Examining the Stability of Social, Emotional, and Behavioral Risk Status: Implications for Screening Frequency

Autor/inn/en	Miller, Faith G.; Chafouleas, Sandra M.; Welsh, Megan E.; Riley-Tillman, T. Chris; Fabiano, Gregory A.
Titel	Examining the Stability of Social, Emotional, and Behavioral Risk Status: Implications for Screening Frequency
Quelle	In: School Psychology, 34 (2019) 1, S.43-53 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000252
Schlagwörter	Emotional Disturbances; Behavior Problems; Identification; Screening Tests; Intervention; Interpersonal Competence; At Risk Students; Educational Environment; Rating Scales; Behavior Rating Scales; Child Behavior; Correlation; Incidence; Middle School Teachers; Middle School Students; Elementary School Students; Elementary School Teachers; Behavioral and Emotional Rating Scale; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Gefühlsstörung; Identifikation; Identifizierung; Screening-Verfahren; Interpersonale Kompetenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Rating-Skala; Korrelation; Vorkommen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Elementary school; Grundschule; Volksschule
Abstract	Responsive service delivery frameworks rely on the use of screening approaches to identify students in need of support and to guide subsequent assessment and intervention efforts. However, limited empirical investigations have been directed to informing how often screening should occur for social, emotional, and behavioral difficulties in school settings. The purpose of the current study was to evaluate the stability of risk status on 3 different screening instruments across 3 administrations across the course of a school year. A total of 1,594 students had complete screening data across 3 time points, corresponding to a total of 187 teachers from 22 different public schools located within the northeastern and midwestern United States. Across measures, we examined patterns of risk across time points and investigated the utility of (a) different screening schedules (fall, winter, and spring) and (b) borderline screening when conducting multiple screenings per year. Results indicated that a large proportion of students exhibited stable risk patterns across time points and suggested that borderline screening may be a viable alternative for schools with limited resources. Implications for practice and future research are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06