Predictive Validity of Student Risk Screening Scale—Internalizing and Externalizing (SRSS-IE) Scores in Elementary Schools

Abstract

In this article, we examined predictive validity of Student Risk Screening Scale—Internalizing and Externalizing (SRSS-IE) scores for use with elementary-age students ( N = 4,465) from 14 elementary schools. Results indicated elementary school students with high levels of risk according to fall SRSS-IE scores—especially those with externalizing behaviors—were more likely to have lower oral reading fluency scores, lower Measures of Academic Progress (MAP) reading scores, more nurse visits, and more days spent in in-school suspension compared with students at low risk for externalizing or internalizing behaviors. Educational implications, limitations, and future directions are presented.

Predictive Validity of the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE) Scores

“…Furthermore, Lane et al (2018) found students rated as low-risk on the internalizing scale received significantly fewer in-school suspensions than the moderate- and high-risk groups, no significant differences were found between the moderate- and high-risk for internalizing behaviors groups. Lane et al (2019) replicated their elementary predictive validity study in middle and high school-aged students finding that children at low-risk-for-internalizing behaviors received fewer in-school suspensions than the moderate- and high-risk groups. In addition, in the middle school, there were no significant difference in ODRs between the three internalizing risk groups.…”

“…The intent of the current study is to build upon the initial predictive studies of SRSS-IE scores, offering the second predictive validity study of SRSS-IE scores as applied with elementary-age students (Lane et al, 2018). In this study, we replicated of Lane et al’s (2018) predictive validity study of the SRSS-IE at the elementary level, exploring the extent to which fall SRSS-IE scores predict the number of ODRs students accrue throughout the academic year. Thus, we aim to answer the following research question through this study: To what extent do SSRS-IE subscale scores for externalizing and internalizing behavior predict end-of-year ODRs?…”

Emotional and Behavioral Risk Configurations, Students With Disabilities, and Perceptions of the Middle School Ecology

“…Two critical but somewhat elusive issues for special education involve the identification of students’ intervention needs early in the developmental process and clarification of what works for whom (Conroy, 2016; Ludlow, 2014; Maggin et al, 2016). Considerable progress has been made with regard to the development of screening instruments to identify middle school students who experience adjustment difficulties in the academic, behavioral, and social domains (Lane et al, 2016, 2018). Although these approaches center on a variable-oriented framework, they could easily be adapted to include or be complemented by a person-oriented approach.…”

“…There is a small but compelling body of studies which indicate that many students with disabilities experience adjustment difficulties in middle school. The difficulties early adolescents with disabilities experience may put them at risk of school disengagement, failure, and dropout (Lane et al, 2018; Pijl, Frostad, & Mjaavatn, 2014; Rangvid, 2018; Talbott & Fleming, 2003). Because early adolescence and the transition to middle school can be pivotal in the long-term adaptation and educational attainment of youth (Eccles & Roeser, 2011), there is a need to better understand the adjustment difficulties of middle school students with disabilities.…”

Using Positive Behavioral Interventions and Supports to Reduce School Suspensions

“…Another core component of PBIS is consistent and systematic data collection. These data are used for screening and monitoring student responsiveness to universal prevention practices and can include standardized behavior screening tools, such as the Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE; Lane et al, 2015, 2018), or existing measures, such as office discipline referrals (ODRs). Behavioral data, both screening and progress monitoring, are then used for identifying students in need of additional interventions (see https://pbismissouri.org/tier-1-data-tools/forotherdatacollectionresources).…”