scholarly journals Generalizability of Universal Screening Measures for Behavioral and Emotional Risk

2018 ◽  
Vol 47 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Nicholas Tanner ◽  
Katie Eklund ◽  
Stephen P. Kilgus ◽  
Austin H. Johnson
Keyword(s):  
Universal Screening ◽  
Emotional Risk ◽  
Behavioral And Emotional Risk ◽  
Screening Measures

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.

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.

Relationships of somatic symptoms to behavioral and emotional risk in young adolescents

1991 ◽  
Vol 118 (3) ◽  
pp. 473-478 ◽  
Author(s):  
Mary Beiter ◽  
Gary Ingersoll ◽  
Judith Ganser ◽  
Donald P. Orr
Keyword(s):  
Somatic Symptoms ◽  
Young Adolescents ◽  
Emotional Risk ◽  
Behavioral And Emotional Risk

Examining Subtypes of Behavioral/Emotional Risk Using Cluster Analysis

2016 ◽  
Vol 35 (6) ◽  
pp. 628-632
Author(s):  
Bridget V. Dever ◽  
Emily K. Gallagher ◽  
Craig D. Hochbein ◽  
Austin Loukas ◽  
Chenchen Dai
Keyword(s):  
Cluster Analysis ◽  
Externalizing Problems ◽  
Behavioral Assessment ◽  
Assessment System ◽  
Validity Evidence ◽  
Final Solution ◽  
Adjustment Problems ◽  
Cluster Membership ◽  
Emotional Risk ◽  
Behavioral And Emotional Risk

Behavioral and emotional problems among children and adolescents can lead to numerous negative outcomes without intervention. From a prevention standpoint, screening for behavioral and emotional risk is an important step toward identifying such problems before the point of diagnosis or referral. The present study conducted a k-means cluster analysis to determine the subtypes of risk captured by one such screening instrument, the Behavioral and Emotional Screening System (BESS). The final solution produced four clusters: Well-Adapted, Internalizing/Adjustment Problems, Mild Externalizing Problems, and General Problems-Severe; these results were similar to those found with the full Behavioral Assessment System for Children, Second Edition (BASC-2), suggesting that the BESS assesses similar constructs. Predictive validity evidence suggested that cluster membership was associated with standard achievement scores and in-school disciplinary incidents.

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