Social, Academic,and Emotional Behavior Risk Screener–Student Rating Scale

2017 ◽  
Author(s):  
Nathaniel P. von der Embse ◽  
Stephanie Iaccarino ◽  
Ariel Mankin ◽  
Stephen P. Kilgus ◽  
Eran Magen
Keyword(s):  
Rating Scale ◽  
Emotional Behavior ◽  
Student Rating

Structural Validity and Reliability of Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale Scores: A Replication Study

2020 ◽  
pp. 153450842090952 ◽  
Author(s):  
Stephen P. Kilgus ◽  
Katie Eklund ◽  
Nathaniel P. von der Embse ◽  
Madison Weist ◽  
Alexandra J. Barber ◽  
...  
Keyword(s):  
Social Behavior ◽  
Internal Consistency ◽  
Rating Scale ◽  
Bifactor Model ◽  
Emotional Behavior ◽  
Student Rating ◽  
General Factor ◽  
Structural Validity ◽  
Acceptable Internal Consistency ◽  
Total Behavior

The purpose of this study was to evaluate the structural validity, internal consistency, and measurement invariance of scores from the Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale (mySAEBRS), a student self-report universal screening tool. Participants included 24,094 K–12 students who completed the mySAEBRS. Confirmatory factor analyses (CFAs) supported the fit of a bifactor model, wherein each item corresponding to both a general factor (i.e., Total Behavior) and one of three narrow factors (i.e., Social Behavior, Academic Behavior, and Emotional Behavior). Such model fit was superior to that of alternative factor structures (i.e., unidimensional, correlated-factor, and higher order). A review of pattern coefficients suggested items were relatively split, with some items loading higher on the general factor and others loading higher on their narrow factor. A series of multigroup CFAs supported the configural and metric invariance of the bifactor model, while yielding less consistent support for scalar/threshold invariance. Omega reliability coefficients indicated each mySAEBRS scale was associated with acceptable internal consistency (>.70). However, when accounting for other factors, only the Total Behavior, Social Behavior, and Emotional Behavior scales demonstrated acceptable internal consistency (i.e., >.50). Implications for practice and directions for future research are discussed.

Development and Validation of the Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale

2016 ◽  
Vol 42 (3) ◽  
pp. 186-192 ◽  
Author(s):  
Nathaniel P. von der Embse ◽  
Stephanie Iaccarino ◽  
Ariel Mankin ◽  
Stephen P. Kilgus ◽  
Eran Magen
Keyword(s):  
Mental Health ◽  
Rating Scale ◽  
Teacher Rating ◽  
Emotional Behavior ◽  
Student Rating ◽  
Future Research ◽  
School Students ◽  
School Based ◽  
The Social ◽  
Psychometric Evidence

School systems are the primary providers for the increasing number of children with mental health needs. School-based universal screening offers a valuable way to identify children that would benefit from school-based mental health services. However, many existing screening systems rely on teacher ratings alone and do not incorporate student self-ratings. The current study evaluates the psychometric properties of the Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale (SAEBRS-SRS), a new 20-item multidimensional universal screener intended to provide assessment data on students’ social, academic, and emotional functioning. The SAEBRS-SRS complements the SAEBRS Teacher Rating Scale (TRS), which has previously demonstrated robust psychometric evidence. In the current study, data were collected from a racially and ethnically diverse sample of middle school students. Confirmatory factor analyses supported a bifactor structure consistent with the SAEBRS-TRS, with items corresponding to internally consistent Social, Academic, and Emotional Behaviors subscales, as well as an overall Total Behavior scale. The current analyses yield promising initial support for the development of the SAEBRS-SRS. Implications and the need for future research to provide additional psychometric evidence are discussed.

Social, Academic, and Emotional Behavior Risk Screener--Parent Rating Scale

2019 ◽  
Author(s):  
Crystal N. Taylor ◽  
Amanda Allen ◽  
Stephen P. Kilgus ◽  
Nathaniel P. von der Embse ◽  
Andrew S. Garbacz
Keyword(s):  
Rating Scale ◽  
Emotional Behavior ◽  
Parent Rating ◽  
Parent Rating Scale

Development of a student rating scale to evaluate teachers’ competencies for facilitating reflective learning

2011 ◽  
Vol 45 (2) ◽  
pp. 155-165 ◽  
Author(s):  
Mirabelle A Schaub-de Jong ◽  
Johanna Schönrock-Adema ◽  
Hanke Dekker ◽  
Marian Verkerk ◽  
Janke Cohen-Schotanus
Keyword(s):  
Rating Scale ◽  
Reflective Learning ◽  
Student Rating

Gray matter trophism, cognitive impairment, and depression in patients with multiple sclerosis

2017 ◽  
Vol 23 (14) ◽  
pp. 1864-1874 ◽  
Author(s):  
Emanuele Pravatà ◽  
Maria A Rocca ◽  
Paola Valsasina ◽  
Gianna C Riccitelli ◽  
Claudio Gobbi ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Cognitive Impairment ◽  
Gray Matter ◽  
Rating Scale ◽  
Three Dimensional ◽  
Emotional Behavior ◽  
Cortical Atrophy ◽  
Lesion Volume ◽  
Cortical Thinning ◽  
C Statistic

Background: Cognitive impairment and depression frequently affects patients with multiple sclerosis (MS). However, the relationship between the occurrence of depression and cognitive impairment and the development of cortical atrophy has not been fully elucidated yet. Objectives: To investigate the association of cortical and deep gray matter (GM) volume with depression and cognitive impairment in MS. Methods: Three-dimensional (3D) T1-weighted scans were obtained from 126 MS patients and 59 matched healthy controls. Cognitive impairment was assessed using the Brief Repeatable Battery of Neuropsychological Tests and depression with the Montgomery-Asberg Depression Rating Scale (MADRS). Using FreeSurfer and FIRST software, we assessed cortical thickness (CTh) and deep GM volumetry. Magnetic resonance imaging (MRI) variables explaining depression and cognitive impairment were investigated using factorial and classification analysis. Multivariate regression models correlated GM abnormalities with symptoms severity. Results: Compared with controls, MS patients exhibited widespread bilateral cortical thinning involving all brain lobes. Depressed MS showed selective CTh decrease in fronto-temporal regions, whereas cognitive impairment MS exhibited widespread fronto-parietal cortical and subcortical GM atrophy. Frontal cortical thinning was the best predictor of depression ( C-statistic = 0.7), whereas thinning of the right precuneus and high T2 lesion volume best predicted cognitive impairment ( C-statistic = 0.8). MADRS severity correlated with right entorhinal cortex thinning, whereas cognitive impairment severity correlated with left entorhinal and thalamus atrophy. Conclusion: MS-related depression is linked to circumscribed CTh changes in areas deputed to emotional behavior, whereas cognitive impairment is correlated with cortical and subcortical GM atrophy of circuits involved in cognition.

Examining SAEBRS Technical Adequacy and the Moderating Influence of Criterion Type on Cut Score Performance

2018 ◽  
Vol 39 (6) ◽  
pp. 377-388 ◽  
Author(s):  
Stephen P. Kilgus ◽  
Nathaniel P. von der Embse ◽  
Amanda N. Allen ◽  
Crystal N. Taylor ◽  
Katie Eklund
Keyword(s):  
Diagnostic Accuracy ◽  
Operating Characteristic ◽  
Rating Scale ◽  
Teacher Rating ◽  
Internal Consistency Reliability ◽  
Emotional Behavior ◽  
Technical Adequacy ◽  
Cut Score ◽  
Two Measures

The purpose of this study was to evaluate the internal consistency reliability, validity, and diagnostic accuracy of Social, Academic, and Emotional Behavior Risk Screener–Teacher Rating Scale (SAEBRS) scores. Teachers ( n = 68) universally screened 1,242 elementary students using two measures: the SAEBRS and the Behavioral and Emotional Screening System (BESS). Multilevel analyses indicated that although SAEBRS scores were internally consistent at the overall level, reliability suffered for certain SAEBRS scores at the between-group (classroom) level. Multilevel correlational analyses revealed moderate-to-large and statistically significant relations between SAEBRS and BESS scores at the overall, between-group, and within-group levels. Follow-up Fisher’s z tests revealed a pattern of convergent and discriminant relations in accordance with theory-driven expectations. Receiver operating characteristic (ROC) curve analyses supported the diagnostic accuracy of each SAEBRS scale. Further examination of findings relative to prior research suggested SAEBRS diagnostic accuracy is moderated by the type of criterion measure under consideration.

Effect of Transcutaneous Vagus Nerve Stimulation in Dysphagia After Lateral Medullary Infarction: A Case Report

2019 ◽  
Vol 28 (4) ◽  
pp. 1381-1387
Author(s):  
Ying Yuan ◽  
Jie Wang ◽  
Dongyu Wu ◽  
Dahua Zhang ◽  
Weiqun Song
Keyword(s):  
Vagus Nerve ◽  
Nerve Stimulation ◽  
Vagus Nerve Stimulation ◽  
Rating Scale ◽  
Tube Feeding ◽  
Nasogastric Feeding ◽  
Lateral Medullary Infarction ◽  
Severe Dysphagia ◽  
Transcutaneous Vagus Nerve Stimulation ◽  
Medullary Infarction

Purpose Severe dysphagia with weak pharyngeal peristalsis after dorsal lateral medullary infarction (LMI) requires long-term tube feeding. However, no study is currently available on therapeutic effectiveness in severe dysphagia caused by nuclear damage of vagus nerve after dorsal LMI. The purpose of the present investigation was to explore the potential of transcutaneous vagus nerve stimulation (tVNS) to improve severe dysphagia with weak pharyngeal peristalsis after dorsal LMI. Method We assessed the efficacy of 6-week tVNS in a 28-year-old woman presented with persisting severe dysphagia after dorsal LMI who had been on nasogastric feeding for 6 months. tVNS was applied for 20 min twice a day, 5 days a week, for 6 weeks. The outcome measures included saliva spitted, Swallow Function Scoring System, Functional Oral Intake Scale, Clinical Assessment of Dysphagia With Wallenberg Syndrome, Yale Pharyngeal Residue Severity Rating Scale, and upper esophagus X-ray examination. Results After tVNS, the patient was advanced to a full oral diet without head rotation or spitting. No saliva residue was found in the valleculae and pyriform sinuses. Contrast medium freely passed through the upper esophageal sphincter. Conclusion Our findings suggest that tVNS might provide a useful means for recovery of severe dysphagia with weak pharyngeal peristalsis after dorsal LMI. Supplemental Material https://doi.org/10.23641/asha.9755438

Preliminary Findings on the Use of Session Questionnaires to Improve Clinician-Client Alliance With Special Consideration to Clinical Education

2015 ◽  
Vol 25 (1) ◽  
pp. 50-60
Author(s):  
Anu Subramanian
Keyword(s):  
Graduate Students ◽  
Clinical Education ◽  
Clinical Decision Making ◽  
Rating Scale ◽  
Treatment Effectiveness ◽  
Clinical Decision ◽  
Added Value ◽  
Therapeutic Outcomes ◽  
Specific Feedback ◽  
Stakeholder Perspective

ASHA's focus on evidence-based practice (EBP) includes the family/stakeholder perspective as an important tenet in clinical decision making. The common factors model for treatment effectiveness postulates that clinician-client alliance positively impacts therapeutic outcomes and may be the most important factor for success. One strategy to improve alliance between a client and clinician is the use of outcome questionnaires. In the current study, eight parents of toddlers who attended therapy sessions at a university clinic responded to a session outcome questionnaire that included both rating scale and descriptive questions. Six graduate students completed a survey that included a question about the utility of the questionnaire. Results indicated that the descriptive questions added value and information compared to using only the rating scale. The students were varied in their responses regarding the effectiveness of the questionnaire to increase their comfort with parents. Information gathered from the questionnaire allowed for specific feedback to graduate students to change behaviors and created opportunities for general discussions regarding effective therapy techniques. In addition, the responses generated conversations between the client and clinician focused on clients' concerns. Involving the stakeholder in identifying both effective and ineffective aspects of therapy has advantages for clinical practice and education.

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