Integrating Social-Emotional-Behavioral Screening with Early Warning Indicators in a High School Setting

Autor/inn/en	Young, Ellie L.; Moulton, Sara E.; Julian, Alex
Titel	Integrating Social-Emotional-Behavioral Screening with Early Warning Indicators in a High School Setting
Quelle	In: Preventing School Failure, 65 (2021) 3, S.255-265 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2021.1898319
Schlagwörter	Student Behavior; Social Development; Emotional Development; At Risk Persons; High School Students; Suburban Schools; Student Characteristics; Predictor Variables; Behavior Problems; Psychological Patterns; Attendance; Grade Point Average; Academic Failure; Credits; Minority Group Students; Low Income Students; Gender Differences; Suspension + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Soziale Entwicklung; Gefühlsbildung; Risikogruppe; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Prädiktor; Anwesenheit; Geschlechterkonflikt; Ausschluss; Schulausschluss
Abstract	The authors compared data from a social-emotional-behavior screener (i.e., the "Student Risk Screening Scale--Internalizing and Externalizing" [SRSS-IE]) with data from a high school early warning system. Data from 2,256 suburban high school students were used. Research questions examined the degree to which student demographic variables and early warning indicators predicted SRSS-IE outcomes; conversely, SRSS-IE ratings were used to predict future early warning system outcomes. Additionally, the authors examined the concurrence of screening data and early warning data to better understand students' behavioral challenges. Results indicated while there is some concurrence between behavior screening and early warning data, agreement was greater for externalizing than internalizing behavior challenges. School teams using both data sources can increase the possibility that interventions and supports are more likely to match individual student needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01