Instrumentation for Mental Health Screening

Stiffler, Meghan C.; Dever, Bridget V.

doi:10.1007/978-3-319-19171-3_4

Cited by 7 publications

(9 citation statements)

References 81 publications

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“…Given the DASS–21’s ability to identify a general negative affectivity factor, it may function well as a first gate within a multiple-gating screening strategy. Within a multigating screening approach, students are provided with more comprehensive assessments following an initial identification of risk or distress; this practice is recommended as it is aligned with prevention science principles and due to its diagnostic accuracy and cost-effectiveness (Stiffler & Dever, 2015). Students identified as experiencing elevated negative affectivity via the DASS–21 when used as a first-gate screener may then be referred for follow-up assessment (i.e., second-gate assessment) using specialized or targeted instruments designed to offer more detailed information about the presence of internalizing pathology.…”

Section: Discussionmentioning

confidence: 99%

Using the Depression, Anxiety, Stress Scales–21 With U.S. Adolescents: An Alternate Models Analysis

Moore

Dowdy

Furlong

2016

Journal of Psychoeducational Assessment

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As part of universal screening efforts in schools, validated measures that identify internalizing distress are needed. One promising available measure, the Depression, Anxiety, and Stress Scales–21 (DASS–21), has yet to be thoroughly investigated with adolescents in the United States. This study investigated the underlying factor structure of the DASS–21 in a sample of U.S. adolescents ( N = 2,454) by using confirmatory factor analytic techniques to test several alternate models. A bifactor model specifying general Negative Affectivity and three specific factors of Depression, Anxiety, and Stress yielded the best fit. Results from this study suggest that (a) the DASS–21 scales reflect a common factor, indicating that a total score of the DASS–21 can be derived as a measure of general negative affectivity, and (b) the DASS–21 may not adequately differentiate between the experiences of negative affectivity, anxiety, and stress in U.S. adolescents.

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Section: Discussionmentioning

confidence: 99%

Using the Depression, Anxiety, Stress Scales–21 With U.S. Adolescents: An Alternate Models Analysis

Moore

Dowdy

Furlong

2016

Journal of Psychoeducational Assessment

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“…There are at least four reasons for the need for valid and reliable screening instruments for children and adolescent mental health problems (Stiffler and Dever, 2015 ; Tran et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

“…Concerning the existing instruments, we shall attempt a brief description of the available tools for children's mental health professionals. According to Stiffler and Dever ( 2015 ), there are a considerable number of them, ranging from broadband multidimensional measures, through specific screenings for single vs. for multiple disorders, to those including only one indicator of overall distress.…”

Section: Introductionmentioning

confidence: 99%

DetectaWeb-Distress Scale: A Global and Multidimensional Web-Based Screener for Emotional Disorder Symptoms in Children and Adolescents

et al. 2021

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Emotional disorder symptoms are highly prevalent and a common cause of disability among children and adolescents. Screening and early detection are needed to identify those who need help and to improve treatment outcomes. Nowadays, especially with the arrival of the COVID-19 outbreak, assessment is increasingly conducted online, resulting in the need for brief online screening measures. The aim of the current study was to examine the reliability and different sources of validity evidence of a new web-based screening questionnaire for emotional disorder symptoms, the DetectaWeb-Distress Scale, which assesses mood (major depression and dysthymic disorder), anxiety (separation anxiety, generalized anxiety, social phobia, panic disorder/agoraphobia, and specific phobia), obsessive–compulsive disorder, post-traumatic stress disorder, suicidality (suicidal ideation, plans, and attempts), and global distress. A total of 1,499 participants (aged 8–18) completed the DetectaWeb-Distress Scale and specific questionnaires for emotional disorder symptoms, suicidal behaviors, and well-being through a web-based survey. Results indicated that a structural model of 10 correlated factors fits reasonably better in comparison to the remaining models; measurement invariance for age and gender; good internal consistency (McDonald's ω ranging from 0.65 to 0.94); and significant positive correlation with other measures of anxiety, depression, PTSD, or distress, and negative correlation with well-being measures, displaying support for convergent-discriminant validity. We also found that girls scored higher than boys on most of the subscales, and children had higher scores for social anxiety, specific phobia, panic disorder, and obsessive–compulsive symptoms, whereas adolescents scored higher on depressive symptoms, suicidality, and generalized anxiety, but the effect sizes were small to medium for all comparisons. The DetectaWeb-Distress Scale is a valid, innovative, and useful online tool for the screening and evaluation of preventive programs for mental health in children and adolescents.

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“…Although omnibus assessments of behavioral and emotional problems such as the BASC-2 are commonly administered in schools, the staggering number of students experiencing mental health issues has resulted in a push toward early identification efforts. As a result, universal mental health screenings in schools to identify students who are at-risk of behavioral and emotional problems have increased in popularity (Bruhn, Woods-Groves, & Huddle, 2014; Stiffler & Dever, 2015). Broadband screening tools can usually be administered in less than 15 min, and provide an indication of a student’s risk of general behavioral and emotional problems, rather than for a specific disorder.…”

mentioning

confidence: 99%

Examining Subtypes of Behavioral/Emotional Risk Using Cluster Analysis

Dever

Gallagher

Hochbein

et al. 2016

Journal of Psychoeducational Assessment

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Behavioral and emotional problems among children and adolescents can lead to numerous negative outcomes without intervention. From a prevention standpoint, screening for behavioral and emotional risk is an important step toward identifying such problems before the point of diagnosis or referral. The present study conducted a k-means cluster analysis to determine the subtypes of risk captured by one such screening instrument, the Behavioral and Emotional Screening System (BESS). The final solution produced four clusters: Well-Adapted, Internalizing/Adjustment Problems, Mild Externalizing Problems, and General Problems-Severe; these results were similar to those found with the full Behavioral Assessment System for Children, Second Edition (BASC-2), suggesting that the BESS assesses similar constructs. Predictive validity evidence suggested that cluster membership was associated with standard achievement scores and in-school disciplinary incidents.

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Instrumentation for Mental Health Screening

Cited by 7 publications

References 81 publications

Using the Depression, Anxiety, Stress Scales–21 With U.S. Adolescents: An Alternate Models Analysis

Using the Depression, Anxiety, Stress Scales–21 With U.S. Adolescents: An Alternate Models Analysis

DetectaWeb-Distress Scale: A Global and Multidimensional Web-Based Screener for Emotional Disorder Symptoms in Children and Adolescents

Examining Subtypes of Behavioral/Emotional Risk Using Cluster Analysis

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