Social, Emotional, and Behavioral Assessment within Tiered Decision-Making Frameworks: A Closing Commentary--Looking Back to Move Forward

Autor/in	Lane, Kathleen Lynne
Titel	Social, Emotional, and Behavioral Assessment within Tiered Decision-Making Frameworks: A Closing Commentary--Looking Back to Move Forward
Quelle	In: School Psychology Review, 51 (2022) 1, S.63-66 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.1912388
Schlagwörter	Functional Behavioral Assessment; Identification; Early Intervention; At Risk Students; Emotional Disturbances; Behavior Disorders; Screening Tests; Psychometrics; Progress Monitoring; Test Reliability; Test Validity; Test Bias; Positive Behavior Supports + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Gefühlsstörung; Screening-Verfahren; Psychometry; Psychometrie; Testreliabilität; Testvalidität; Testkritik
Abstract	In my brief commentary, I offer a look to the past to celebrate lessons learned in social, emotional, and behavioral assessment. Then, I respectfully pose considerations for researchers and practitioners committed to early detection, intervention, and assessment of students with and at risk for emotional and behavioral disorders. Specifically, I encourage a focus on: (a) conducting additional psychometric studies for all systematic screening and progress monitoring tools to explore reliability, validity, and bias analysis; (b) prioritizing inquiry to support free-access screening and progress monitoring tools; and (c) committing to respectful, responsible inquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01