Generalizability of Universal Screening Measures for Behavioral and Emotional Risk

Tanner, Nicholas; Eklund, Katie; Kilgus, Stephen P.; Johnson, Austin H.

doi:10.17105/spr-2017-0044.v47-1

Cited by 15 publications

(6 citation statements)

References 58 publications

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“…Such findings have been a potential cause for concern among researchers and practitioners. Though it would be hoped that any variance in screening scores is attributable to real behavioral differences among students, it would seem that teachers are, in fact, contributing something unique to the ratings (Tanner et al, 2018). Recent research suggests a portion of this variance can be attributed to certain teacher-level factors, such as teacher gender (Splett et al, This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Section: Discussionmentioning

confidence: 99%

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Influence of teacher burnout and self-efficacy on teacher-related variance in social-emotional and behavioral screening scores.

McLean¹,

Eklund²,

Kilgus³

et al. 2019

School Psychology

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Universal screening is useful in the early identification of behavioral and emotional concerns, but teacher-related variance can potentially influence screening scores and resulting decisions. The current study examined the extent to which burnout and self-efficacy as teacher-level variables accounted for variance in universal screening scores. The study participants included 1,314 K-6 students and 56 elementary school teachers. Teachers completed the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) for each student in their classroom, while also completing rating scales regarding their personal self-efficacy and levels of burnout. Hierarchical linear modeling was employed to estimate the extent of teacher-related variance and whether burnout and self-efficacy accounted for this variance. Unconditional models indicated 12–30% of variance in screening scores was between teachers. Conditional models indicated teacher self-efficacy and the depersonalization component of teacher burnout were statistically significant predictors of Emotional Behavior and Total Behavior scores on the SAEBRS. Results further suggested that when combined, burnout and self-efficacy variables accounted for 7–30% of between-teacher variance in screening scores. Implications for practice and future research are discussed.

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Section: Discussionmentioning

confidence: 99%

“…A follow up to this study helped to partially resolve this issue. Specifically, Tanner, Eklund, Kilgus, and Johnson (2018) used generalizability theory analyses to identify the percentage of variance in screening scores that was attributable to teacher raters. Multiple teacher raters were recruited from each classroom.…”

mentioning

confidence: 99%

Influence of teacher burnout and self-efficacy on teacher-related variance in social-emotional and behavioral screening scores.

McLean¹,

Eklund²,

Kilgus³

et al. 2019

School Psychology

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“…There are several limitations in the present study that need to be addressed. First, research has indicated that teachers can attribute large amounts of variance in universal screening for SEB risk (Tanner et al, 2018). A multilevel model would control for the nested structure of responding; however, teacher and school information were unavailable.…”

Section: Limitations and Constraints On Generalitymentioning

confidence: 99%

Universal screening for social–emotional and behavioral risk: Differential item functioning on the SAEBRS.

Izumi¹,

Eklund²

2023

School Psychology

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screening for social-emotional and behavioral (SEB) risk is one strategy for schools to proactively identify students in need of additional supports and services. As schools serve an increasing number of children from racially and culturally diverse backgrounds, further research is needed to examine the differential functioning of brief behavior rating scales. The present study examined differential item functioning (DIF) on the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)-Teacher Rating Scale. Participants included 11,496 kindergartens through 12th-grade students. DIF analyses were conducted by race/ethnicity, grade level, and biological sex. Results indicated small-to-large effects of DIF for teacher ratings of Black students compared to their non-Black peers on each item resulting in a moderate effect at the test level (Total Behavior [TB] expected test score standardized difference [ETSSD] = −0.67).There was a small-to-moderate effect of DIF for teacher ratings of White students compared to their non-White peers at the test level (TB ETSSD = 0.43). There was a small-to-moderate effect of DIF by biological sex, with teachers rating males differentially with high risk (TB ETSSD = −0.47). There were no significant effects at the test level for differences in ratings by grade level. Future research is needed to identify the factors influencing the interaction between the rater, the student, and the rating scale that could lead to resulting differential functioning. Impact and ImplicationsThis study suggests teachers rated students' social-emotional and behavioral skills differently based on student race/ethnicity and biological sex. Teachers differentially rated Black and male students as demonstrating higher risk compared to White and female students.

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“…Support for the multi‐informant approach includes the possible utility of the additional data gleaned by having a proxy reporter (Dirks et al, 2012; Johnston & Murray, 2003). Although the study of incremental validity available via a multi‐informant assessment approach is relatively underdeveloped (De Los Reyes et al, 2015), a recent study noted improved generalizability and accuracy of universal screening scores when using two raters (Tanner et al, 2018). As parents can see their child across long periods and in various situations, they might provide useful information regarding their child's psychological functioning (McConaughy, 1993).…”

Section: Multi‐informant Approachmentioning

confidence: 99%

Development and preliminary validation of the parent version of the Social Emotional Health Survey‐Secondary

Branscum,

Park,

Bihm

et al. 2023

Psychology in the Schools

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The Social and Emotional Health Survey‐Secondary (SEHS‐S) is a widely used self‐report measure of adolescents' strengths and positive mental health. However, the SEHS‐S does not have a proxy (i.e., parent) informant version. A parent form of the SEHS‐S could allow school psychologists to gather additional information about students' strengths for intervention and assessment purposes. The development of this measure included three phases. First, we generated items and refined them in a preliminary study. Next, a subsequent confirmatory factor analysis (N = 613) identified the highest‐loading items for scale construction. Finally, a validation study (N = 319) asked parents and their children to complete respective versions of the survey. The final 36‐item parent measure had strong loadings and adequate model fit matching the factor structure of the self‐report version. The SEHS‐S‐Parent also demonstrated good reliability and correlations with the self‐report version, including predicting child well‐being as measured by life satisfaction and emotional functioning. The finding that the child and parent self‐report measures were highly correlated suggests that parents might provide helpful information about adolescents' strengths, especially when a self‐report is unavailable. Limitations regarding the scale's interpretability and implications of a multi‐informant approach are considered.

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Generalizability of Universal Screening Measures for Behavioral and Emotional Risk

Cited by 15 publications

References 58 publications

Influence of teacher burnout and self-efficacy on teacher-related variance in social-emotional and behavioral screening scores.

Influence of teacher burnout and self-efficacy on teacher-related variance in social-emotional and behavioral screening scores.

Universal screening for social–emotional and behavioral risk: Differential item functioning on the SAEBRS.

Development and preliminary validation of the parent version of the Social Emotional Health Survey‐Secondary

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