Screening for emotional and behavioral risk among students with limited English proficiency.

Abstract

Students with limited English proficiency (LEP) make up one of the fastest growing segments of the student population; however, LEP status is often related to poor academic and behavioral outcomes. Teacher-reported behavioral rating scales can be informative measurements to screen and identify students at risk for behavioral and emotional problems. Given the focus on early identification and the changing demographics in schools, it is important to research the validity of screening instruments, as well as more comprehensive assessments, among LEP students. Items on a teacher-rated screener and a comprehensive behavioral rating scale were evaluated for invariance across two language groups. Results showed that the majority of items could be considered invariant across groups. This study also examined how behavioral ratings on invariant measures differed at the mean level between LEP and non-LEP students. LEP students were rated as having more learning problems and fewer adaptive skills; no significant differences were found for internalizing and externalizing problems. Results highlight the need for further research on this topic.

Early development of emerging and English-proficient bilingual children at school entry in an Australian population cohort

“…For example, Canadian children in their first year of school classified as having English as a Second Language (ESL; indicates that the child is not yet proficient in English) were rated lower by teachers across all domains of the Early Development Instrument (EDI), including communication skills, social competence, emotional regulation, and physical health, although individual (e.g., gender) and community (e.g., disadvantage) factors attenuated the strength of these relationships (Guhn, Gadermann, Hertzman, & Zumbo, 2010;Janus & Offord, 2007;Puchala, Vu, & Muhajarine, 2010). Other studies have similarly observed less favorable teacher-ratings of emerging bilinguals on social, emotional, and behavioral dimensions (e.g., Dawson & Williams, 2008;Dowdy et al, 2011;Edl et al, 2008;Han, 2010).…”

Preventive Mental Health at School

“…Schools need to address what they have in their power to change. Dounay ( 2008 ) argues that schools should receive funding for students who are older, who want to return and earn their high school diplomas. Schools also need to have alternative ways to demonstrate competency in content areas and have credit recovery choices and options.…”

Psychological and Linguistic Determinants of Educational Adjustment Among Thai Students Enrolled in First-Year Thai University English Language Courses

“…Lower levels of English language proficiency affect not only students' academic progress, but also their experience of university life in general. Students with lower levels of English proficiency tend to have more school-related problems, such as attention and learning difficulties (Dowdy, diStefano, Dever, & Chin, 2011), as well as limited desire to seek social interactions (Olivas & Li, 2006).…”