Selecting Informants in Universal Screening for Behavioral and Emotional Risk

Dowdy, Erin; Kim, Eui; Bolton, Courtney C.; Carnazzo, Katherine

doi:10.1037/e601682013-001

Cited by 20 publications

(33 citation statements)

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“…Clearly, perceptions of informants may vary with respect to given behaviors and the opportunities to observe how particular behav iors vary across settings. These findings confirm and expand upon the need for a multi-informant approach to best identify behavioral and emo tional risk, leading to improved identification and intervention rates (Dowdy & Kim, 2012;Achenbach, 2011). Further research examining discrepancies possibly dismissed as measure ment error are warranted to ensure the valid identification of behavioral problems that merit treatment.…”

Section: Discussionsupporting

confidence: 75%

Identifying emotional and behavioral risk among gifted and nongifted children: A multi-gate, multi-informant approach.

Eklund¹,

Tanner²,

Stoll³

et al. 2015

School Psychology Quarterly

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The purpose of the current investigation was to compare 1,206 gifted and nongifted elementary students on the identification of emotional and behavioral risk (EBR) as rated by teachers and parents using a multigate, multi-informant approach to assessment. The Parent and Teacher Behavioral Assessment System for Children, Second Edition (BASC-2) and the Behavioral and Emotional Screening System were used to assess behavioral functioning as rated by teachers and parents. There were significant differences between the number of gifted and nongifted children demonstrating emotional and behavioral risk, with parents and teachers identifying a higher number of boys and nongifted children as at risk. Among children demonstrating EBR, gifted children demonstrated elevated internalizing behaviors as rated by parents. Gifted students demonstrated higher academic performance regardless of risk level, suggesting higher cognitive abilities may be one of several protective factors that serve to attenuate the development of other social, emotional, or behavioral concerns. Implications for practice and future research needs are discussed.

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Section: Discussionsupporting

confidence: 75%

Identifying emotional and behavioral risk among gifted and nongifted children: A multi-gate, multi-informant approach.

Eklund¹,

Tanner²,

Stoll³

et al. 2015

School Psychology Quarterly

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show abstract

“…Unfortunately, a standard of practice for conducting screenings in school is not yet in place, and a significant number of empirical questions remain unanswered (Kamphaus, Reynolds, & Dever, ). For example, school psychologists are left to decide from among a plethora of available assessment tools, various potential informants, and whether or not to implement a multiple‐gating approach to screening in schools (Dowdy & Kim, ; Walker, Small, Severson, Seeley, & Feil, ). Another scientific gap with regard to screening involves the optimal procedures for subsequent screening efforts following an initial universal screening.…”

mentioning

confidence: 99%

Stability and Change of Behavioral and Emotional Screening Scores

et al. 2015

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Universal screening for behavioral and emotional difficulties is integral to the identification of students needing early intervention and prevention efforts. However, unanswered questions regarding the stability of screening scores impede the ability to determine optimal strategies for subsequent screening. This study examined the 2-year stability of behavioral and emotional risk screening scores and investigated whether change could be predicted based on student characteristics or initial risk scores. As part of a district-wide screening effort, 863 middle and high school students completed the Behavioral and Emotional Screening System at two time points. Stability coefficients were moderate, with the majority of students remaining in a similar risk category across time. Gender, race/ethnicity, socioeconomic status, grade, school transition, and special education status were not predictive of movement across time. Initial risk score was predictive of movement from normal to at-risk categorization, with the internalizing domain being the most predictive of change. C 2015 Wiley Periodicals, Inc.

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“…This low agreement indicates that informants are not interchangeable, thus suggesting that multiple informant ratings might provide different and useful information ); however, questions still exist regarding why these discrepancies occur as well as what might be the best way to integrate conflicting information. Although low agreement among informants could indicate the need for multiple informants to gather more useful information about child behavior, it is also important to consider that perhaps more (and different) does not always equate to better prediction (Biederman et al 1990;Dowdy and Kim 2012). In fact, it is more likely that a number of these explanations act in unison to produce informant disagreement.…”

Section: Agreement Across Informantsmentioning

confidence: 99%

Mental Health Screening at School

Stiffler¹,

Dever

2015

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Selecting Informants in Universal Screening for Behavioral and Emotional Risk

Cited by 20 publications

References 0 publications

Identifying emotional and behavioral risk among gifted and nongifted children: A multi-gate, multi-informant approach.

Identifying emotional and behavioral risk among gifted and nongifted children: A multi-gate, multi-informant approach.

Stability and Change of Behavioral and Emotional Screening Scores

Mental Health Screening at School

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