A Brief Broadband System for Screening Children at Risk for Academic Difficulties and Poor Achievement Test Performance: Validity Evidence and Applications to Practice

Autor/inn/en	Kettler, Ryan J.; Elliott, Stephen N.
Titel	A Brief Broadband System for Screening Children at Risk for Academic Difficulties and Poor Achievement Test Performance: Validity Evidence and Applications to Practice
Quelle	In: Journal of Applied School Psychology, 26 (2010) 4, S.282-307 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
Schlagwörter	Test Results; Intervention; Academic Achievement; Predictor Variables; Achievement Tests; Regression (Statistics); Grade 2; Learning Problems; Grade 3; Grade 4; Grade 5; Predictive Validity; Screening Tests; South Carolina + Suchen Sie Ihr Suchwort? Schulleistung; Prädiktor; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Regression; Regressionsanalyse; School year 02; 2. Schuljahr; Schuljahr 02; Lernproblem; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Screening-Verfahren
Abstract	The Brief Academic Competence Evaluation Screening System (BACESS) is a broadband universal screening instrument with three increasingly stringent phases for the identification of children at risk for academic and related behavior difficulties. The development of the BACESS involved two samples of students: K-5 students (n = 827) from the standardization sample of the Academic Competence Evaluation Scales (J. C. Diperna & S. N. Elliott, 2000) and a sample of 584 students in Grades 2-5 in 2 South Carolina schools. A total of 29 teachers completed 1 or more phases of the BACESS. The BACESS ratings and students' year-end standardized achievement test scores were the primary predictor variables in the analyses. The results indicated that the BACESS "Phase 1: Nominations" and "Phase 2: Brief Ratings" correlated significantly with large-scale achievement test results. Phase 1 of the BACESS was a better predictor than Phase 2 across various linear regression models. Teachers perceived BACESS as an effective structure to help them conceptualize students' difficulties and formulate appropriate intervention strategies in a multitiered intervention system. (Contains 4 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10