Student Risk Screening Scale--Internalizing and Externalizing

Lane, Kathleen Lynne; Oakes, Wendy Peia; Harris, Pamela Jo; Menzies, Holly Mariah; Cox, Meredith; Lambert, Warren

doi:10.1037/t27738-000

Cited by 23 publications

(41 citation statements)

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“… Note. SRSS-IE = Student Risk Screening Scale-Internalizing and Externalizing (Drummond, 1994; Lane & Menzies, 2009); E7 = externalizing subtest; I5 = internalizing subtest. Cut scores: H = high risk (E7: 9–21; I5: 4–15); M = moderate risk (E7: 4–8; I5: 2–3). …”

Section: Resultsmentioning

confidence: 99%

“…Students were excluded if they had a history of violent or aggressive behaviors, or daily attendance rates below 90% during the previous school year. The Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE; Drummond, 1994; Lane & Menzies, 2009) was administered at pretest and posttest, and is further described under measures. Students qualified to participate as cross-age tutors if either their externalizing or internalizing score fell within the moderate to high ranges.…”

Section: Methodsmentioning

confidence: 99%

“… Note. M = male; IEP = individualized education program; EBD = emotional–behavioral disorder; LD = learning disability; Y = yes; N = no; SRSS-IE = Student Risk Screening Scale–Internalizing and Externalizing (Drummond, 1994; Lane & Menzies, 2009); SRSS-E7 = Student Risk Screening Scale–externalizing subtest; SRSS-I5 = Student Risk Screening Scale–internalizing subtest. Cut scores = high risk (E7: 9–21; I5: 4–15); moderate risk (E7: 4–8; I5: 2–3). …”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Effects of Cross-Age Tutors With EBD for Kindergarteners At Risk of Mathematics Difficulties

Watts

Bryant

Roberts

2019

Journal of Emotional and Behavioral Disorders

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Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. In addition, students with emotional–behavioral disorders (EBD) can have some of the most challenging behavioral and academic needs to address. The purpose of this study was to identify the effects and collateral outcomes of utilizing cross-age tutors (i.e., older students) with/at risk of EBD to deliver a number line board game intervention to kindergarten students at risk of mathematics disabilities. A multiple baseline design across participants was utilized to evaluate the following research questions: (a) What are the effects of a number line game delivered by a cross-age tutor with EBD on the mathematics performance of kindergarten students with mathematics difficulties? (b) Can students with EBD implement tutoring procedures with fidelity? (c) What are the effects of the cross-age tutoring training and implementation on the tutors’ classroom behaviors and risk-status for EBD? Tutoring sessions took place for 25–30 min, 3 times per week, over 10 weeks. Results suggest cross-age tutoring to be an effective and feasible model for improving mathematics performance of at-risk kindergarteners and, to a lesser extent, the behavioral performance of students with EBD.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Effects of Cross-Age Tutors With EBD for Kindergarteners At Risk of Mathematics Difficulties

Watts

Bryant

Roberts

2019

Journal of Emotional and Behavioral Disorders

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“…Prior to selecting participant selection procedures, we obtained Institutional approval from the three institutions involved as well as the district. As a part of the schools’ Ci3T plans, they adopted universal behavior screener procedures—SRSS-IE (Drummond, 1994; Lane & Menzies, 2009; Lane, Menzies et al, 2012). Students participated in STAR Assessments (Renaissance Learning, 2016) for math and reading benchmarking, as a part of regular school practices.…”

Section: Methodsmentioning

confidence: 99%

Empowering Teachers With Low-Intensity Strategies to Support Instruction: Implementing Across-Activity Choices During Third-Grade Reading Instruction

Ennis

Lane

Oakes

et al. 2019

Journal of Positive Behavior Interventions

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Students with and at-risk for academic and behavioral challenges often have low levels of academic engagement. Providing instructional choice is one way to increase engagement in the classroom. In this study, we replicated and extended previous inquiry by investigating the effects of across-activity choices offered by third-grade teachers during reading instruction to participating students with behavioral (one with internalizing and two with internalizing and externalizing patterns) and academic needs. Using a standardized professional development module, teachers learned to implement instructional choice during reading instruction while collecting direct observation data on a student’s academic engagement. Teachers implemented practices with integrity and collected momentary time sampling data for one student in their classroom with high levels of reliability. Results of a withdrawal design indicated a functional relation between the introduction of instructional choice and increases in the academic engagement for the three students. Teachers and students rated the intervention goals, procedures, and outcomes as acceptable. Limitations and future directions are presented.

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“…Currently, a number of behavior screening tools are available for use, including the Systematic Screening for Behavior Disorders (SSBD; Walker, Severson, & Feil, 2014), the Student Risk Screening Scale (SRSS; Drummond, 1994); the Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE; Drummond, 1994; Lane & Menzies, 2009); the Strengths and Difficulties Questionnaire (SDQ; Goodman, 2001); the Social Skills Improvement System–Social-Emotional Learning Edition (SSiS-SEL; Elliott & Gresham, 2017); the Emotional and Behavioral Screener (EBS; Nordness, Epstein, Cullinan, & Pierce, 2014); the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS; Kilgus, Chafouleas, Riley-Tillman, & von der Embse, 2014); and the Behavior Assessment System for Children–Second Edition Behavioral and Emotional Screening Scale (BASC-2 BESS; Kamphaus & Reynolds, 2007). These tools vary along several dimensions such as targeted domain and construct (i.e., facets of behavior challenges assessed), intended grade levels, associated costs, and functionality (Glover & Albers, 2007).…”

Section: Systematic Screening Tools: a Variety Of Optionsmentioning

confidence: 99%

A Comparison Between SRSS-IE and BASC-2 BESS Scores at the Middle School Level

Lane

Oakes

Common

et al. 2018

Behavioral Disorders

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We report findings of a psychometric study comparing scores from two screening tools: Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE, an adapted version of the Student Risk Screening Scale) and Behavior Assessment System for Children–Second Edition, Behavioral and Emotional Screening System (BASC-2 BESS). Participants were 624 sixth-, seventh-, and eighth-grade students attending a rural middle school in a southeastern state. Pearson correlation coefficients indicated statistically significant, positive relations between SRSS-IE and BASC-2 BESS scores, with very strong relations on externalizing and comorbid (internalizing and externalizing) scales. Results of concurrent classification accuracy analyses, kappa, and receiver operating curve analyses suggest the seven externalizing items on the SRSS (SRSS-E7) and BASC-2 BESS scores function in a similar manner with respect to detecting students with externalizing behaviors, but less so in detecting students with internalizing behaviors. Limitations and future direction are discussed.

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Student Risk Screening Scale--Internalizing and Externalizing

Cited by 23 publications

References 0 publications

Effects of Cross-Age Tutors With EBD for Kindergarteners At Risk of Mathematics Difficulties

Effects of Cross-Age Tutors With EBD for Kindergarteners At Risk of Mathematics Difficulties

Empowering Teachers With Low-Intensity Strategies to Support Instruction: Implementing Across-Activity Choices During Third-Grade Reading Instruction

A Comparison Between SRSS-IE and BASC-2 BESS Scores at the Middle School Level

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