A Method for Universal Screening of Elementary School Students: Development of the Social Challenges Screening Questionnaire

Autor/inn/en	Smith, Christopher J.; Pollard, Elena; Stein, Alexander J.; Ober-Reynolds, Sharman; Kirwan, Janet; Malligo, Amanda; Matthews, Nicole L.; Openden, Daniel; Melmed, Raun D.
Titel	A Method for Universal Screening of Elementary School Students: Development of the Social Challenges Screening Questionnaire
Quelle	In: Journal of Applied School Psychology, 31 (2015) 2, S.115-140 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2014.995391
Schlagwörter	Elementary School Students; Screening Tests; Questionnaires; Interpersonal Competence; Autism; Pervasive Developmental Disorders; Test Construction; Grade 3; Grade 4; Autism Diagnostic Observation Schedule; Stanford Binet Intelligence Scale + Suchen Sie Ihr Suchwort? Screening-Verfahren; Fragebogen; Interpersonale Kompetenz; Autismus; Testaufbau; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	Schools regularly screen students for hearing and vision impairments because they present impediments to academic progress. For the same reason, schools should consider adding a universal screening for social challenges, which may also impede the learning process. This study reports on the development of the Social Challenges Screening Questionnaire (SCSQ), an efficient teacher-report screening questionnaire that identifies students with challenges who may benefit from a psychological evaluation. Further, the questionnaire may help identify students with Autism Spectrum Disorder who were previously undiagnosed. The SCSQ was administered to 549 general education students in the third and fourth grades. Internal consistency was 0.85. A smaller sample of students (n = 50) was selected for additional follow up assessment using the Social Responsiveness Questionnaire, Second Edition. Scores on the two instruments were strongly correlated (r = 0.87, p < 0.01), and sensitivity (0.94) and specificity (0.88) indicate the SCSQ can efficiently detect students with social challenges in need of a formal evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01