Efficacy of a Combined Approach to Tier 2 Social-Emotional and Behavioral Intervention and the Moderating Effects of Function

Eklund, Katie; Kilgus, Stephen P.; Taylor, Crystal N.; Allen, Amanda; Meyer, Lauren; Izumi, Jared T.; Beardmore, Megan; Frye, Sara S.; McLean, Deija; Calderon, Fedra; Kilpatrick, Kayla D.

doi:10.1007/s12310-019-09321-5

Cited by 6 publications

(3 citation statements)

References 39 publications

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“…Future research should also be employed using other informants to ensure consistency in diagnostic accuracy within behavioral screening data among informants who can provide beneficial data regarding student functioning. For example, parents may provide helpful information regarding the needs of younger children, while student self‐report data are critical for older children and adolescents (Dowdy & Kim, 2012; Eklund et al, 2019). Additional research should include a larger, more diverse sample to ensure the generalizability of results to other subgroups of students.…”

Section: Discussionmentioning

confidence: 99%

The effect of student race/ethnicity on the diagnostic accuracy of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)

Eklund,

Kilgus,

Barber

et al. 2023

Psychology in the Schools

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Universal screening has emerged as one strategy within schools for identifying students who demonstrate social emotional and behavioral (SEB) concerns to provide appropriate support. However, research has demonstrated little evidence of equity around diagnostic accuracy; that is, how students might be differentially identified as at‐risk for SEB concerns based on race/ethnicity. The current study examined the diagnostic accuracy of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) teacher screening measure as affected by student race/ethnicity, drawing from a sample of 730 students and 54 teachers from four urban, Midwestern elementary schools. Data were analyzed using nonparametric receiver operating characteristic (ROC) curve analyses, as well as ROC regression tests incorporating student race/ethnicity status as a covariate. Results indicated the SAEBRS (1) demonstrated borderline to optimal sensitivity and specificity across student racial/ethnic subgroups in predicting student SEB risk status, and (2) diagnostic accuracy did not vary across racial/ethnic subgroups to a statistically significant degree. Results highlight the need for further research on this topic.

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Section: Discussionmentioning

confidence: 99%

The effect of student race/ethnicity on the diagnostic accuracy of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)

Eklund,

Kilgus,

Barber

et al. 2023

Psychology in the Schools

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“…The model is designed to be inclusive, simple, and easily adaptable to extant modes of service delivery in schools, which are key parameters of successful dissemination and implementation (Lyon and Bruns, 2019). In addition, the multidimensional model may be well positioned because it can dovetail with (1) already existing school-based multi-tier frameworks devoted to academic performance, school climate/positive school culture, social and emotional competencies, and career readiness and ( 2) functional behavioral assessment practices, both of which are already understood and utilized by many school officials Eklund et al, 2019).…”

Section: Global Policy Review and Dissemination And Implementationmentioning

confidence: 99%

School Attendance and Problematic School Absenteeism in Youth

2020

Frontiers Research Topics

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Frontiers is more than just an open-access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers Journal SeriesThe Frontiers Journal Series is a multi-tier and interdisciplinary set of open-access, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers Journal Series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to QualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation.

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“…The model is designed to be inclusive, simple, and easily adaptable to extant modes of service delivery in schools, which are key parameters of successful dissemination and implementation (Lyon and Bruns, 2019). In addition, the multidimensional model may be well positioned because it can dovetail with (1) already existing school-based multi-tier frameworks devoted to academic performance, school climate/positive school culture, social and emotional competencies, and career readiness and (2) functional behavioral assessment practices, both of which are already understood and utilized by many school officials (Freeman and Simonsen, 2015; Eklund et al, 2019).…”

Section: Global Policy Review and Dissemination And Implementationmentioning

confidence: 99%

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 2)

et al. 2019

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As noted in Part 1 of this two-part review, school attendance is an important foundational competency for children and adolescents, and school absenteeism has been linked to myriad short- and long-term negative consequences, even into adulthood. Categorical and dimensional approaches for this population have been developed. This article (Part 2 of a two-part review) discusses compatibilities of categorical and dimensional approaches for school attendance and school absenteeism and how these approaches can inform one another. The article also poses a multidimensional multi-tiered system of supports pyramid model as a mechanism for reconciling these approaches, promoting school attendance (and/or prevention of school absenteeism), establishing early warning systems for nimble response to school attendance problems, assisting with global policy review and dissemination and implementation, and adapting to future changes in education and technology.

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Efficacy of a Combined Approach to Tier 2 Social-Emotional and Behavioral Intervention and the Moderating Effects of Function

Cited by 6 publications

References 39 publications

The effect of student race/ethnicity on the diagnostic accuracy of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)

The effect of student race/ethnicity on the diagnostic accuracy of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)

School Attendance and Problematic School Absenteeism in Youth

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 2)

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