Screening for Social, Emotional, and Behavioral Problems at Kindergarten Entry: Utility and Incremental Validity of Parent Report

Owens, Julie Sarno; Storer, Jennifer; Holdaway, Alex S.; Serrano, Verenea J.; Watabe, Yuko; Himawan, Lina K.; Krelko, Rebecca Elizabeth; Vause, Katherine; Girio-Herrera, Erin; Andrews, Nina

doi:10.17105/spr44-1.21-40

Cited by 17 publications

(7 citation statements)

References 47 publications

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“…In fact, in both studies, parents rated children prior to the start of kindergarten, whereas teachers rated children 8–12 weeks into the kindergarten year. However, the weaker cross-informant predictions may be a function of the screening tool itself, as there is emerging data that parent ratings on other screening measures have incremental validity in predicting important kindergarten outcomes, beyond that explained by the academic screener used by the school district (Owens et al, 2014). Thus, the cross-informant data from these studies should not necessarily be evidence for dismissing the utility of parent ratings at kindergarten entry.…”

Section: Discussionmentioning

confidence: 99%

Mental health screening in kindergarten youth: A multistudy examination of the concurrent and diagnostic validity of the Impairment Rating Scale.

Girio-Herrera¹,

Dvorsky²

2015

Psychological Assessment

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Using a multistudy approach, we examined the utility of the Impairment Rating Scale (IRS; Fabiano et al., 2006) as a screening tool for detecting kindergarten children who are at risk for social, emotional, academic, and behavioral problems. In Study 1 (N = 568), we evaluated the concurrent validity, discriminant validity, and diagnostic efficiency of the parent and teacher IRS test score inferences in relation to scores from the Behavioral Assessment System for Children (BASC-2; Reynolds & Kamphaus, 2004). In Study 2 (N = 242), we addressed limitations in Study 1 and evaluated the concurrent validity, discriminant validity, and diagnostic efficiency of the parent and teacher IRS test score inferences in relation to scores from BASC-2 Behavioral and Emotional Screening System (BESS; Kamphaus & Reynolds, 2007), quarterly grades, kindergarten reading competency tests, and daily behavior outcomes on a classwide discipline system. Results indicate moderate to strong concurrent and diagnostic validity utility for the teacher IRS test score inferences and low to moderate concurrent and diagnostic validity utility for the parent IRS test score inferences. IRS scores of 3 or 4 may represent appropriate cutpoints for determining risk status in kindergarten youth depending on school districts' intended use of the tool for screening. Implications for future research and practice in universal school-based screening are discussed.

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Section: Discussionmentioning

confidence: 99%

Mental health screening in kindergarten youth: A multistudy examination of the concurrent and diagnostic validity of the Impairment Rating Scale.

Girio-Herrera¹,

Dvorsky²

2015

Psychological Assessment

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“…Results are presented in comparison to one of the most widely studied screening tools (i.e., BESS). Based on previous findings (e.g., Caemmerer & Keith, 2015;Owens et al, 2015), we hypothesized that (a) the BESS and SDQ would produce similar, and significant, utility in identifying risk of SEB problems and (b) would account for a substantial proportion of variance in criterion variables School Mental Health beyond that predicted by the academic screening tool, particularly for non-academic outcomes (daily behavior and teacher ratings of impairment).…”

Section: Teacher-rated Screening Toolsmentioning

confidence: 99%

“…As it is likely that some of these children who fall on the cusp of meeting special education criteria in kindergarten may meet criteria in the future, initiating a targeted monitoring program may be appropriate for these children. If the screening process is multi-informant (e.g., see Owens et al, 2015), perhaps a positive screen by one informant would trigger monitoring, but a positive screen on both parent and teacher rating scales would trigger home-school communication and problem solving, as well as the initiation of Tier 2 services. This type of systematic screening and monitoring would likely reduce the statistics on delayed identification and delayed receipt of services (Wagner et al, 2005).…”

Section: Conducting Universal Screening At Kindergarten Registrationmentioning

confidence: 99%

Screening for Social, Emotional, and Behavioral Problems at Kindergarten Entry: The Utility of Two Teacher Rating Scales

Holdaway

Serrano

Himawan

et al. 2016

School Mental Health

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We examined (a) the utility of teacher ratings on the Strengths and Difficulties ) and BASC-2 Behavioral and Emotional Screening System (BESS; Kamphaus and Reynolds in Behavior assessment system for children-second edition: behavioral and emotional screening system. Pearson, Bloomington, 2007), completed at kindergarten entry, in identifying risk status as defined by important criterion variables (teacher ratings of impairment, daily behavioral performance, and quarterly grades in kindergarten and first grade), and (b) the incremental validity of scores on each of these rating scales in predicting criterion variables beyond that predicted by the school district's academic screening tool. The participants were 248 kindergarten students (91 % response rate) from one school district. Receiver operating characteristic analyses and area under the curve values indicate that both measures have moderate to high utility (AUCs C .78) in identifying children demonstrating at-risk academic performance, problematic classroom behavior, and impairment in social and emotional functioning. Regression analyses indicate that both measures account for incremental variance (between 6.69 and 45.84 %) in kindergarten outcomes beyond that accounted for by the school district's academic screening tool. The BESS was a slightly stronger predictor of academic outcomes, and the SDQ was a slightly stronger predictor of peer outcomes. Implications for selecting a teacher measure for universal screening of social, emotional, and behavioral problems at kindergarten entry are discussed.

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“…CA includes sensitivity (accuracy in identifying “true positives”), specificity (accuracy in identifying “true negatives”), positive predictive value (PPV; proportion of individuals identified as at-risk by a screener who are actually at-risk), and negative predictive value (NPV; proportion of individuals identified as not-at-risk by a screener, who are actually not-at-risk; Glover & Albers, 2007; Kilgus, Methe, Maggin, & Tomasula, 2014). Values of .80 or greater are considered high, whereas values from .60 to .80 are in the moderate, but often acceptable, range (Kettler & Feeney-Kettler, 2011; Owens et al, 2015). For an early stage screener within a multistage screening, progress monitoring, assessment and intervention process, moderate values are sufficient if the cost and potential harm for a false positive or false negative case are low.…”

Section: Important Psychometric Characteristics Of Universal Screenersmentioning

confidence: 99%

“…For an early stage screener within a multistage screening, progress monitoring, assessment and intervention process, moderate values are sufficient if the cost and potential harm for a false positive or false negative case are low. Cut scores are chosen that best balance these factors with the measure’s central purpose (Kettler & Feeney-Kettler, 2011; Owens et al, 2015). Kilgus et al (2014) argued that, for instruments used in school-based screening for reading problems, higher sensitivity and NPV are generally prioritized over specificity and PPV.…”

Section: Important Psychometric Characteristics Of Universal Screenersmentioning

confidence: 99%

Psychometric profile of an experimental emergent literacy screener for preschoolers.

Bailet¹,

Zettler-Greeley²,

Lewis³

2018

School Psychology Quarterly

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Home literacy activities influence children's emergent literacy progress and readiness for reading instruction. To help parents fulfill this opportunity, we developed a new Emergent Literacy Screener (ELS) and conducted 2 studies of its psychometric properties with independent prekindergarten samples. For Study 1 (n = 812, Mage = 54.4 months, 49.4% male, 46.1% white) exploratory factor analyses (EFA) supported a 5-factor structure. EFA and item calibration supported the removal of 10 items from the original 30 test items. The resultant 20-item ELS demonstrated good reliability (Cronbach's alpha = .83) and significant positive correlation, r = .50, p < .001 with a standardized emergent literacy measure, Get Ready to Read - Revised. For Study 2 (n = 959, Mage = 53.5 months, 52.3% male, 60.3% white), confirmatory factor analyses (CFA) supported a bifactor model, which captured direct effects of 5 specific subfactors and an overarching emergent literacy factor. Using a cut score of 15, the ELS demonstrated moderate sensitivity (.71) and specificity (.61). Negative predictive value was high, whereas positive predictive value was low. Overall the ELS demonstrated acceptable psychometric characteristics for use by parents of prekindergarten children, providing a promising new tool for universal emergent literacy screening and an opportunity to identify where children are in their emergent literacy development. Implications for further research and practice are discussed. (PsycINFO Database Record

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Screening for Social, Emotional, and Behavioral Problems at Kindergarten Entry: Utility and Incremental Validity of Parent Report

Cited by 17 publications

References 47 publications

Mental health screening in kindergarten youth: A multistudy examination of the concurrent and diagnostic validity of the Impairment Rating Scale.

Mental health screening in kindergarten youth: A multistudy examination of the concurrent and diagnostic validity of the Impairment Rating Scale.

Screening for Social, Emotional, and Behavioral Problems at Kindergarten Entry: The Utility of Two Teacher Rating Scales

Psychometric profile of an experimental emergent literacy screener for preschoolers.

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