Development and validation of the Intervention Skills Profile–Skills: A brief measure of student social-emotional and academic enabling skills

Reconceptualizing Social and Emotional Competence Assessment in School Settings

“…This may be important for school decision-makers to prioritize services with a focus on malleable characteristics rather than static deficits. Advancements in statistical modeling techniques (e.g., diagnostic classification modeling; Rupp and Templin 2008) allow for the evaluation of within-item dimensionality, whereas an item may be reflective of several latent factors, ultimately permitting the development of assessment tools that are both brief and measuring of multiple domains (see Kilgus et al 2020). In sum, these paradigm shifts have further highlighted the need to critically evaluate how current and future social and emotional assessment tools reflect (1) the needs of youth from a dual-factor model and (2) identify malleable characteristics to inform service delivery.…”

“…Furthermore, given their relevance to school success, additional factors would relate to academic enabling skills that prepare students to access and benefit from academic instruction, including motivation, study skills, and academic engagement (DiPerna 2006). Research suggests that social and emotional variables are related but functionally distinct (Kilgus et al 2020), with each contributing to the prediction of academic achievement (Kilgus et al 2016).…”

Enhancing Support for Student Mental Health in Schools

“…Tier 2 supports represent brief and efficient protocols that are integrated within school infrastructures, allowing for continuous availability and rapid application for students (Hawken et al, 2009). Modern recommendations for Tier 2 service delivery call for schools to adopt multiple Tier 2 supports and to use data to match students to supports aligned with their needs (Kilgus et al, 2020). A large body of research supports check in/check out (CICO; Hawken et al, 2021) as an effective approach to promoting academic engagement and reducing externalizing concerns (Maggin et al, 2015).…”