Screening for emotional and behavioral risk has become more prevalent with young children; however, not much is known about the latent structure for many of the brief instruments currently being used to assess children. Information concerning the latent structure of an instrument is necessary to support use of the scoring information. The underlying structure of the Behavioral and Emotional Screening System, Teacher Rating Form-Preschool (Kamphaus & Reynolds, 2007) was investigated. A sample of ratings of more than 1,400 preschoolers was used to test 4 different confirmatory factor analysis models: (a) unidimensional model, (b) correlated factor model, (c) higher order factor model, and (d) bifactor model. Results showed support for the bifactor model, suggesting that an overall score is useful for interpreting preschoolers' level of emotional and behavioral risk. Relationships between items and the maladaptive risk general factor varied according to content area.

A screening instrument used to identify young children at risk for behavioral and emotional difficulties, the Behavioral and Emotional Screening System Teacher Rating Scale-Preschool was examined. The Rasch Rating Scale Method was used to provide additional information about psychometric properties of items, respondents, and the response scale. Using a representative U.S. sample of 1,485 children, the structure of the screener, performance of the rating scale, and coverage of the Maladaptive Behavior construct were investigated to identify children with emerging behavioral and emotional difficulties. Items measuring Internalizing and Externalizing Problems indicated greater efficiency for assessing at-risk behavioral and emotional problems, whereas items measuring emerging school problems or adaptive skills contributed little to the assessment of risk. Differential item functioning was examined for by age and found to be present for roughly one third of the items. Implications for scale development, screening young children, and use of screening information are discussed.

This study examined the Behavior Assessment System for Children-Third Edition Behavioral and Emotional Screening System, Parent Form-Preschool, which is used to identify children at risk for emotional/behavioral problems. Rasch rating scale methods were used to provide information about psychometric properties of items, parent raters, and the response scale. Using the norming sample of 459 children, we investigated the structure of the screener, performance of the scale, and coverage of the maladaptive behavior construct to identify children with emerging behavioral difficulties. Most items showed good fit to the rating scale methods model with broad coverage of the latent domain. Items measuring internalizing and externalizing problems indicated a greater tendency for at-risk behavior, and items measuring adaptive skills offered a minimal contribution to measuring risk status. No differential item functioning was observed due to child gender; however, differential item functioning was observed between ratings for Caucasian and Hispanic or African American students for select items.

The aim of this study was to provide psychometric evidence related to the Behavioral and Emotional Screening System Teacher Rating Scale–Preschool form’s (BESS TRS-P) ability to identify emerging problems in preschool children. Reliability and validity associated with screener scores were compared by analyzing teacher ratings of approximately 700 preschool children from 11 public schools. The BESS TRS-P provided high levels of internal consistency and inter-rater reliability among respondents. Furthermore, the form showed high predictive and concurrent validity estimates that were statistically significant and in expected directions. The information could assist teachers and school administrators in feeling more confident in using the BESS TRS-P to screen young children for behavioral/emotional problems.

Universal mental health screening is a proactive approach to identify students who may benefit from prevention or early intervention services. Despite known benefits, few schools are engaging in screening efforts and it is critical to examine factors that may impede or enhance implementation. Following implementation of a universal screening program across five preschools and elementary schools, this study investigated the attitudes of teachers ( N = 40) and parents ( N = 330) and found strong agreement among stakeholders about the acceptability and appropriateness of universal mental health screening. Teachers and parents expressed less willingness to regularly complete screening forms, yet teachers reported that the Behavior Assessment System for Children–Third Edition: Behavioral Emotional Screening System was a usable screening tool. Implications and future directions to enhance implementation efforts are discussed.