Interpretation and Use of the Social, Academic, and Emotional Behavior Risk Screener: A Latent Transition Approach

Abstract

Detecting mental illness in school students may prevent poor school outcomes. Clinicians often use universal behavioral screeners to identify students at risk for mental illness. This study examined the applicability of Kane's interpretation and use argument (IUA) to the Social, Academic, and Emotional Behavior Risk Screener-Teacher Rating Scale (SAEBRS-TRS). Using an imputed sample of N = 1,357 students, latent transition analysis was employed to understand the IUA framework on this sample and the stability of the latent classes of student risk over time. Results provide initial support for the interpretation and use of the SAEBRS-TRS, and suggest that student risk statuses remain relatively stable across time. Future directions and implications for practice are discussed.

Identifying type and evaluating stability of behavioral risk

“…Likewise, participants identified in the moderate‐risk category were at risk for all domains as well; however, they were not at the same level of risk as the high‐risk group. Participants identified in the low‐risk category were not at risk of either the academic or emotional domains; however, these students were at‐risk for the social subscale, consistent with other findings (Iaccarino et al, 2018; Miller et al, 2019). This finding that the low‐risk group was at‐risk (as well as the higher‐risk groups) on the social domain may suggest that universal social skills interventions are warranted and beneficial for all students, regardless of risk class.…”

“…We hypothesize that three risk classes will emerge as consistent with research utilizing teacher report measures (Miller et al, 2019). Although, other studies found a more significant number of risk classes (Iaccarino et al, 2018). Further, we hypothesize that these risk classes will remain stable across screening periods with little movement between screening periods.…”

“…Second, there is limited research that examined the classes of behavioral risk at different screening periods within the same school year utilizing student self‐report measures. Class and stability analyses of risk have been completed using multiple teacher rating scales (e.g., SAEBRS‐TRS; Iaccarino et al, 2018) and the Behavioral and Emotional Screening System (BESS) Teacher Form (Kamphaus & Reynolds, 2007). These studies found that large percentages of students exhibited stable risk patterns across the academic school year (Iaccarino et al, 2018; King et al, 2015; Miller et al, 2019).…”

“…Class and stability analyses of risk have been completed using multiple teacher rating scales (e.g., SAEBRS‐TRS; Iaccarino et al, 2018) and the Behavioral and Emotional Screening System (BESS) Teacher Form (Kamphaus & Reynolds, 2007). These studies found that large percentages of students exhibited stable risk patterns across the academic school year (Iaccarino et al, 2018; King et al, 2015; Miller et al, 2019). However, additional research is needed to determine if risk classes and stability vary across rating modalities (e.g., teacher vs. student self‐report) and larger sample sizes, including a larger sample of students across grade levels.…”

“…With these data, patterns of student risk could lead to better utilization of limited school resources by targeting comorbid risk domains (e.g., academic and social risk) and developing and providing interventions designed to address both domains (Iaccarino et al, 2018). The current study attempts to resolve these gaps in the literature regarding student self‐report scales with a large sample of elementary and middle school‐aged students.…”