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von der Embse N, Kim E, Ross D, Kilgus S, Koza T. Multi-informant Assessment of Internalizing Concerns: Rater Concordance and Implications for Decision-Making. JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT 2023; 45:234-246. [PMID: 36741243 PMCID: PMC9889954 DOI: 10.1007/s10862-023-10026-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2022] [Revised: 01/23/2023] [Accepted: 01/25/2023] [Indexed: 02/04/2023]
Abstract
Rising rates of mental health challenges among youths have become a significant concern following the COVID 19 pandemic. Although strong evidence supports the implementation of universal screening as a preventative approach to address unmet mental health concerns, the research is less clear surrounding the use of such data in decision-making processes when significant discrepancies between informants (e.g., students and teachers) exist. The purpose of the study was twofold. First, the study aimed to determine the degree of rater concordance between teachers and students on students' internalizing concerns. The second objective was to determine whether concordance on internalizing behaviors differs across ages/grades and if this differentially impacts distal (i.e., academic) outcomes. Results indicated that teachers and students demonstrated limited agreement on ratings of internalizing behaviors. However, when students and teachers agreed, higher and more positive emotional behaviors were linked to higher reading/math performance. Furthermore, patterns of informant dis/agreement and relationships between internalizing concerns and academic outcomes were similar across grade levels. Implications and areas for future research are discussed.
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Affiliation(s)
- Nathaniel von der Embse
- College of Education, University of South Florida, 4202 E. Fowler Avenue, Tampa, FL 33620 United States
| | - Eunsook Kim
- College of Education, University of South Florida, 4202 E. Fowler Avenue, Tampa, FL 33620 United States
| | - Dorie Ross
- College of Education, University of South Florida, 4202 E. Fowler Avenue, Tampa, FL 33620 United States
| | - Stephen Kilgus
- University of Wisconsin-Madison, Madison, Wisconsin United States
| | - Thomas Koza
- College of Education, University of South Florida, 4202 E. Fowler Avenue, Tampa, FL 33620 United States
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Danielson ML, Kassab HD, Lee M, Owens JS, Evans SW, Lipton C, Charania S, Young HE, Kubicek LF, Flory K, Cuffe SP. The Utility of the Behavior Assessment System for Children-2 Behavioral and Emotional Screening System and Strengths and Difficulties Questionnaire in Predicting Mental Disorders in the Project to Learn About Youth-Mental Health. PSYCHOLOGY IN THE SCHOOLS 2023; 60:2320-2341. [PMID: 37970221 PMCID: PMC10642258 DOI: 10.1002/pits.22856] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2022] [Accepted: 01/03/2023] [Indexed: 01/22/2023]
Abstract
We examined the predictive utility of the Behavior Assessment System for Children-2 Behavioral and Emotional Screening System (BASC-2-BESS) and Strengths and Difficulties Questionnaire (SDQ) in identifying students with a mental disorder. Data were collected in a two-stage study over 34 months with kindergarten-12th grade (K-12) students (aged 5-19 years) in four U.S. school districts. In Stage 1, teachers completed the BASC-2-BESS and the SDQ. In Stage 2, parents of 1,054 children completed a structured diagnostic interview to determine presence of a mental disorder. Results suggest that teacher versions of the BASC-2-BESS and SDQ have modest utility in identifying children meeting criteria for a mental disorder based on parent report. Area Under the Curve (AUC) statistics representing prediction of any externalizing disorder (.73 for both measures) were higher than the AUCs predicting any internalizing disorder (.58 for both measures). Findings can inform the use of teacher report in mental health screening, specifically the selection of measures when implementing screening procedures.
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Affiliation(s)
- Melissa L Danielson
- Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Atlanta GA
| | | | - Mary Lee
- Department of Psychology, Ohio University, Athens, OH
| | | | | | - Corey Lipton
- Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Atlanta GA
- Oak Ridge Institute for Science and Education, Oak Ridge, TN
| | - Sana Charania
- Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Atlanta GA
- Oak Ridge Institute for Science and Education, Oak Ridge, TN
| | - Hayley Elia Young
- Centers for Disease Control and Prevention, National Center on Birth Defects and Developmental Disabilities, Atlanta GA
- Rollins School of Public Health, Emory University, Atlanta, GA
| | - Lorraine F Kubicek
- Department of Pediatrics, University of Colorado Anschutz Medical Campus, Aurora, CO
| | - Kate Flory
- Department of Psychology, University of South Carolina, Columbia, SC
| | - Steven P Cuffe
- Department of Psychiatry, University of Florida College of Medicine, Jacksonville, FL
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Preast JL, Taylor CN, Brann KL, Aguilar LN, Kilgus SP, Burns MK. Differentiating Academic Behaviors from Academic Skills to Inform Interventions. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2022. [DOI: 10.1080/15377903.2022.2124571] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Nygaard MA, Ormiston HE. An Exploratory Study Examining Student Social, Academic, and Emotional Behavior Across School Transitions. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2022.2109061] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Kim D, Lim JH. Risk Profiles of Korean Adolescents in Relations With Contextual Factors: Implications for Multi-Tiered Systems of Support. Front Psychiatry 2022; 13:796928. [PMID: 35633801 PMCID: PMC9134854 DOI: 10.3389/fpsyt.2022.796928] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/18/2021] [Accepted: 02/21/2022] [Indexed: 11/13/2022] Open
Abstract
INTRODUCTION Although prior studies have supported the effectiveness of Multi-Tiered Systems of Support (MTSS) on addressing social, emotional, behavioral, and academic challenges faced by youth at-risk, educators using MTSS often do not consider contextual factors which may also influence youth at-risk and the interventions targeting them. This study thus aimed to identify youth at-risk who should be referred to targeted instructions within MTSS by examining the risk profiles of Korean adolescents. Based on the identified risk profiles, we also tried to investigate the effect of contextual factors on deciding youth at-risk and confirm whether and/or what contextual factors should be considered when implementing targeted interventions for them. METHOD To accomplish the research goal, a latent profile analysis on risk factors of Korean adolescents was performed, using the first year data of "Korean Children and Youth Panel Study (KCYPS) 2018." RESULTS Four risk profiles were identified, using low academic motivation, low academic behavior, attention deficit, aggression, social withdrawal, and depression as indicators: the high risk, M-SEB (Moderate-social, emotional, & behavioral) risk, M-ACA (Moderate-academic) risk, and low risk group. The covariates of this study, home and school environmental variables, worked as predictors of adolescents included in the high group. CONCLUSION The results of this study suggest students in the high risk group (16.8%) should be given targeted instructions combining academic and SEB support within MTSS so as to prevent negative outcomes in the future among all adolescents. Those instructions need to be planned with consideration of contextual factors accompanied by teacher's careful understanding of social dynamics surrounding each student.
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Affiliation(s)
- Dongil Kim
- Department of Education, Seoul National University, Seoul, South Korea
| | - Jin Hyung Lim
- Department of Education, Seoul National University, Seoul, South Korea
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Jenkins A, Thoman S, Wang Y, Embse N, Kilgus S, Reynolds F. Identifying type and evaluating stability of behavioral risk. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22587] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Andrew Jenkins
- College of Education University of South Florida Tampa Florida USA
| | - Sarah Thoman
- College of Education University of South Florida Tampa Florida USA
| | - Yan Wang
- College of Fine Arts, Humanities, and Social Sciences University of Massachusetts‐Lowell Lowell Massachusetts USA
| | - Nathaniel Embse
- College of Education University of South Florida Tampa Florida USA
| | - Stephen Kilgus
- Department of Educational Psychology University of Wisconsin‐Madison Madison Wisconsin USA
| | - Faith Reynolds
- College of Education University of South Florida Tampa Florida USA
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Profiles of Rater Dis/Agreement within Universal Screening in Predicting Distal Outcomes. JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT 2021. [DOI: 10.1007/s10862-021-09869-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Putwain DW, von der Embse NP, Rainbird EC, West G. The Development and Validation of a New Multidimensional Test Anxiety Scale (MTAS). EUROPEAN JOURNAL OF PSYCHOLOGICAL ASSESSMENT 2020. [DOI: 10.1027/1015-5759/a000604] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. Although test anxiety has a long history in the educational and psychological literature there is a lack of census over its dimensionality. The aim of the present study was to clarify the dimensionality of test anxiety and develop a new instrument to reflect this dimensionality. Across two empirical studies we tested and refined a new multidimensional instrument comprising of two cognitive dimensions (Worry and Cognitive Interference) and two affective-physiological dimensions (Tension and Physiological Indicators). In both studies, four-correlated-factors and higher order models showed a good fit to the data. Test anxiety was positively related to an existing test anxiety measure (the Test Anxiety Inventory) and an elevated risk of mental health problems, and negatively related to school well-being and examination performance. This new instrument will prove a welcome addition for practitioners, to assist in the identification of highly test anxious students who may require support or intervention, and test anxiety researchers.
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Affiliation(s)
- David W. Putwain
- School of Education, Liverpool John Moores University, Liverpool, UK
| | | | - Emma C. Rainbird
- School of Psychology, Liverpool John Moores University, Liverpool, UK
| | - Geoffrey West
- College of Education, University of South Florida, Tampa, FL, USA
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von der Embse NP, Kilgus SP, Eklund K, Ake E, Levi-Neilsen S. Training Teachers to Facilitate Early Identification of Mental and Behavioral Health Risks. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2017-0094.v47-4] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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10
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Pendergast LL, Youngstrom EA, Ruan-Iu L, Beysolow D. The Nomogram: A Decision-Making Tool for Practitioners
Using Multitiered Systems of Support. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2017-0097.v47-4] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
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11
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von der Embse N, Kim ES, Kilgus S, Dedrick R, Sanchez A. Multi-informant universal screening: Evaluation of rater, item, and construct variance using a trifactor model. J Sch Psychol 2019; 77:52-66. [PMID: 31837728 DOI: 10.1016/j.jsp.2019.09.005] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2018] [Revised: 07/02/2019] [Accepted: 09/17/2019] [Indexed: 11/26/2022]
Abstract
Universal screening is a proactive method for identifying student risk, yet remains under-utilized in school systems. Instead, many schools rely on teacher reports and referrals without accounting for different informant perspectives. In the current study, multi-informant universal screening in evaluated using a trifactor model. The study utilized the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), specifically the teacher (SAEBRS-TRS) and student (mySAEBRS) self-report forms, with items indicating risk for social, academic, and emotional behavior. Data from a national sample of over 24,000 K-12 teacher-student dyads were used to examine the extent and variance of discrepant reports between students and teachers of common, perspective, and item factors. Results demonstrated that informant perspective factors were a strong predictor for student and teacher emotional behavior item ratings. Whereas age had a positive effect on younger student reports of risk on the behavior items compared to older student reports, teachers showed the opposite effect. The teacherperspective of social and emotional behaviors of students was predicted by gender. Implications and directions for future research are further discussed.
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Gross TJ, Duncan J, Kim SY, Mason WA, Haggerty KP. Predicting School Suspension Risk from Eighth through Tenth Grade Using the Strengths and Difficulties Questionnaire. CONTEMPORARY SCHOOL PSYCHOLOGY 2019; 23:270-289. [PMID: 32775014 PMCID: PMC7406192 DOI: 10.1007/s40688-018-00215-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/04/2023]
Abstract
The current study examined (1) if the Strengths and Difficulties Questionnaire (SDQ) would yield alternative factor structures related to either symptoms or strengths with early adolescent students when an exploratory factor analysis (EFA) is used; (2) which scales best predicted suspensions of typically developing early adolescents; and (3) what cut-off scores were useful for identifying youth at risk for suspensions. The current study included 321 parent-student dyads, who were followed from the middle of eighth grade until the end of tenth grade. A symptoms-based EFA yielded three factors: Misbehavior, Isolation, and Agitation. A strength-based EFA yielded three factors, as, well: Emotional, Social, and Moral competence. Logistic regression path analyses were used to predict risk of any suspension at the end of eighth, ninth, and tenth grades. The predictor variables were the original SDQ Conduct Problems and Hyperactivity scales in one model, the Misbehavior and Agitation scales in a second model, and the Emotional and Moral competence scales in the third model. Only the Misbehavior scale consistently predicted suspensions across each grade (b = .27, OR = 1.32, p < .001; b = .15, OR = 1.18, p = .029; b = .17, OR = 1.18, p = .029, respectively). For the Misbehavior scale, cut-off scores were established that reflected the 75th and 90th percentile; however, each cut-off demonstrated strengths and weaknesses for identifying at-risk students. The expectation of screening to identify youth at-risk for suspensions, a complex school discipline decision, is discussed.
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Affiliation(s)
- Thomas J Gross
- Western Kentucky University, Psychology Department, 3045 Gary A. Ransdell Hall, 1906 College Heights Blvd., #21030, Bowling Green, KY 42101-1030
| | - Jenna Duncan
- Lipscomb University, College of Education, One University Park Drive, Nashville, TN 37204
| | - Samuel Y Kim
- Texas Woman's University, Department of Psychology and Philosophy, CFO 807B, P.O. Box 425470, Denton, TX 76204-5470
| | - W Alex Mason
- National Research Institute for Child and Family Studies, Boys Town, NE, 14100 Crawford Street, Boys Town, NE 68010
| | - Kevin P Haggerty
- Social Development Research Group, University of Washington, Seattle, UW Box #358734, 9725 Third Ave NE, Suite #401, Seattle WA 98115
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Benson NF, Floyd RG, Kranzler JH, Eckert TL, Fefer SA, Morgan GB. Test use and assessment practices of school psychologists in the United States: Findings from the 2017 National Survey. J Sch Psychol 2018; 72:29-48. [PMID: 30819461 DOI: 10.1016/j.jsp.2018.12.004] [Citation(s) in RCA: 59] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2018] [Revised: 09/18/2018] [Accepted: 12/19/2018] [Indexed: 10/27/2022]
Abstract
Although several studies have examined the specific instruments and procedures used by school psychologists when conducting comprehensive psychoeducational evaluations, the last one was published over 20 years ago (viz., Wilson & Reschly, 1996). Given the substantial theoretical and practical advances in assessment since then, the purpose of the current study was to examine the test use and assessment practices of contemporary school psychologists in the United States. Data from the 2017 National Survey of Assessment Practices in School Psychology revealed that test use and assessment practices have evolved significantly. Much of this change consists of the substitution of tests and practices with limited reliability and validity with those with greater psychometric support. Results of this study also indicate that school psychologists regularly conduct multi-method assessments to prevent, identify, monitor, and remediate child and adolescent learning difficulties and other presenting problems in the schools.
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Affiliation(s)
| | | | | | | | - Sarah A Fefer
- University of Massachusetts, United States of America
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Suldo SM, Storey ED, O’Brennan LM, Shaunessy-Dedrick E, Ferron JM, Dedrick RF, Parker JS. Identifying High School Freshmen with Signs of Emotional or Academic Risk: Screening Methods Appropriate for Students in Accelerated Courses. SCHOOL MENTAL HEALTH 2018. [DOI: 10.1007/s12310-018-9297-9] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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16
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Demonstration of a Trauma-Informed Assessment to Intervention Model in a Large Urban School District. SCHOOL MENTAL HEALTH 2018. [DOI: 10.1007/s12310-018-9294-z] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Allen AN, Kilgus SP, Burns MK, Hodgson C. Surveillance of Internalizing Behaviors: A Reliability and Validity Generalization Study of Universal Screening Evidence. SCHOOL MENTAL HEALTH 2018. [DOI: 10.1007/s12310-018-9290-3] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Allen AN, Kilgus SP, Eklund K. An Initial Investigation of the Efficacy of the Resilience Education Program (REP). SCHOOL MENTAL HEALTH 2018. [DOI: 10.1007/s12310-018-9276-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
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Evidence-Based Assessment: Best Practices, Customary Practices, and Recommendations for Field-Based Assessment. ACTA ACUST UNITED AC 2018. [DOI: 10.1007/s40688-018-0186-x] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Iaccarino S, von der Embse N, Kilgus S. Interpretation and Use of the Social, Academic, and Emotional Behavior Risk Screener: A Latent Transition Approach. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2018. [DOI: 10.1177/0734282918766650] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Evidence for the interpretation of Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) scores: An argument-based approach to screener validation. J Sch Psychol 2018; 68:129-141. [PMID: 29861023 DOI: 10.1016/j.jsp.2018.03.002] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2016] [Revised: 10/04/2017] [Accepted: 03/12/2018] [Indexed: 11/22/2022]
Abstract
In accordance with an argument-based approach to validation, the purpose of the current study was to yield evidence relating to Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) score interpretation. Bifactor item response theory analyses were performed to examine SAEBRS item functioning. Structural equation modeling (SEM) was used to simultaneously evaluate intra- and inter-scale relationships, expressed through (a) a measurement model specifying a bifactor structure to SAEBRS items, and (b) a structural model specifying convergent and discriminant relations with an outcome measure (i.e., Behavioral and Emotional Screening System [BESS]). Finally, hierarchical omega coefficients were calculated in evaluating the model-based internal reliability of each SAEBRS scale. IRT analyses supported the adequate fit of the bifactor model, indicating items adequately discriminated moderate and high-risk students. SEM results further supported the fit of the latent bifactor measurement model, yielding superior fit relative to alternative models (i.e., unidimensional and correlated factors). SEM analyses also indicated the latent SAEBRS-Total Behavior factor was a statistically significant predictor of all BESS subscales, the SAEBRS-Academic Behavior predicted BESS Adaptive Skills subscales, and the SAEBRS-Emotional Behavior predicted the BESS Internalizing Problems subscale. Hierarchical omega coefficients indicated the SAEBRS-Total Behavior factor was associated with adequate reliability. In contrast, after accounting for the total scale, each of the SAEBRS subscales was associated with somewhat limited reliability, suggesting variability in these scores is largely driven by the Total Behavior scale. Implications for practice and future research are discussed.
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Reinbergs EJ, Fefer SA. Addressing trauma in schools: Multitiered service delivery options for practitioners. PSYCHOLOGY IN THE SCHOOLS 2018. [DOI: 10.1002/pits.22105] [Citation(s) in RCA: 31] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Volpe RJ, Casale G, Mohiyeddini C, Grosche M, Hennemann T, Briesch AM, Daniels B. A universal behavioral screener linked to personalized classroom interventions: Psychometric characteristics in a large sample of German schoolchildren. J Sch Psychol 2017; 66:25-40. [PMID: 29429493 DOI: 10.1016/j.jsp.2017.11.003] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2016] [Revised: 10/05/2017] [Accepted: 11/12/2017] [Indexed: 10/18/2022]
Abstract
The current study represents the first psychometric evaluation of an American English into German translation of a school-based universal screening measure designed to assess academic and disruptive behavior problems. This initial study examines the factor structure and diagnostic accuracy of the newly translated measure in a large sample of 1009 German schoolchildren attending grades 1-6 in Western Germany. Confirmatory factor analysis supported a two-factor model for both male- and female- students. Configural invariance was supported between male- and female-samples. However scalar invariance was not supported, with higher thresholds for ratings of female students. Results of receiver operating characteristic (ROC) curve analyses were indicative of good to excellent diagnostic accuracy with areas under the curve ranging from 0.89 to 0.93. Optimal cut-off scores were 10, 5, and 13 for the Academic Productivity/Disorganization, Oppositional/Disruptive, and the Total Problems Composite scores of the Integrated System Teacher Rating Form respectively. This initial study of the newly translated measure supports further investigations into its utility for universal screening in German speaking schools.
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von der Embse NP, Kilgus SP, Iaccarino S, Levi-Nielsen S. Screening for Student Mental Health Risk: Diagnostic Accuracy, Measurement Invariance, and Predictive Validity of the Social, Academic, and Emotional Behavior Risk Screener-Student Rating Scale (SAEBRS-SRS). SCHOOL MENTAL HEALTH 2017. [DOI: 10.1007/s12310-017-9214-7] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Kilgus SP, Bowman NA, Christ TJ, Taylor CN. PREDICTING ACADEMICS VIA BEHAVIOR WITHIN AN ELEMENTARY SAMPLE: AN EVALUATION OF THE SOCIAL, ACADEMIC, AND EMOTIONAL BEHAVIOR RISK SCREENER (SAEBRS). PSYCHOLOGY IN THE SCHOOLS 2017. [DOI: 10.1002/pits.21995] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
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Pendergast LL, von der Embse N, Kilgus SP, Eklund KR. Measurement equivalence: A non-technical primer on categorical multi-group confirmatory factor analysis in school psychology. J Sch Psychol 2017; 60:65-82. [PMID: 28164800 DOI: 10.1016/j.jsp.2016.11.002] [Citation(s) in RCA: 81] [Impact Index Per Article: 11.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2015] [Revised: 06/05/2016] [Accepted: 11/22/2016] [Indexed: 10/20/2022]
Abstract
Evidence-based interventions (EBIs) have become a central component of school psychology research and practice, but EBIs are dependent upon the availability and use of evidence-based assessments (EBAs) with diverse student populations. Multi-group confirmatory factor analysis (MG-CFA) is an analytical tool that can be used to examine the validity and measurement equivalence/invariance of scores across diverse groups. The objective of this article is to provide a conceptual and procedural overview of categorical MG-CFA, as well as an illustrated example based on data from the Social and Academic Behavior Risk Screener (SABRS) - a tool designed for use in school-based interventions. This article serves as a non-technical primer on the topic of MG-CFA with ordinal (rating scale) data and does so through the framework of examining equivalence of measures used for EBIs within multi-tiered models - an understudied topic. To go along with the illustrated example, we have provided supplementary files that include sample data, Mplus input code, and an annotated guide for understanding the input code (http://dx.doi.org/10.1016/j.jsp.2016.11.002). Data needed to reproduce analyses in this article are available as supplemental materials (online only) in the Appendix of this article.
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