Preliminary Psychometric Evidence of the <i>Behavioral and Emotional Screening System Teacher Rating Scale–Preschool</i>

Greer, Fred W.; DiStefano, Christine; Liu, Jin; Cain, Leia K.

doi:10.1177/1534508415571594

Cited by 10 publications

(10 citation statements)

References 15 publications

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“…R. Reynolds & Kamphaus, 2004). The results of the two forms are comparable with reported significant correlations (Achenbach & Rescorla, 2001; Greer, DiStefano, Liu, & Cain, 2015).…”

Section: Methodssupporting

confidence: 88%

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Validating the Pediatric Symptoms Checklist–17 in the Preschool Environment

Liu

Burgess

DiStefano

et al. 2019

Journal of Psychoeducational Assessment

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In the Response to Intervention framework, a psychometrically sound screening tool is essential for identification of children with emotional and behavioral risk. The purpose of this study was to examine the validity of the Pediatric Symptom Checklist–17 (PSC-17) screener in school-based settings. Forty-four teachers rated 738 preschoolers using the PSC-17; children were later assessed using long forms of the Behavior Assessment System for Children (BASC-2) Preschool form or the Achenbach System of Empirically Based Assessment (ASEBA) Caregiver–Teacher Report Form to identify emotional and behavioral disorder. Validity evidence including examinations of a multilevel factor structure, internal consistency, and criterion-related validity supported the conclusion that the PSC-17 is a high-quality universal screening tool in school-based settings. Finally, to identify emotional and behavioral risk with young children, receiver operating characteristic curve analyses with the PSC-17 yielded a lower cutoff score (i.e., 7) than the original cutoff score (i.e., 15) based on a clinical sample.

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“…R. Reynolds & Kamphaus, 2004). The results of the two forms are comparable with reported significant correlations (Achenbach & Rescorla, 2001; Greer, DiStefano, Liu, & Cain, 2015).…”

Section: Methodssupporting

confidence: 88%

“…One standard deviation above the average t scores (i.e., significant t score > 60) indicated the existence of EBD (Achenbach & Rescorla, 2001; C. R. Reynolds & Kamphaus, 2004). The results of the two forms are comparable with reported significant correlations (Achenbach & Rescorla, 2001;Greer, DiStefano, Liu, & Cain, 2015).…”

Section: Instrumentationsupporting

confidence: 89%

Validating the Pediatric Symptoms Checklist–17 in the Preschool Environment

Liu

Burgess

DiStefano

et al. 2019

Journal of Psychoeducational Assessment

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“…It has been argued that interventions should be implemented as early as possible (Greer et al 2015;Guralnick et al 2007) to prevent long-term negative consequences. Therefore, it is imperative to know which approaches are preferred by younger students in primary schools.…”

Section: Future Researchmentioning

confidence: 99%

Student voices on social exclusion in general primary schools

Leeuw

Boer

Minnaert

2018

European Journal of Special Needs Education

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Advocates of inclusive education argue that the social inclusion of students with special educational needs (SEN) increases when they are educated with typically developing peers. However, research indicates that this is not apparent for all students with SEN. Students with social, emotional and behavioural difficulties (SEBD) are often socially excluded. To understand the situation of these students, their voices should be heard. The aim of the current explorative study was to gain insight into: (1) the experiences of students with SEBD regarding victimisation and social exclusion, and (2) the approaches they applied and preferred resolving social problems. We conducted semi-structured interviews with 28 socially excluded students from grades 5 and 6, attending general (N = 6) and segregated special (N = 21) primary education. The participants were prompted to talk about their own experiences using hypothetical scenarios. The interviews were analysed using a multi-grounded theory approach. The results show that students preferred different approaches to resolving these social problems than the applied approaches. They would have liked to have seen their peers and teachers to show more initiative. In line with these results, the need to listen to the students' voices are emphasised.

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“…Higher screener scores were negatively related to kindergarten readiness (r = −.71) and receptive vocabulary (r = −.52), and positively related to the presence of social-emotional development problems (r = .46) (Dowdy et al, 2013). Furthermore, correlations between early school year BESS TRS-P scores and Student Support Team status at end of school year suggested that higher screener scores were related to an increased potential for referral (Greer et al, 2015).…”

Section: Instrumentationmentioning

confidence: 98%

“…Concurrent validity information is also provided in the BESS manual, with strong relations (.55 and higher) in expected directions. Two additional studies using empirical data found BESS TRS-P scores were strongly correlated with relevant outcomes (Dowdy, Chin, & Quirk, 2013;Greer, DiStefano, Liu, & Cain, 2015). Higher screener scores were negatively related to kindergarten readiness (r = −.71) and receptive vocabulary (r = −.52), and positively related to the presence of social-emotional development problems (r = .46) (Dowdy et al, 2013).…”

Section: Instrumentationmentioning

confidence: 98%

Validation of the BESS TRS-P Structure With an Independent Sample of Teacher Ratings

DiStefano

Greer

Liu

2016

Journal of Psychoeducational Assessment

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The underlying structure of the Behavioral and Emotional Screening System, Teacher Rating Scale-Preschool was investigated with a replication sample. Ratings from more than 3,000 students were used and four alternative models were investigated. As with prior research, a bifactor model with four factors was identified. The results supported an (Emerging) School Problems factor and yielded similar patterns of relationships with specific and general factors identified with prior research.

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Preliminary Psychometric Evidence of the Behavioral and Emotional Screening System Teacher Rating Scale–Preschool

Cited by 10 publications

References 15 publications

Validating the Pediatric Symptoms Checklist–17 in the Preschool Environment

Validating the Pediatric Symptoms Checklist–17 in the Preschool Environment

Student voices on social exclusion in general primary schools

Validation of the BESS TRS-P Structure With an Independent Sample of Teacher Ratings

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