Stability and Change of Behavioral and Emotional Screening Scores

Autor/inn/en	Dever, Bridget V.; Dowdy, Erin; Raines, Tara C.; Carnazzo, Katherine
Titel	Stability and Change of Behavioral and Emotional Screening Scores
Quelle	In: Psychology in the Schools, 52 (2015) 6, S.618-629 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21825
Schlagwörter	Screening Tests; Emotional Disturbances; Behavior Disorders; At Risk Persons; Middle School Students; High School Students; Gender Differences; Racial Differences; Ethnic Groups; Socioeconomic Status; Age Differences; Special Education; Predictor Variables; Scores; Change + Suchen Sie Ihr Suchwort? Screening-Verfahren; Gefühlsstörung; Risikogruppe; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Geschlechterkonflikt; Rassenunterschied; Ethnie; Socio-economic status; Sozioökonomischer Status; Age; Difference; Age difference; Altersunterschied; Special needs education; Sonderpädagogik; Sonderschulwesen; Prädiktor; Wandel
Abstract	Universal screening for behavioral and emotional difficulties is integral to the identification of students needing early intervention and prevention efforts. However, unanswered questions regarding the stability of screening scores impede the ability to determine optimal strategies for subsequent screening. This study examined the 2-year stability of behavioral and emotional risk screening scores and investigated whether change could be predicted based on student characteristics or initial risk scores. As part of a district-wide screening effort, 863 middle and high school students completed the Behavioral and Emotional Screening System at two time points. Stability coefficients were moderate, with the majority of students remaining in a similar risk category across time. Gender, race/ethnicity, socioeconomic status, grade, school transition, and special education status were not predictive of movement across time. Initial risk score was predictive of movement from normal to at-risk categorization, with the internalizing domain being the most predictive of change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01