Systematic Screening for Emotional and Behavioral Disorders at the High School Level: A Formidable and Necessary Task

Autor/inn/en	Kalberg, Jemma Robertson; Lane, Kathleen Lynne; Driscoll, Steven; Wehby, Joseph
Titel	Systematic Screening for Emotional and Behavioral Disorders at the High School Level: A Formidable and Necessary Task
Quelle	In: Remedial and Special Education, 32 (2011) 6, S.506-520 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932510362508
Schlagwörter	Grade Point Average; Academic Achievement; Behavior Disorders; Student Adjustment; Empathy; Screening Tests; High School Students; Emotional Disturbances; At Risk Students; Disability Identification; Interpersonal Competence; Cooperation; Self Control; Racial Differences; Age Differences; Behavior Modification; Program Effectiveness; Tennessee; Systematic Screening for Behavior Disorders + Suchen Sie Ihr Suchwort? Schulleistung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Empathie; Screening-Verfahren; High school; High schools; Oberschule; Gefühlsstörung; Interpersonale Kompetenz; Co-operation; Kooperation; Selbstbeherrschung; Rassenunterschied; Age; Difference; Age difference; Altersunterschied; Behaviour modification; Verhaltensänderung
Abstract	The authors examined the utility of a modified version of the "Systematic Screening for Behavior Disorders" for use at the high school level to address issues of comorbidity. Results suggested that the modified version was able to discriminate among students with varying degrees of risk in terms of academic performance as measured by GPA. In terms of convergent validity, teachers were able to differentiate between the social skills of students rated with typical behaviors and those at risk for externalizing or comorbid behaviors in terms of cooperation, self-control, school adjustment, and empathy skills. Furthermore, teachers were better able to discriminate externalizing behaviors relative to internalizing behaviors. Overall, solely relying on teacher nominations may be sufficient for discriminating between the presence versus absence of risk. However, it may not be sufficient to discriminate among the presence of different types of risk, particularly internalizing behaviors. Limitations and educational implications are discussed. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10