Surveillance of Internalizing Behaviors: A Reliability and Validity Generalization Study of Universal Screening Evidence

2018 ◽  
Vol 11 (2) ◽  
pp. 194-209 ◽  
Author(s):  
Amanda N. Allen ◽  
Stephen P. Kilgus ◽  
Matthew K. Burns ◽  
Caroline Hodgson
Keyword(s):  
Universal Screening ◽  
Reliability And Validity ◽  
Internalizing Behaviors ◽  
Validity Generalization

The Student Risk Screening Scale: A Reliability and Validity Generalization Meta-Analysis

2017 ◽  
Vol 26 (3) ◽  
pp. 143-155 ◽  
Author(s):  
Stephen P. Kilgus ◽  
Katie Eklund ◽  
Daniel M. Maggin ◽  
Crystal N. Taylor ◽  
Amanda N. Allen
Keyword(s):  
Internal Consistency ◽  
Externalizing Behavior ◽  
Meta Analysis ◽  
Reliability And Validity ◽  
Future Research ◽  
Risk Screening ◽  
Validity Generalization ◽  
Meta Analyses ◽  
Student Risk ◽  
Screening Scale

The purpose of this study was to conduct reliability and validity generalization meta-analyses of evidence regarding the Student Risk Screening Scale (SRSS), a universal screener for externalizing behavior problems. A systematic review of the literature resulted in the identification of 17 studies inclusive of evidence regarding SRSS score (a) internal consistency reliability (i.e., alpha coefficients), and/or (b) criterion-related validity (e.g., correlations between the SRSS and various outcomes). Multilevel meta-analyses indicated that across studies, SRSS scores were associated with adequate internal consistency (α = .83). Analyses further suggested the SRSS was a valid indicator of both social and behavioral outcomes ( r = .52) and academic outcomes ( r = .42). Follow-up analyses suggested that in accordance with theory-driven expectations, the SRSS was a stronger indicator of externalizing problems and broad behavior outcomes relative to alternative outcomes (e.g., internalizing problems). Limitations and directions for future research are discussed, including recommendations for the collection of additional SRSS diagnostic accuracy evidence.

Tools for Screening for Interpersonal Violence: State of the Science

2011 ◽  
Vol 26 (6) ◽  
pp. 725-737 ◽  
Author(s):  
Lois A. Haggerty ◽  
Joellen W. Hawkins ◽  
Holly Fontenot ◽  
Annie Lewis-O’Connor
Keyword(s):  
Interpersonal Violence ◽  
Universal Screening ◽  
Older Persons ◽  
Reliability And Validity ◽  
Public Health Problem ◽  
Professional Associations ◽  
Clinical Settings ◽  
Major Public Health Problem ◽  
Persons With Disabilities ◽  
State Of The Science

In recent decades, the prevalence of abuse against women, older persons, and persons with disabilities has become a major public health problem. Health professionals, urged by their professional associations to universally screen these groups, have employed various tools in an effort to identify individuals in need of help. Yet many of the tools used widely in clinical settings have limitations in terms of empirical soundness. This article presents tools used to screen women, older persons, and persons with disabilities as well as data on the reliability and validity of these instruments. These properties and the resources needed to reduce harm are important factors to consider before implementing screening. The article concludes with a summary of the risk–benefit issues related to the use of these tools and universal screening in general.

scholarly journals Ages and Stages Questionnaire: Social–Emotional as a Teacher-Report Measure

2018 ◽  
Vol 41 (1) ◽  
pp. 3-12 ◽  
Author(s):  
Abigail Pooch ◽  
Ruby Natale ◽  
Tatiana Hidalgo
Keyword(s):  
Preschool Children ◽  
Universal Screening ◽  
Discriminant Validity ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Parent Report ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Teacher Report ◽  
Ages And Stages Questionnaire

Universal screening of social–emotional deficits in preschool children is a promising avenue for detecting children in need of early intervention. Due to the enormity of this task, it is vital that the instruments used in universal screening be brief, inexpensive, and capable of accurately measuring social–emotional development. The Ages and Stages Questionnaire: Social–Emotional (ASQ:SE) fulfills these requirements, but has been established only as a parent-report instrument, which makes it difficult to assess preschool-based child behavior and reporter bias. The current study examined the reliability and validity of the ASQ:SE in a sample of 443 preschool children and their teachers. Overall, the teacher-report ASQ:SE produced promising findings, including adequate internal consistency reliability (α = .73-.74) and strong concurrent validity. Further studies should include discriminant validity analyses, and more representative samples to allow for generalization of results.

A Preliminary Investigation of the Reliability and Validity of the BESS-3 Teacher and Student Forms

2019 ◽  
Vol 38 (2) ◽  
pp. 263-269
Author(s):  
Shereen C. Naser ◽  
Bridget V. Dever
Keyword(s):  
Predictive Validity ◽  
Universal Screening ◽  
Preliminary Investigation ◽  
Self Regulation ◽  
Reliability And Validity ◽  
Teachers And Students ◽  
Emotional Risk ◽  
Student Functioning ◽  
Student Reports ◽  
Behavioral And Emotional Risk

Universal screening for behavioral and emotional risk is an important part of implementing multi-tiered behavioral supports in schools. The current study adds to our understanding of universal screening by examining teacher and student reports of behavioral and emotional risk. Participants included 73 fourth-grade students and 4 teachers in an urban school in the Midwestern United States. Correlations between the two informants ranged from moderate to large for the overall T-score, internalizing problems, and externalizing/self-regulation problems, but were not significant for personal adjustment/adaptive skills. Furthermore, the Behavioral and Emotional Screening System (BESS) Teacher Form (TF) showed concurrent and predictive validity with academic scores, whereas the BESS Student Form (SF) showed concurrent and predictive validity with measures of school climate. Results of this study indicate that teachers and students may provide unique information regarding student functioning.

Clausal Density Between Ages 4 and 9 Years for the Edmonton Narrative Norms Instrument: Reference Data and Psychometric Properties

2020 ◽  
pp. 1-15
Author(s):  
Ling-Yu Guo ◽  
Phyllis Schneider ◽  
William Harrison
Keyword(s):  
Diagnostic Accuracy ◽  
Psychometric Properties ◽  
Language Impairment ◽  
Reference Data ◽  
Reliability And Validity ◽  
Correlation Coefficients ◽  
Criterion Validity ◽  
Likelihood Ratios ◽  
Generation Task ◽  
Sensitivity Specificity

Purpose This study provided reference data and examined psychometric properties for clausal density (CD; i.e., number of clauses per utterance) in children between ages 4 and 9 years from the database of the Edmonton Narrative Norms Instrument (ENNI). Method Participants in the ENNI database included 300 children with typical language (TL) and 77 children with language impairment (LI) between the ages of 4;0 (years;months) and 9;11. Narrative samples were collected using a story generation task, in which children were asked to tell stories based on six picture sequences. CD was computed from the narrative samples. The split-half reliability, concurrent criterion validity, and diagnostic accuracy were evaluated for CD by age. Results CD scores increased significantly between ages 4 and 9 years in children with TL and those with LI. Children with TL produced higher CD scores than those with LI at each age level. In addition, the correlation coefficients for the split-half reliability and concurrent criterion validity of CD scores were all significant at each age level, with the magnitude ranging from small to large. The diagnostic accuracy of CD scores, as revealed by sensitivity, specificity, and likelihood ratios, was poor. Conclusions The finding on diagnostic accuracy did not support the use of CD for identifying children with LI between ages 4 and 9 years. However, given the attested reliability and validity for CD, reference data of CD from the ENNI database can be used for evaluating children's difficulties with complex syntax and monitoring their change over time. Supplemental Material https://doi.org/10.23641/asha.13172129

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