Technical Adequacy and Classification Accuracy of Universal Screening Measures in Writing

2019 ◽  
Vol 16 (2) ◽  
pp. 21-42
Author(s):  
Seungsoo Yeo ◽  
Pyunggang Jung
Keyword(s):  
Classification Accuracy ◽  
Universal Screening ◽  
Technical Adequacy ◽  
Screening Measures

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.

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.

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

Constructing a Roadmap for Future Universal Screening Research Beyond Academics

2010 ◽  
Vol 35 (4) ◽  
pp. 197-205 ◽  
Author(s):  
Clayton R. Cook ◽  
Robert J. Volpe ◽  
Andrew Livanis
Keyword(s):  
Universal Screening ◽  
Cost Benefit ◽  
Screening Tools ◽  
Future Research ◽  
Special Issue ◽  
Technical Adequacy ◽  
Student Functioning ◽  
Multiple Domains ◽  
Current Special Issue

The majority of the literature on universal screening in education is devoted to academic screeners. However, research clearly indicates that other aspects of student functioning are closely associated with outcomes inside and outside of school. As a result, there are gaps in the current literature that call for additional research extending beyond academics to explore the development and use of other screening tools to better detect students who are at risk for difficulties. Consistent with the purpose of this special series, the aim of this article is to establish a roadmap for future research on universal screening efforts beyond academic domains. The following six themes were integrated into a roadmap that will serve as a guide for future research directed at improving the accuracy, feasibility, effectiveness, and breadth of screening practices in education: (a) universal screening research across multiple domains; (b) determination of the optimal informant; (c) linking screening results to problem-solving efforts; (d) moderators of universal screening outcomes; (e) cost-benefit analyses involving technical adequacy, classification accuracy, and feasibility; and (f) the application of advanced measurement and statistical procedures. These themes represent the foci of the current special issue.

Screening Tools for Cognitive Impairment in Adults with Substance Use Disorders: A Systematic Review

2021 ◽  
pp. 1-24
Author(s):  
Katherine Y. Ko ◽  
Nicole Ridley ◽  
Shayden D. Bryce ◽  
Kelly Allott ◽  
Angela Smith ◽  
...  
Keyword(s):  
Systematic Review ◽  
Substance Use ◽  
Cognitive Impairment ◽  
Diagnostic Accuracy ◽  
Substance Use Disorders ◽  
Classification Accuracy ◽  
Risk Of Bias ◽  
Screening Tools ◽  
Cognitive Screening ◽  
Screening Measures

ABSTRACT Objectives: Cognitive impairment is common in individuals with substance use disorders (SUDs), yet no evidence-based guidelines exist regarding the most appropriate screening measure for use in this population. This systematic review aimed to (1) describe different cognitive screening measures used in adults with SUDs, (2) identify substance use populations and contexts these tools are utilised in, (3) review diagnostic accuracy of these screening measures versus an accepted objective reference standard, and (4) evaluate methodology of included studies for risk of bias. Methods: Online databases (PsycINFO, MEDLINE, Embase, and CINAHL) were searched for relevant studies according to pre-determined criteria, and risk of bias and applicability was assessed using the Quality Assessment of Diagnostic Accuracy Studies–2 (QUADAS–2). At each review phase, dual screening, extraction, and quality ratings were performed. Results: Fourteen studies met inclusion, identifying 10 unique cognitive screening tools. The Montreal Cognitive Assessment (MoCA) was the most common, and two novel screening tools (Brief Evaluation of Alcohol-Related Neuropsychological Impairments [BEARNI] and Brief Executive Function Assessment Tool [BEAT]) were specifically developed for use within SUD populations. Twelve studies reported on classification accuracy and relevant psychometric parameters (e.g., sensitivity and specificity). While several tools yielded acceptable to outstanding classification accuracy, there was poor adherence to the Standards for Reporting Diagnostic Accuracy Studies (STARD) across all studies, with high or unclear risk of methodological bias. Conclusions: While some screening tools exhibit promise for use within SUD populations, further evaluation with stronger methodological design and reporting is required. Clinical recommendations and future directions for research are discussed.

Evaluation of Standardized Instruments for Use in Universal Screening of Very Early School-Age Children: Suitability, Technical Adequacy, and Usability

2016 ◽  
Vol 36 (2) ◽  
pp. 99-119 ◽  
Author(s):  
Sandra Miles ◽  
Paul Fulbrook ◽  
Debra Mainwaring-Mägi
Keyword(s):  
Universal Screening ◽  
Learning Problems ◽  
School Age Children ◽  
School Age ◽  
Technical Adequacy ◽  
Instrument Selection ◽  
Education Professionals ◽  
Early School ◽  
Early School Age ◽  
Enhanced Learning

Universal screening of very early school-age children (age 4-7 years) is important for early identification of learning problems that may require enhanced learning opportunity. In this context, use of standardized instruments is critical to obtain valid, reliable, and comparable assessment outcomes. A wide variety of standardized instruments is available for screening and assessment purposes, though previous reviews have revealed some technical inadequacies. Suitability and usability of instruments should be considered as well as technical adequacy, making instrument selection a challenge for education professionals. This review used a systematic search to identify 48 instruments that measured development and early academic skills in very early school-age children. Instruments were evaluated and mapped against established psychometric and usability criteria, and rated as good, adequate, or not adequate. The results provide education professionals with a guide to selection of standardized instruments suitable for this age group and assessment purpose.

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