Profiles of Rater Dis/Agreement within Universal Screening in Predicting Distal Outcomes

Embse, Nathaniel P. von der; Kim, Eun Sook; Jenkins, Andrew; Sanchez, Alexis; Kilgus, Stephen P.; Eklund, Katie

doi:10.1007/s10862-021-09869-0

Cited by 7 publications

(9 citation statements)

References 57 publications

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“…These results were corroborated by the combined models where a similar percentage (17%) were in consequential "disagreeing" profiles that may impact identification for additional SEL support. Results differ from von der Embse et al (2021) where rating incongruence was only found for 21% of the sample and was more likely to occur in the lower profiles where there is higher risk and more potential for intervention discrepancies.…”

Section: Patterns Of Social and Emotional Learning Functioning And Le...contrasting

confidence: 90%

“…Further, informant SEL profiles can assist in evaluating the value of using both teacher and student informants for SEL ratings and clarify potential discrepancies that may pose a challenge with a multi-informant approach. For instance, von der Embse et al (2021) illustrated how combined screening with both teachers and students for social, emotional, and behavioral risk provides an enhanced understanding of functioning to identify students for intervention and found rating incongruence of 21%, which was most likely to occur in the lower profiles. Further, researchers can identify factors that predict profile membership and evaluate how profiles predict student outcomes.…”

Section: Interpreting Multi-informant Social and Emotional Learning S...mentioning

confidence: 99%

“…Further, researchers can identify factors that predict profile membership and evaluate how profiles predict student outcomes. For instance, identified student profiles (ranging from low-mid- and high-SEL functioning) based on aggregated teacher and student-ratings may be useful for both predicting distal academic outcomes in reading and math as well as identifying groups of students requiring additional supports (von der Embse et al, 2021).…”

Section: Interpreting Multi-informant Social and Emotional Learning S...mentioning

confidence: 99%

See 2 more Smart Citations

Informant Screening Profiles of Social and Emotional Learning: Exploring Teacher and Student Agreement

Brann,

Anthony,

Elliott

et al. 2023

Journal of Psychoeducational Assessment

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When conducting universal social and emotional learning (SEL) screening, schools need clear decision-making guidelines for selecting informants. The current study examined informant profiles for screening SEL functioning using latent profile analysis with the student and teacher forms of the SSIS SEL Brief Scales for 536 students in grades 3–7. Teacher and student models each had three profiles emerge with roughly similar meanings of the profiles (Developing, Competent, and Advanced profiles), although a larger percentage of students were identified in the developing profile for the student rater. Profile categories aligned for 42% of students, with the most disagreement according between the Competent and Advanced SEL categories. For the teacher and student combined model, five profiles emerged (Competent-Developing, Developing-Competent, Competent-High Competent, Competent-Competent, and Advanced-Competent), with one profile indicating informant agreement. We explore gender and grade setting covariates and discuss implications for multi-informant research and practice.

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Section: Patterns Of Social and Emotional Learning Functioning And Le...contrasting

confidence: 90%

Section: Interpreting Multi-informant Social and Emotional Learning S...mentioning

confidence: 99%

Section: Interpreting Multi-informant Social and Emotional Learning S...mentioning

confidence: 99%

See 1 more Smart Citation

Informant Screening Profiles of Social and Emotional Learning: Exploring Teacher and Student Agreement

Brann,

Anthony,

Elliott

et al. 2023

Journal of Psychoeducational Assessment

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“…Combining academic, attendance, and discipline data with SEB risk data on internalizing, externalizing, and adaptive domains can assist in understanding patterns by which students are prioritized for intervention before and after screening and which students are more likely to be overlooked. Previous studies used LPA to examine SEB screening rater agreement profiles (von der Embse et al, 2021), examine long-term stability of behavioral and emotional risk on universal screening (Dowdy et al, 2014), and symptom profiles related to mental health services received (Splett et al, 2018).…”

Section: Universal Seb Screeningmentioning

confidence: 99%

Examining utility and impact of social, emotional, and behavioral screening to identify and address needs.

Splett¹,

Brann²,

Trainor³

et al. 2023

School Psychology

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“…A person-centered approach utilizes data aggregation techniques such as latent profile (LPA) or latent class analysis (LCA) to identify the profiles of respondents (Herman et al, 2018 ). Research using these techniques has identified unique profiles of rater groups (e.g., student-low risk and teacher-low risk, student-high risk and teacher-low risk) that differentially predict distal outcomes (von der Embse et al, 2021 ). Makol and colleagues ( 2020 ) used variable-centered analyses with a Trait score approach.…”

Section: Multi-informant Universal Screeningmentioning

confidence: 99%

Multi-informant Assessment of Internalizing Concerns: Rater Concordance and Implications for Decision-Making

Embse

Kim

Ross

et al. 2023

J Psychopathol Behav Assess

Self Cite

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Rising rates of mental health challenges among youths have become a significant concern following the COVID 19 pandemic. Although strong evidence supports the implementation of universal screening as a preventative approach to address unmet mental health concerns, the research is less clear surrounding the use of such data in decision-making processes when significant discrepancies between informants (e.g., students and teachers) exist. The purpose of the study was twofold. First, the study aimed to determine the degree of rater concordance between teachers and students on students’ internalizing concerns. The second objective was to determine whether concordance on internalizing behaviors differs across ages/grades and if this differentially impacts distal (i.e., academic) outcomes. Results indicated that teachers and students demonstrated limited agreement on ratings of internalizing behaviors. However, when students and teachers agreed, higher and more positive emotional behaviors were linked to higher reading/math performance. Furthermore, patterns of informant dis/agreement and relationships between internalizing concerns and academic outcomes were similar across grade levels. Implications and areas for future research are discussed.

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Profiles of Rater Dis/Agreement within Universal Screening in Predicting Distal Outcomes

Cited by 7 publications

References 57 publications

Informant Screening Profiles of Social and Emotional Learning: Exploring Teacher and Student Agreement

Informant Screening Profiles of Social and Emotional Learning: Exploring Teacher and Student Agreement

Examining utility and impact of social, emotional, and behavioral screening to identify and address needs.

Multi-informant Assessment of Internalizing Concerns: Rater Concordance and Implications for Decision-Making

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