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.

Making the Invisible Visible: Guidelines for the Coding Process in Meta-Analyses

2021 ◽  
pp. 109442812110463
Author(s):  
Jessica Villiger ◽  
Simone A. Schweiger ◽  
Artur Baldauf
Keyword(s):  
Decision Making ◽  
Meta Analysis ◽  
Reliability And Validity ◽  
Quality Standards ◽  
Research Community ◽  
Future Research ◽  
Research Communities ◽  
Meta Analyses ◽  
The Invisible

This article contributes to the practice of coding in meta-analyses by offering direction and advice for experienced and novice meta-analysts on the “how” of coding. The coding process, the invisible architecture of any meta-analysis, has received comparably little attention in methodological resources, leaving the research community with insufficient guidance on “how” it should be rigorously planned (i.e., cohere with the research objective), conducted (i.e., make reliable and valid coding decisions), and reported (i.e., in a sufficiently transparent manner for readers to comprehend the authors’ decision-making). A lack of rigor in these areas can lead to erroneous results, which is problematic for entire research communities who build their future knowledge upon meta-analyses. Along four steps, the guidelines presented here elucidate “how” the coding process can be performed in a coherent, efficient, and credible manner that enables connectivity with future research, thereby enhancing the reliability and validity of meta-analytic findings. Our recommendations also support editors and reviewers in advising authors on how to improve the rigor of their coding and ultimately establish higher quality standards in meta-analytic research.

Additional Evidence for the Reliability and Validity of the Student Risk Screening Scale at the High School Level

2011 ◽  
Vol 21 (2) ◽  
pp. 97-115 ◽  
Author(s):  
Kathleen Lynne Lane ◽  
Wendy P. Oakes ◽  
Robin Parks Ennis ◽  
Meredith Lucille Cox ◽  
Christopher Schatschneider ◽  
...  
Keyword(s):  
High School ◽  
Reliability And Validity ◽  
School Level ◽  
High School Level ◽  
Risk Screening ◽  
Student Risk ◽  
Screening Scale

scholarly journals The Implicit Relational Assessment Procedure demonstrates poor internal consistency and test-retest reliability: A meta-analysis

2020 ◽  
Author(s):  
Ian Hussey ◽  
Chad E. Drake
Keyword(s):  
Internal Consistency ◽  
Meta Analysis ◽  
Reliability And Validity ◽  
Assessment Procedure ◽  
Evidence Based ◽  
Retest Reliability ◽  
Unpublished Studies ◽  
Individual Participant ◽  
Meta Analyses ◽  
Test Retest Reliability

Evidence for the IRAP’s reliability and validity is mixed, with one meta-analysis concluding it has good criterion validity and potential for clinical assessment, and two others concluding that it demonstrates low reliability. Here, we extend this evidence based through meta-analyses of all published and unpublished studies conducted in two labs. Individual participant data was used to estimate both internal consistency and test-retest reliability across a large number of domains (k = 16) and participants (N = 1576). Results suggest that internal consistency is poor (α = .51, 95% CI [.46, .56]) and test-retest reliability is very poor (ICC = .20, 95% CI [.05, .34]). We conclude that researchers should be very cautious about choosing to employ the IRAP or when interpreting its results.

Unpacking the link between socioeconomic status and behavior problems: A second-order meta-analysis

2018 ◽  
Vol 30 (5) ◽  
pp. 1889-1906 ◽  
Author(s):  
Kevin M. Korous ◽  
José M. Causadias ◽  
Robert H. Bradley ◽  
Suniya S. Luthar
Keyword(s):  
Socioeconomic Status ◽  
Behavior Problems ◽  
Externalizing Behavior ◽  
Meta Analysis ◽  
Externalizing Behavior Problems ◽  
Second Order ◽  
Future Research ◽  
Occupational Prestige ◽  
Meta Analyses ◽  
Internalizing And Externalizing

AbstractSubstantial evidence links socioeconomic status to internalizing and externalizing behavior problems. However, it is unclear how these two categories of behavior problems relate to specific components of socioeconomic status (e.g., income, educational attainment, and occupational prestige) or overall social status. In this study, we conducted a second-order meta-analysis to estimate the average associations of income, education, occupation, and overall socioeconomic status with internalizing and externalizing behavior problems, and to examine if age, sex, and race/ethnicity moderated these associations. Our systematic search in PsycINFO, PubMed, Google Scholar, Web of Science, and ProQuest Dissertations and Theses Global identified 12 meta-analyses (17% unpublished), including approximately 474 primary studies and 327,617 participants. In relation to internalizing, we found small average associations with income,r+= –.18, 95% confidence interval (CI) [–.31, –.04], and education,r+= –.12, 95% CI [–.15, –.09]. In relation to externalizing, we found smaller associations with income,r+= –.02, 95% CI [–.15, .10], education,r+= –.03, 95% CI [–.16, .10], and overall socioeconomic status,r+= –.05, 95% CI [–.11, .01], but these CIs included zero. Only sex composition of the samples moderated the latter association. We provide recommendations for best practices and future research directions.

Initial Evidence for the Reliability and Validity of the Student Risk Screening Scale for Internalizing and Externalizing Behaviors at the Elementary Level

2012 ◽  
Vol 37 (2) ◽  
pp. 99-122 ◽  
Author(s):  
Kathleen Lynne Lane ◽  
Wendy P. Oakes ◽  
Pamela J. Harris ◽  
Holly Mariah Menzies ◽  
Meredith Cox ◽  
...  
Keyword(s):  
Convergent Validity ◽  
Classical Test Theory ◽  
Reliability And Validity ◽  
Teaching Experience ◽  
Test Theory ◽  
Screening Tools ◽  
Risk Screening ◽  
Student Risk ◽  
Internalizing And Externalizing ◽  
Screening Scale

We report findings of an exploratory validation study of a revised instrument: the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE). The SRSS-IE was modified to include seven additional items reflecting characteristics of internalizing behaviors, with proposed items generated from the current literature base, review of current measures, and teaching experience with students with emotional and behavioral disorders. The original seven items developed by Drummond (1994) were retained in the exact form, yielding an instrument containing 14 items (SRSS-IE14), each rated on a 4-point Likert-type scale. First, we explore the reliability of the SRSS-IE14 by examining item-level data, internal consistency, and factor structure with 2,460 elementary students. Results of a data analytic plan grounded in classical test theory support retention of five additional items, yielding the SRSS-IE12. Second, we established convergent validity of the SRSS-IE12 with two well-established screening tools: the Strengths and Difficulties Questionnaire (Goodman, 1997) and the Systematic Screening for Behavior Disorders (Walker & Severson, 1992). Limitations and future directions are offered.

Score Reliability and Validity of the Student Risk Screening Scale

2011 ◽  
Vol 20 (4) ◽  
pp. 241-259 ◽  
Author(s):  
Robin Parks Ennis ◽  
Kathleen Lynne Lane ◽  
Wendy Peia Oakes
Keyword(s):  
Reliability And Validity ◽  
Risk Screening ◽  
Score Reliability ◽  
Student Risk ◽  
Screening Scale

Initial Evidence for the Reliability and Validity of the Student Risk Screening Scale With Elementary Age English Learners

2013 ◽  
Vol 39 (4) ◽  
pp. 219-232 ◽  
Author(s):  
Kathleen Lynne Lane ◽  
Catherine Richards-Tutor ◽  
Wendy Peia Oakes ◽  
Kristin Connor
Keyword(s):  
English Learners ◽  
Reliability And Validity ◽  
Risk Screening ◽  
Student Risk ◽  
Screening Scale

scholarly journals Comparing Bayesian Posterior Passing with Meta-analysis

2020 ◽  
Author(s):  
Joshua Pritsker
Keyword(s):  
Publication Bias ◽  
Fixed Effects ◽  
Meta Analysis ◽  
Future Research ◽  
Meta Analyses

Brand, von der Post, Ounsley, and Morgan (2019) introduced Bayesian posterior passing as an alternative to traditional meta-analyses. In this commentary I relate their procedure to traditional meta-analysis, showing that posterior passing is equivalent to fixed effects meta-analysis. To overcome the limitations of simple posterior passing, I introduce improved posterior passing methods to account for heterogeneity and publication bias. Additionally, practical limitations of posterior passing and the role that it can play in future research are discussed.

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