Examining the Technical Adequacy of the Social, Academic, and Emotional Behavior Risk Screener

Autor/inn/en	Whitley, Samuel F.; Cuenca-Carlino, Yojanna
Titel	Examining the Technical Adequacy of the Social, Academic, and Emotional Behavior Risk Screener
Quelle	In: Assessment for Effective Intervention, 46 (2020) 1, S.67-75 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508419857225
Schlagwörter	Screening Tests; At Risk Persons; Test Validity; Test Reliability; Predictive Validity; Elementary School Teachers; Elementary School Students; Urban Schools; Student Diversity; Social Behavior; Student Behavior; Affective Behavior; Behavior Rating Scales; Reading Tests; Emergent Literacy; Reading Fluency; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Screening-Verfahren; Risikogruppe; Testvalidität; Testreliabilität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Social behaviour; Soziales Verhalten; Student behaviour; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Lesetest; Frühleseunterricht
Abstract	Many schools attempt to identify and service students at risk for poor mental health outcomes within a multi-tiered system of support (MTSS). Universal screening within a MTSS requires technically adequate tools. The Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) has been put forth as a technically adequate screener. Researchers have examined the factor structure, diagnostic accuracy, criterion validity, and internal consistency of SAEBRS data. However, previous research has not examined its temporal stability or replicated the criterion validity results with a racially/ethnically diverse urban elementary school sample. This study examined the test-retest reliability, convergent validity, and predictive validity of teacher-completed SAEBRS ratings with racially/ethnically diverse group students enrolled in first through fifth grade in an urban elementary school. Reliability analyses resulted in significant test-retest reliability coefficients across four weeks for all SAEBRS scales. Furthermore, nonsignificant paired samples t tests were observed with the exception of the third-grade Emotional subscale. Validity analyses yielded significant concurrent and predictive Pearson correlation coefficients between SAEBRS ratings, oral reading fluency, and office discipline referrals. Limitations and implications of the results are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01