ArticlePsychological assessment2026
Taking measurement-based care to school: Evaluating teacher-report versions of the behavior and feelings survey and the top problems assessment.
Article in Psychological assessment, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Taking measurement-based care to school: Evaluating teacher-report versions of the behavior and feelings survey and the top problems assessment.Psychological assessment · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
There is a need for free, brief, psychometrically sound measures to support youth measurement-based care across settings. Two instruments, the standardized Behavior and Feelings Survey (BFS) and the idiographic Top Problems Assessment (TPA), have shown evidence of validity, reliability, and sensitivity to change by parent and youth report. Extending this measurement suite, we examined the psychometric properties of new teacher-report versions of the BFS and TPA. Participants were 110 youths (ages 7-13, 41.6% female) referred for school-based therapy for internalizing and/or externalizing problems. Multiinformant BFS and TPA measures were administered at pre- and posttreatment and repeatedly throughout treatment. Analyses evaluated the teacher-reported BFS-T and TPA-T across informants (relative to the parallel parent and youth versions), within-informant (relative to the Teacher Report Form), and longitudinally throughout treatment. Results showed that the BFS-T scale scores (internalizing, externalizing, and total) had good internal consistency and distributions comparable to parent/youth data. Factor analyses supported the BFS's original correlated two-factor structure with minor informant-specific modifications that do not impact scoring or interpretation. The BFS-T and TPA-T showed evidence of convergent and discriminant validity with other multiinformant measures. Longitudinal multilevel models documented sensitivity to change via negative loglinear slopes (
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.