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Caemmerer, J.M., Koslouski, J.B., Briesch, A., Chafouleas, S.M., & Melo, B. (2026). Consequential-validity centered measure development: An illustration using the ESSY Whole Child Screener . Journal of Psychoeducational Assessment. Advance online publication. https://doi.org/10.1177/07342829261438273

Briesch, A. M., Xiong, S.S., Gertz, D., Koslouski, J. B., Caemmerer, J. M., Melo, B., & Chafouleas, S. M. (2026). Influence of teacher and student characteristics on teacher ratings of students’ social, emotional, and behavioral functioning: A scoping review . Psychology in the Schools. https://doi.org/10.1002/pits.70154

Lyon, K., Koslouski, J. B., Chafouleas, S. M., Briesch, A., & Caemmerer, J. M. (2025). Student perceptions of a whole child school screening instrument: An initial step in attending to consequential validity. School Mental Health. https://doi.org/10.1007/s12310-025-09782-x (Open Access)

Koslouski, J. B., Chafouleas, S. M., Briesch, A. M., Caemmerer, J. M., & Melo, B. (2024). Developing a whole child school screening instrument: Evaluating perceived usability as an initial step in planning for consequential validity. School Mental Health. 16, 370–386. https://doi.org/10.1007/s12310-024-09670-w (Open Access)

Koslouski, J. B., Chafouleas, S. M., Briesch, A. M., Caemmerer, J. M., Perry, H. Y., Oas, J., Xiong, S. S., & Charamut, N. R. (2023). School-based screening of social determinants of health: A scoping review. School Mental Health. 16, 1–14. https://doi.org/10.1007/s12310-023-09622-w (Open Access)