, intervention, and maintenance phases using the GAS.
GAS ratings ranged from 0 (the student did not obtain the desired behavior goal for the targeted time period) to 6 (the student obtained the desired behavior goal). GAS ratings were broken into intervals based on a percentage of time engaging in the disruptive behavior (4 students) or a number of instances engaging in the disruptive behavior (2 students) based on the
desired behavior goal.		            
Carter, D. R., & Horner, R. H. (2009). Adding function-based behavioral support to First Step to Success integrating individualized and manualized practices. Journal of Positive Behavior Interventions, 11(1), 22-34. LINK   Problem behavior and academic engagement were recorded during 10s intervals                                      
Felver, J. C., Frank, J. L., & McEachern, A. D. (2014). Effectiveness, acceptability, and feasibility of the soles of the feet mindfulness-based intervention with elementary school students. Mindfulness, 5(5), 589-597. LINK Academically engaged timewas recorded if it lasted for the first 3 second of the 15s intervals  Off-Task Behavior was recorded during the 15s intervals                                        
Grady, E. (2013). The Development of an Enhanced School Home Note Intervention: Applying Key Behavioral Parent Training Components to Improve the Outcomes of School Based Behavioral Intervention (Doctoral dissertation). LINK                         2 single item scale, one for academic engagement and one for disruptive behavior with responses on a 10 cm line anchored in: 10 points with indication of frequency of the behavior, in 3 points with percentage of duration of the behavior, and 3 points (Mild, moderate, severe) with indications of the intensity of the behavior                
LeBel, T. J., Chafouleas, S. M., Britner, P. A., & Simonsen, B. (2013). Use of a daily report card in an intervention package involving home-school communication to reduce disruptive behavior in preschoolers. Journal of Positive Behavior Interventions, 15(2), 103-112. LINK   Disruptive behavior was recorded during 15s intervals                                      
Possell, L. E., Kehle, T. J., Mcloughlin, C. S., & Bray, M. A. (1999). Self-modeling as an intervention to reduce disruptive classroom behavior. Cognitive and Behavioral Practice, 6(2), 99-105. LINK   Disruptive behavior was recorded during 15s intervals           TEACHER REPORT                                               Token economy: The students' behavior was monitored throughout the school day, which was divided into five time periods: whole-class instruction, activity time, speciality area classes,
independent seatwork, and a second whole-class instruction period. During each of these time periods the teacher rated the student's behavior as simply being appropriate or disruptive and indicated this by color marking the student's folder (green = appropriate, red = disruptive). Thus, five green color markings would be a perfect day.		                            
Weakley, N. M. (2012). Effects of Check-in/Check-out with and without access to feedback from a daily behavior report card on the levels of appropriate behavior in secondary school students. Dissertation LINK   Appropriately Engaged Behavior was recorded during 10s intervals                       Similar to DBR. 3 behavior of interest rated on a 0-10 point rating scale (0 = never; 5 = sometimes; 10 = always) and a point system to evaluate how well the subject realized the behavior (max total: 30 points)     Number of Office Discipline Reports (ODRs) per week        
Waller, R. D., & Higbee, T. S. (2010). The effects of fixed-time escape on inappropriate and appropriate classroom behavior. Journal of applied behavior analysis, 43(1), 149-153. LINK   Disruption and appropriate academic behavior was recorded during 10s intervals                                      
Todd, A. W., Campbell, A. L., Meyer, G. G., & Horner, R. H. (2008). The effects of a targeted intervention to reduce problem behaviors: Elementary school implementation of check inÑcheck out. Journal of Positive Behavior Interventions, 10(1), 46-55. LINK   Problem behavior was recorded durind 10s intervals                             Number of Office Discipline Reports (ODRs) per school day        
EBD Alber, S. R., Anderson, L. L., Martin, C. M., & Moore, K. J. (2005). Teaching elementary students with behavior disorders to recruit positive teacher attention: Effects on math proficiency. Journal of Early and Intensive Behavior Intervention, 2(1), 59. LINK         Appropriate recruiting and inappropriate recruiting          Completion of math assignments: The percentage of work completed by each student was calculated by dividing the number of items answered by the total number of items assigned and multiplying by
100. Accuracyof completed work: Accuracy was calculated by dividing the number of items answered correctly by the total number of items attempted
and multiplying by 100.		                      
Bassette, L. A., & Taber-Doughty, T. (2013, June). The effects of a dog reading visitation program on academic engagement behavior in three elementary students with emotional and behavioral disabilities: A single case design. In Child & Youth Care Forum (Vol. 42, No. 3, pp. 239-256). Springer US. LINK   Behavioral Observation of Students in Schools (BOSS; Shapiro, 2004: Interval recording to obtain percentages of intervals of on-task behavior: reading aloud. 15s intervals.                                      
Beare, P., Torgerson, C., & Creviston, C. (2008). Increasing verbal behavior of a student who is selectively mute. Journal of Emotional and Behavioral Disorders, 16(4), 248-255. LINK         Count of the number of verbal response.             Rate of words spoken: Number of words said per minute                   
Ennis, R. P., & Jolivette, K. (2014). Using self-regulated strategy development for persuasive writing to increase the writing and self-efficacy skills of students with emotional and behavioral disorders in health class. Behavioral Disorders, 40(1), 26-36. LINK                   Number of essay element: 1 point per topic, 1 for supporting argiments, 1 for counterarguments, 1 for conclusion;                              Correct word sequence         Quality of the essays: holistic rubric 4 categories (focus development, organization, fluency, convention) scored on a 6 point likert scale ( 1 = lowest; 6 = highest) (Chalk, Hagan-Burke, & Burke, 2005);                                                                                                   
Haydon, T., Conroy, M. A., Scott, T. M., Sindelar, P. T., Barber, B. R., & Orlando, A. M. (2010). A comparison of three types of opportunities to respond on student academic and social behaviors. Journal of Emotional and Behavioral Disorders, 18(1), 27-40. LINK Record of off-task behavior - 8m intervals         Rate per minute of disruptive behavior: count of behavior display divided by the number of minutes comprised into the interval of observation; Percentage of active student reponses: count of responses divided by the number of the questions posed to the student                                
Jolivette, K., Wehby, J. H., Canale, J., & Massey, N. G. (2001). Effects of choice-making opportunities on the behavior of students with emotional and behavioral disorders. Behavioral Disorders, 26(2), 131-145. LINK     Student task engagement, Disruption, and Off task behavior were recorded during 10s intervals             Number of attempted maths problems and Number of correct problems between those attempted were measured.                      
Kennedy, C., & Jolivette, K. (2008). The effects of positive verbal reinforcement on the time spent outside the classroom for students with emotional and behavioral disorders in a residential setting. Behavioral Disorders, 211-221. LINK                       The average of time spent outside the classroom was calculated dividing the amount of time spent outside the classroom by the entire class duration (55m)                  
Lane, K. L., Wehby, J., Menzies, H. M., Doukas, G. L., Munton, S. M., & Gregg, R. M. (2003). Social skills instruction for students at risk for antisocial behavior: The effects of small-group instruction. Behavioral Disorders, 28(3), 229-248. LINK       Total Disruptive Behavior in classroom, Academic Engaged Time in classroom, and Negative Social Interaction were recorded during 10m observation sessions                                  
Peltier, C., & Vannest, K. J. (2018). The Effects of Schema-Based Instruction on the Mathematical Problem Solving of Students With Emotional and Behavioral Disorders. Behavioral Disorders. 43(2), 277-289. LINK                     Probes were word problems used to assess Problem- solving performance                    
Ramsey, M. L., Jolivette, K., Patterson, D. P., & Kennedy, C. (2010). Using choice to increase time on-task, task-completion, and accuracy for students with emotional/behavior disorders in a residential facility. Education and Treatment of Children, 33(1), 1-21. LINK       On-task behavior was recorded            Task completion (number of problem/task completed) and accuracy (numebr of problem/itask completed correctly) was recorded                      
Schoenfeld, N. A., & Mathur, S. R. (2009). Effects of cognitive-behavioral intervention on the school performance of students with emotional or behavioral disorders and anxiety. Behavioral Disorders, 184-195. LINK   Academic engagement was redorded during 15s intervals                                   Character Counts!© as an index of teacher opinion of students behavior change  
Trussell, R. P., Lewis, T. J., & Stichter, J. P. (2008). The impact of targeted classroom interventions and function-based behavior interventions on problem behaviors of students with emotional/behavioral disorders. Behavioral Disorders, 153-166. LINK   Problem behavior was recorded during 6s partial intervals                                      
Turton, A. M., Umbreit, J., & Mathur, S. R. (2011). Systematic function-based intervention for adolescents with emotional and behavioral disorders in an alternative setting: Broadening the context. Behavioral Disorders, 36(2), 117-128. LINK     On task behavior was recorded using 30s intervals                                    
Weeden, M., Wills, H. P., Kottwitz, E., & Kamps, D. (2016). The Effects of a Class-wide Behavior Intervention for Students with Emotional and Behavioral Disorders. Behavioral Disorders, 42(1), 285-293. LINK Group on task behavior was recorded during 30s intervals       Teacher behavior (praise, reprimands) frequency was recorded during 20m sessions                                
Nightime fears Lewis, K. M., Amatya, K., Coffman, M. F., & Ollendick, T. H. (2015). Treating nighttime fears in young children with bibliotherapy: Evaluating anxiety symptoms and monitoring behavior change. Journal of anxiety disorders, 30, 103-112. LINK                             SELF REPORT                                                                                          Dark Fear Interview Although not used diagnostically, the children were asked to provide qualitative information regarding the severity of their fear
during each assessment.  Children also provided a general rating of their fear level when in the dark alone and when sleeping alone using a 5- point, 0Ð4 Likert scale, which included numerical ratings matched with emotion faces.		            
OCD Farrell, L. J., Oar, E. L., Waters, A. M., McConnell, H., Tiralongo, E., Garbharran, V., & Ollendick, T. (2016). Brief intensive CBT for pediatric OCD with E-therapy maintenance. Journal of anxiety disorders, 42, 85-94. LINK                             CLINICIAN RATING                                                                                  National Institute of Mental Health Global Obsessive Compulsive
Scale (NIMHÑGOCS and CGI; Insel, Hoover, & Murphy, 1983). This clinician-rated device consists of a single item measuring global diagnostic severity on a scale from 1 (minimal symptoms, within normal range) to 15 (very severe). The GOCS also provides a scale of clinical global severity (CGI-S), ranging from 1 (normal not ill) through to 7 (among the most severely ill).                                                       PARENT REPORT                                                                                          ChildrenÕs Yale-Brown Obsessive-Compulsive ScaleÐparent
report (CYBOCS-SR; Storch, Murphy et al., 2006). This parent report
measure of OCD severity was developed based on the original CY-BOCS and consists of 2 subscales (5-items each) assessing the distress and impairment caused by obsessions and compulsions. Preliminary studies have supported the psychometric properties of the CY-BOC-PR (Storch, Murphy et al., 2006).		            
March, J. S., & Mulle, K. (1995). Manualized cognitive-behavioral psychotherapy for obsessive-compulsive disorder in childhood: A preliminary single case study. Journal of Anxiety Disorders, 9(2), 175-184. LINK                             CLINICIAN REPORT                                                                                  The NIMH Global Obsessive Compulsive Scale:  is a 1- item measure of illness severity rated from 1 (normal) through 12 (extremely impaired) (Leonard et al., 1989).                                                                                            CGI-I rating of the clinical improvement (1 - 7 = very much improved - very much worse)                                                                                                    SELF REPORT                                                     Subjective Units of Disturbance Scale (SUDS; Wolpe, 1969) fear thermometer to assess anxiety/distress level on a scale anchored between 0 - 10 (10 = highest anxiety)          
Knox, L. S., Albano, A. M., & Barlow, D. H. (1996). Parental involvement in the treatment of childhood obsessive compulsive disorder: A multiple-baseline examination incorporating parents. Behavior Therapy, 27(1), 93-114. LINK           Composite compulsive frequency scores for each day were obtained by adding the number of compulsions recorded on the child diary to the number of different compulsions
recorded on the parent diaries.		                   SELF REPORT                                                      A hierarchy of exposure items with corresponding Subjective Units of Distress (SUDS) ratings was constructed. Children were trained in giving SUDS ratings with an 8-point thermometer. Verbal anchors are associated with both the pictured thermometers (0 = none, 2 = a little bit, 4 = some, 6 = a lot,
8 = very, very, very much) and the numerical ratings (0 = no anxiety/fear, 2 = mild anxiety/fear, 4 = moderate anxiety/fear, 6 = severe anxiety/fear, 8 = the worst anxiety/fear). The thermometer assists the child in more accurately expressing level of distress and resistance to and interference from compulsions by giving a visual stimulus on which to anchor his or her feelings
(Barrios & Hartmann, 1988). Children also recorded daily SUDS ratings for items on their hierarchy. 		          
Phobia Farrell, L. J., Kershaw, H., & Ollendick, T. (2018). Play-Modified One-Session Treatment for Young Children with a Specific Phobia of Dogs: A Multiple Baseline Case Series. Child Psychiatry & Human Development, 49(2), 317-329. LINK                             CLINICIAN RATING                                                                               Children Global Assessment Scale (CGAS; Shaffer et al., 1983): 1 item to evaluate the severity of of the disturb (0 - 100: higher severity of the disturb - higher level of functioning) considering 4 domain: at home w/ family; school; friends; leisure time. Clinician rated.                                                                 Clinical Global Impression (CGI-S and I; Guy & Bonato; 1970):  3 item scale (CGI-S, CGI-I, and therapeutic response), in the present work only 2 items were used --> CGI-S rating of the severity of the disturb (1-7 = normal-amongst the most severely ill patients), CGI-I rating of the clinical improvement (1 - 7 = very much improved - very much worse)                                                                   PARENT RATING                                                                                               Parents were asked to rate their perception of their childÕs level of fear associated with each of the three target behaviours on a Likert scale ranging from 0 (none) to 8 (very much).            
Oar, E. L., Farrell, L. J., Waters, A. M., Conlon, E. G., & Ollendick, T. H. (2015). One session treatment for pediatric blood-injection-injury phobia: A controlled multiple baseline trial. Behaviour research and therapy, 73, 131-142. LINK                             CLINICIAN RATED                                                                                    Children Global Assessment Scale (CGAS; Shaffer et al., 1983): 1 item to evaluate the severity of of the disturb and the overall functioning (0 - 100: higher severity of the disturb - higher level of functioning)                                       PARENT AND CHILDREN RATING                                                                        Idiographic Target Behaviours Assessment on children fear toward 3 target behavior previously identified with the therapist on a 9 point scale (0 = none to 8 = Very much);                                                                                                 Homework compliance (Park et al., 2014)  assessed through a 7 point Likert scale (0 = Did not complete any assigned homework to 6 = Completed all homework and made efforts above and beyond assignments) A mean rating was calculated for each child and parent over the 4 weeks            
PTSD Saigh, P. A. (1987). In vitro flooding of an adolescent's posttraumatic stress disorder. Journal of Clinical Child Psychology, 16(2), 147-150. LINK                               SELF REPORT                                                     Subjective Units of Disturbance Scale (SUDS; Wolpe, 1969) to assess anxiety/distress level on a scale anchored between 0 = total relaxation to 10 = maximum discomfort          
Selective Mutism Bunnell, B. E., Mesa, F., & Beidel, D. C. (2018). A Two-Session Hierarchy for Shaping Successive Approximations of Speech in Selective Mutism: Pilot Study of Mobile Apps and Mechanisms of Behavior Change. Behavior Therapy. IN PRESS LINK                             SELF REPORT                                                                                                                Children reported their anxiety levels using a pictorial and numeric 5-point Likert scale (0 = No Anxiety;1= Mild Anxiety;2= Moderate Anxiety;3= Severe Anxiety;4= Extreme Anxiety) at 5-minute intervals
during baseline and treatment		            
School refusal Tolin, D. F., Whiting, S., Maltby, N., Diefenbach, G. J., Lothstein, M. A., Hardcastle, S., ... & Gray, K. (2009). Intensive (daily) behavior therapy for school refusal: A multiple baseline case series. Cognitive and Behavioral Practice, 16(3), 332-344. LINK                             Clinical Global Impression (CGI-S and I; Guy & Bonato; 1970):  3 item scale (CGI-S, CGI-I, and therapeutic response), in the present work only 2 items were used --> CGI-S rating of the severity of the disturb (1-7 = normal-amongst the most severely ill patients), CGI-I rating of the clinical improvement (1 - 7 = very much improved - very much worse)             
Tourette / chronic tic disorder Specht, M. W., Woods, D. W., Nicotra, C. M., Kelly, L. M., Ricketts, E. J., Conelea, C. A., ... & Walkup, J. T. (2013). Effects of tic suppression: ability to suppress, rebound, negative reinforcement, and habituation to the premonitory urge. Behaviour research and therapy, 51(1), 24-30. LINK                               SELF REPORT                                                                    The urge thermometer to evaluate urge
intensity via urge ratings during all conditions   (Himle et al., 2007)
The scale was presented in an automated fashion at 10-s intervals using identical Microsoft PowerPoint slides. The scale ranges from 0 to 9, represented by ten ascending bars with corresponding quantitative and qualitative descriptions (i.e., 0 = not at all to 9 = very, very much) indicating the intensity of urges