Student Internalizing and Externalizing Behavior Screeners: Evidence for Reliability, Validity, and Usability in Elementary Schools

2017 ◽  
Vol 42 (3) ◽  
pp. 108-118 ◽  
Author(s):  
Kelsey Hartman ◽  
Frank M. Gresham ◽  
Shelby Byrd
Keyword(s):  
Early Identification ◽  
Externalizing Behavior ◽  
Universal Screening ◽  
Adverse Outcomes ◽  
Internalizing Behavior ◽  
Behavioral Risk ◽  
School Students ◽  
Behavioral Screening ◽  
Technical Adequacy ◽  
Screening Measures

Universal screening for emotional and behavioral risk in schools facilitates early identification and intervention for students as part of multitiered systems of support. Early identification has the potential to mitigate adverse outcomes of emotional and behavioral disorders. The purpose of this study was to extend existing research on the technical adequacy and usability of two universal screening measures, the Student Internalizing Behavior Screener (SIBS) and the Student Externalizing Behavior Screener (SEBS). Findings provided evidence for the reliability, concurrent validity, short-term predictive validity, and usability of the SIBS and SEBS in a sample of 154 elementary school students and their teachers. As a secondary focus, the technical adequacy and usability of the SIBS and SEBS was compared with that of two well-researched universal behavioral screening measures ( Behavioral and Emotional Screening System and Social Skills Improvement System–Performance Screening Guide). Results indicated that the SIBS and SEBS as a combined measure performed similar to the criterion screening measures.

Observing the Interethnic Friendships in Elementary and Secondary Religion-Based School

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Student Perceptions ◽  
Externalizing Behavior ◽  
Internalizing Behavior ◽  
Acting Out ◽  
Classroom Context ◽  
Older Children ◽  
School Students ◽  
School Year ◽  
Interethnic Friendships ◽  
Level I

Friendships provide opportunities to build empathy and practice social skills. Being friends with ethnically diverse peers can create opportunities for academic and social learning different from the opportunities afforded by same-ethnic friendships. Through my observation, I had been finding that elementary and secondary school students are less likely to have friends of a different ethnic — even from the beginning to the end of a single school year, as they progress in school. My observation show that most childhood friendships are formed in classrooms, but children tend to form friendships with others of their own ethnicity, with interethnic friendships decreasing across ages and grades. The observation looked at student and classroom factors that affect the likelihood of children forming friendships across ethnic. On an individual or student level, I looked at age, ethnic, and psychosocial factors, including sociability, internalizing behavior (such as worrying or feeling sad) and externalizing behavior (such as acting out or getting in trouble). I also examined factors related to classroom context, including teacher support, whether teachers treat students with varying levels of academic achievement differently, and competition among students. Results suggest that same-ethnic friendships increase over the school year, with greater increases among white and older children. Externalizing behavior predicted a greater increase in same-ethnic friendships, particularly among ‘domestic’ (Javanese: ‘cah kene dewe’) students. Teachers and classroom context influenced student friendships in two different ways. It suggests that teachers may make a difference in how students select and maintain friends. Classroom support -- measured by student perceptions of teachers' warmth, respect, and trust -- predicted less of an increase in same-ethnic friendships from fall to spring. In last, my observation points to the need not just for diverse schools, but also for teachers to foster classrooms where students and teachers support one another, and social and academic hierarchies are not dominant, which could increase the likelihood of students developing and maintaining interethnic friendships.

Bias or Empathy in Universal Screening? The Effect of Teacher–Student Racial Matching on Teacher Perceptions of Student Behavior

2019 ◽  
pp. 004208591987369
Author(s):  
Ericka S. Weathers
Keyword(s):  
At Risk ◽  
Teacher Perceptions ◽  
Externalizing Behavior ◽  
Fixed Effects ◽  
Universal Screening ◽  
Student Behavior ◽  
Internalizing Behavior ◽  
Probability Models ◽  
Policy And Practice ◽  
Linear Probability

This study uses linear probability models with student and teacher fixed effects to assess whether the racial match between teachers and students affects “at-risk” ratings on a teacher-completed universal screener of student internalizing and externalizing behavior. The data are from a large, urban California school district. I find that Asian and Black teachers are more likely to rate their same-race students “at-risk” for internalizing behavior compared with how the same Asian and Black students would be rated by White teachers. These findings have implications for policy and practice aimed at enhancing universal screening for externalizing and internalizing behavior.

Self-Regulation for Students With Emotional and Behavioral Disorders: Preliminary Effects of the I Control Curriculum

2016 ◽  
Vol 25 (3) ◽  
pp. 143-156 ◽  
Author(s):  
Stephen W. Smith ◽  
Ann P. Daunic ◽  
James Algina ◽  
Donna L. Pitts ◽  
Kristen L. Merrill ◽  
...  
Keyword(s):  
Behavior Problems ◽  
Externalizing Behavior ◽  
Behavior Management ◽  
Self Regulation ◽  
Social Problem Solving ◽  
Internalizing Behavior ◽  
Social Self ◽  
School Students ◽  
Appropriate Behavior ◽  
Alternative Settings

Maladaptive adolescent behavior patterns often create escalating conflict with adults and peers, leading to poor long-term social trajectories. To address this, school-based behavior management often consists of contingent reinforcement for appropriate behavior, behavior reduction procedures, and placement in self-contained or alternative settings. Yet, these commonplace practices may not foster the self-regulation processes necessary to override the habitual and negative response sequences that prohibit independent and sustained positive social functioning. As such, we developed I Control, a curriculum to teach middle school students with significant behavior problems how to engage in appropriate social self-regulation. Pre–post pilot data analyses using Mplus from 152 students in 14 schools/17 classrooms indicated that students taught I Control evidenced more positive scores than controls on teacher-reported contextualized executive function, externalizing behavior problems, and general problem behavior, and student-reported emotional control, social problem solving, and externalizing and internalizing behavior problems. Also, students who were taught the curriculum had greater curricular knowledge than control students. These positive findings indicate that I Control warrants more extensive investigation.

The Contribution of Level of Cognitive Complexity and Pubertal Timing to Behavioral Risk in Young Adolescents

PEDIATRICS ◽  
1995 ◽  
Vol 95 (4) ◽  
pp. 528-533
Author(s):  
Donald P. Orr ◽  
Gary M. Ingersoll
Keyword(s):  
Risk Behaviors ◽  
Cognitive Complexity ◽  
Pubertal Timing ◽  
Health Risk Behaviors ◽  
Self Report ◽  
Chronological Age ◽  
Behavioral Risk ◽  
Young Adolescents ◽  
School Students ◽  
Cross Sectional

Purpose. To determine the unique contributions of cognitive complexity and pubertal timing to participation in behavioral risk (substance use, sexual activity, school and legal problems) among young adolescents. Design. Cross-sectional with cohort replication. Methods. Two cohorts of middle school students in grades eight and nine in a midwestern school district completed a self-report questionnaire in 1987 and 1989. Measures of behavioral and emotional risk, cognitive complexity and pubertal timing relative to peers were included. Results. Complete data were available for 817 and 796 students in each cohort year. Gender, race, level of cognitive complexity and pubertal timing each contributed significantly to the variance in behavioral risk independent of chronological age (P < .0001). Boys, whites, those at lower levels of cognitive complexity and those who began pubertal maturation earlier than peers, were at significantly greater risk. Adolescents who demonstrated higher levels of cognitive complexity and those who began puberty later compared to peers participated in a smaller array of risk behaviors, independent of chronological age. Implications. Pediatricians should consider adolescents at lower levels of cognitive complexity (concrete thinking) and those who begin puberty earlier at greater risk for participation in health risk behaviors. Preventive health counseling tailored to the needs of this group may be most beneficial.

585 The Relationship between Napping and Behavioral Problems among Vocational High School Students in China

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A231-A231
Author(s):  
Jing Han ◽  
Rendong Huang ◽  
Lei Yue ◽  
Naixue Cui ◽  
Fenglin Cao
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Internalizing Behavior ◽  
Individual Development ◽  
Vocational High School ◽  
School Students ◽  
And Behavior ◽  
The Relationship

Abstract Introduction Although napping is very common and related to the outcome of individual development, the relationship between napping and health is not the same in different social and cultural contexts. In China, napping is considered as a healthy lifestyle and is often associated with better adolescent development outcomes. As a special group of teenagers (the academic level does not meet the requirements of ordinary high school), vocational high school students have a higher incidence of behavioral problems than ordinary high school students. Therefore, the purpose of this study is to explore the characteristics of napping and its relationship with behavioral problems in vocational high school students. Methods The napping questionnaire, Youth Self Report (YSR), general information questionnaire and other tools for covariates were used to measure 2505 high school students (62.04% boys, 37.96% girls, 16.71±0.02 years), recruited by convenient sampling. The relationship between nappingand behavioral problems was analyzed by multiple linear regression. Results 72.58% of the participants reported taking a midday nap at least three days per week during the past month, and 55.79% of our sample reported naps more than 30 minutes. Multiple regression analysis showed that nap frequency was negatively associated with high school students’ behavior problems after controlling for general characteristics and other important covariates. Compared with high school students who did not nap or napped less than 1 time/week, high school students who napped 1–2 times/week or 3–4 times/week had lower level of both internalizing behavior problems and externalizing behavior problems. There was no statistically significant association between nap duration and behavior problems. Conclusion This study finds that when napping is allowed, moderate frequency of napping is associated with lower level of internalizing and externalizing behavioral problems in vocational high school students, while nap duration is not significantly associated with behavioral problems. Further research is needed to explore the mechanism of the relationship between napping and behavior problems. Support (if any):

Using Universal Screening to Monitor Students’ Social, Emotional, and Behavioral Health

2020 ◽  
pp. 481-502
Author(s):  
Katie Eklund ◽  
Stephen P. Kilgus ◽  
Lauren Meyer ◽  
Alexandra Barber
Keyword(s):  
Universal Screening ◽  
Individual Student ◽  
Social Emotional ◽  
Barriers To Learning ◽  
Accurate Identification ◽  
Health Concerns ◽  
Student Functioning ◽  
Psychometric Evidence ◽  
Emotional And Behavioral Health ◽  
Screening Measures

As many youths will display symptoms of social-emotional or behavioral (SEB) health concerns during their childhood or adolescence, schools are called upon to provide supports to students who have demonstrated barriers to learning. Universal screening has been identified as one strategy to enhance the accurate identification of students struggling with SEB concerns. Universal screening measures take on a variety of formats but often include some type of brief behavior rating completed by a teacher, parent, or student to assess individual student functioning. The current chapter provides an overview of universal screening for SEB concerns. Available screening measures are reviewed, along with the psychometric evidence supporting each measure (e.g., validity, reliability, diagnostic accuracy). Procedural considerations are examined, including administration frequency and duration, screening informant selection, and parental consent protocols. Finally, a procedural framework is provided that outlines how to link screening results to evidence-based interventions.

The role of HPA-axis function during pregnancy in the intergenerational transmission of maternal adverse childhood experiences to child behavior problems

2020 ◽  
pp. 1-17
Author(s):  
Jenna C. Thomas-Argyriou ◽  
Nicole Letourneau ◽  
Deborah Dewey ◽  
Tavis S. Campbell ◽  
Gerald F. Giesbrecht ◽  
...  
Keyword(s):  
Behavior Problems ◽  
Child Behavior ◽  
Externalizing Behavior ◽  
Adverse Childhood Experiences ◽  
Child Behavior Problems ◽  
Internalizing Behavior ◽  
Childhood Experiences ◽  
Adverse Childhood ◽  
Internalizing And Externalizing

Abstract The current study aimed to understand the mediating and/or moderating role of prenatal hypothalamic–pituitary–adrenal (HPA) axis function in the association between maternal adverse childhood experiences (ACEs) and child internalizing and externalizing behavior problems at age 4. The influence of timing and child sex were also explored. Participants were 248 mother–child dyads enrolled in a prospective longitudinal cohort study (the Alberta Pregnancy Outcomes and Nutrition Study). Maternal ACEs were retrospectively assessed while maternal self-reported depression and diurnal salivary cortisol were assessed prospectively at 6–26 weeks gestation (T1) and 27–37 weeks gestation (T2). Maternal report of child internalizing and externalizing problems was assessed at 4 years (T3). Results revealed that there was a negative indirect association between maternal ACEs and child internalizing behavior via a higher maternal cortisol awakening response (CAR). Maternal diurnal cortisol slope moderated the association between maternal ACEs and child behavior problems. Some of these effects were dependent on child sex, such that higher ACEs and a flatter diurnal slope at T1 was associated with more internalizing behavior in female children and more externalizing behavior in male children. There were timing effects such that the mediating and moderating effects were strongest at T1.

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