Universal Screening for Behavioral and Emotional Risk: A Promising Method for Reducing Disproportionate Placement in Special Education

2012 ◽  
Vol 81 (3) ◽  
pp. 283 ◽  
Author(s):  
Tara C. Raines ◽  
Bridget V. Dever ◽  
Randy W. Kamphaus ◽  
Andrew T. Roach
Keyword(s):  
Special Education ◽  
Universal Screening ◽  
Promising Method ◽  
Emotional Risk ◽  
Behavioral And Emotional Risk

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.

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

Addressing Disproportionality in Special Education Using a Universal Screening Approach

2016 ◽  
Vol 85 (1) ◽  
pp. 59 ◽  
Author(s):  
Bridget V. Dever ◽  
Tara C. Raines ◽  
Erin Dowdy ◽  
Cody Hostutler
Keyword(s):  
Special Education ◽  
Universal Screening ◽  
Screening Approach

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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