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.

scholarly journals Preliminary Psychometrics of Responses to the Youth Externalizing Problems Screener

2018 ◽  
Vol 37 (8) ◽  
pp. 1016-1022
Author(s):  
Tyler L. Renshaw ◽  
Clayton R. Cook
Keyword(s):  
Mental Health ◽  
High School Students ◽  
Externalizing Problems ◽  
Rating Scale ◽  
Mental Health Problems ◽  
Self Report ◽  
Future Research ◽  
School Students ◽  
Initial Development ◽  
Development And Validation

This brief report presents preliminary psychometrics of responses to the Youth Externalizing Problems Screener (YEPS), which is a 10-item self-report rating scale intended for use as a screening instrument. The YEPS was designed to function as a companion measure to the Youth Internalizing Problems Screener (YIPS), facilitating the screening of broad mental health problems among students in secondary school settings. Analyses presented herein were conducted with the same small, preliminary samples of urban high-school students as those reported on for the initial development and validation of the YIPS (Sample 1: n = 177, Sample 2: n = 219). Results suggest that responses to the YEPS showed a sound, unidimensional factor structure that is internally consistent, providing initial evidence for the purported internal structure of the measure. Findings also showed that YEPS scores had meaningful associations with other self-reported, theoretically relevant mental health variables, providing initial convergent evidence in favor of construct interpretation. Taken together, preliminary psychometrics support the validation argument for the interpretation and use of YEPS scores as a brief measure of adolescents’ general externalizing problems. Implications for future research and practice are discussed.

Resilience-based intervention for youth: An initial investigation of school social work program in Kuwait

2021 ◽  
pp. 002087282110187
Author(s):  
Malak Al-Rasheed
Keyword(s):  
High School Students ◽  
Social Work ◽  
Preliminary Investigation ◽  
Future Research ◽  
School Students ◽  
School Based ◽  
High Satisfaction ◽  
The Social ◽  
Significant Positive Change ◽  
Social Work Program

This article describes the preliminary investigation of the initial feasibility of the ‘ Fostering Youth Resilience Project’, a universal school-based program delivered by school social workers to 54 high school students in Kuwait. Results reported significant positive change and high satisfaction with the program. The study provided initial evidence support to the applicability of the program for youth in a non-Western culture. Future research needs to evaluate the effect of the program in larger groups, using controlled trials and longer term follow ups. Discussion of limitations and practical implications for the social work profession are presented.

scholarly journals Preliminary Psychometrics of Responses to the Youth Externalizing Problems Screener

2018 ◽  
Author(s):  
Tyler L Renshaw ◽  
Clayton Cook
Keyword(s):  
Mental Health ◽  
High School Students ◽  
Externalizing Problems ◽  
Rating Scale ◽  
Mental Health Problems ◽  
Self Report ◽  
Future Research ◽  
School Students ◽  
Initial Development ◽  
Development And Validation

This brief report presents preliminary psychometrics of responses to the Youth Externalizing Problems Screener (YEPS), which is a 10-item self-report rating scale intended for use as a screening instrument. The YEPS was designed to function as a companion measure to the Youth Internalizing Problems Screener (YIPS), facilitating the screening of broad mental health problems among students in secondary school settings. Analyses presented herein were conducted with the same small, preliminary samples of urban high-school students as those reported on for the initial development and validation of the YIPS (Sample 1: N = 177, Sample 2: N = 219; see Renshaw & Cook, 2018). Results suggest that responses to the YEPS showed a sound, unidimensional factor structure that is internally consistent, providing initial evidence for the purported internal structure of the measure. Findings also showed that YEPS scores had meaningful associations with other self-reported, theoretically relevant mental health variables, providing initial convergent evidence in favor of construct interpretation. Taken together, preliminary psychometrics support the validation argument for interpretation and use of YEPS scores as a brief measure of adolescents’ general externalizing problems. Implications for future research and practice are discussed.

Examining the Psychometric Properties of Maximally Efficient Items From the Social Skills Improvement System–Teacher Rating Scale

2017 ◽  
Vol 37 (3) ◽  
pp. 307-319 ◽  
Author(s):  
Christopher James Anthony ◽  
James Clyde DiPerna
Keyword(s):  
Social Skills ◽  
Psychometric Properties ◽  
Rating Scale ◽  
Teacher Rating ◽  
Psychological Research ◽  
Teacher Rating Scale ◽  
The Social ◽  
Validity Measures ◽  
Initial Support ◽  
Social Skills Improvement System

The current study examined the psychometric properties of a set of maximally efficient items (SMIs) from the Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS). Sixty-three teachers rated 302 second through sixth graders on these SMIs, and several concurrent validity measures were administered. Results provided initial support for the validity of scores from the SMIs. Implications for practice and psychological research are discussed.

scholarly journals Perceived Benefits of Yoga among Urban School Students: A Qualitative Analysis

2016 ◽  
Vol 2016 ◽  
pp. 1-7 ◽  
Author(s):  
Donna Wang ◽  
Marshall Hagins
Keyword(s):  
New York ◽  
Stress Reduction ◽  
Intervention Program ◽  
Self Regulation ◽  
Qualitative Evaluation ◽  
Future Research ◽  
Physical Conditioning ◽  
School Students ◽  
School Based ◽  
Barriers And Challenges

This study reports on the findings of a qualitative evaluation of a yoga intervention program for urban middle and high school youth in New York City public and charter schools. Six focus groups were conducted with students who participated in a year-long yoga program to determine their perceptions of mental and physical benefits as well as barriers and challenges. Results show that students perceived the benefits of yoga as increased self-regulation, mindfulness, self-esteem, physical conditioning, academic performance, and stress reduction. Barriers and challenges for a yoga practice include lack of time and space. The extent to which the benefits experienced are interrelated to one another is discussed. Suggestions for future research and school-based programming are also offered.

scholarly journals An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism

2011 ◽  
Vol 2011 ◽  
pp. 1-11 ◽  
Author(s):  
Carla Schmidt ◽  
Janine P. Stichter ◽  
Kristin Lierheimer ◽  
Stephanie McGhee ◽  
Karen V. O'Connor
Keyword(s):  
Social Competence ◽  
High Functioning Autism ◽  
School Setting ◽  
Future Research ◽  
Expression Recognition ◽  
High Functioning ◽  
School Based ◽  
The Social ◽  
Future Research Directions ◽  
The Impact

This study evaluated the impact of generalization of the Social Competence Intervention-Adolescent (SCI-A) curriculum in a school setting for individuals with high-functioning autism or Asperger's Syndrome (). This study examined to what degree the generalization of the SCI-A curriculum could be measured when delivered in a school setting. Across the six participants preliminary results suggest improvement on teacher reports of social skills and executive functioning. Some improvements were also evident in direct measures of facial-expression recognition. Data collected in the nonintervention settings indicated that some generalization of social interaction skills may have occurred for all six participants. Future research directions are discussed.

scholarly journals The Resilience Journal: Exploring the Potential of Journal Interventions to Promote Resilience in University Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Max S. Lohner ◽  
Carmela Aprea
Keyword(s):  
Life Satisfaction ◽  
University Students ◽  
Expressive Writing ◽  
Rating Scale ◽  
Future Research ◽  
Control Group ◽  
School Students ◽  
Daily Monitoring ◽  
External Threats ◽  
Resilience Intervention

Given the prevalence of mental health issues among university students, they must be regarded as a vulnerable population. Resilience interventions offer one potential means of strengthening students’ capacity to overcome academic challenges and external threats. This is all the more urgent in light of the additional difficulties caused by the current COVID-19 pandemic, such as the demands of remote learning. The present study is a first step toward designing and evaluating an appropriate dynamic resilience intervention for students. The design of the Resilience Journal intervention draws on insights from expressive writing and positive writing research and focuses on reflection on daily challenges. In this online intervention, 100 business school students (66% female, Mage = 23.74) at a German university were randomly assigned to two groups and completed two different versions of the Resilience Journal for 5 days. The two versions focused, respectively on broadening attention to challenges and priming attention to mastered challenges. In a pre-post design, two resilience measures and one measure of life satisfaction were used to assess intervention outcomes. Additionally, a newly developed rating scale was used for daily monitoring of dynamic resilience. While both groups showed a significant increase in resilience as measured by the Brief Resilience Scale, that increase could not be attributed directly to the intervention, as there were no group differences, and the design did not include a control group. The other resilience and life satisfaction measures showed no significant change. This first implementation confirms the potential of the Resilience Journal and indicates directions for the development of dynamic resilience interventions and measures in future studies. To further study the potential of such a positive psychology intervention, future research necessitates the inclusion of control groups.

scholarly journals Validation of the Social Provision Scale with Indonesian Student Sample: A Rasch Model Approach

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Tina Deviana ◽  
Bahrul Hayat ◽  
Bambang Suryadi
Keyword(s):  
Social Support ◽  
Rasch Model ◽  
Rating Scale ◽  
Scale Model ◽  
Future Research ◽  
Student Sample ◽  
Social Provision ◽  
The Social ◽  
Social Provision Scale ◽  
The Rasch Model

The condition of Indonesia is currently being faced by the corona virus (COVID-19) pandemic 2019. The importance of solutions related to the existence of the role of teachers or educators to provide references such as social support to students in learning and teaching activities from home, this study conducted to provide research tools or instruments that can be used by educators or researchers by testing the validity of a social support construct (Social Provision Scale) measuring instrument using the Rasch Model. Although much has been done to test the validity of the Social Provision Scale, no one has examined it by involving social support in the context of Education. Likewise, the majority of research on social support uses confirmatory factor analysis, and no one has used the Rasch Model in validating the Social Provision Scale instrument, especially in Indonesia. The data used are secondary data from Putra of 326 people in SMA Negeri 29 South Jakarta using cluster sampling. The results of the application of the Rasch Rating Scale model show that the psychometric characteristics of the Social Provision Scale are very good and precise, as well as the compatibility of the items to the model. Implications and suggestions for future research are also discussed.

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