An Examination of the Validity of the Behavioral and Emotional Screening System in a Rural Elementary School: Validity of the BESS

Autor/inn/en	King, Kathleen; Reschly, Amy L.; Appleton, James J.
Titel	An Examination of the Validity of the Behavioral and Emotional Screening System in a Rural Elementary School: Validity of the BESS
Quelle	In: Journal of Psychoeducational Assessment, 30 (2012) 6, S.527-538 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282912440673
Schlagwörter	Elementary School Students; Rural Schools; Elementary School Teachers; Parents; Emotional Disturbances; Behavior Disorders; Screening Tests; Test Validity; Test Reliability; Interrater Reliability; Predictive Validity; Attendance; Discipline; Suspension; Reading Fluency; At Risk Students + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Eltern; Gefühlsstörung; Screening-Verfahren; Testvalidität; Testreliabilität; Interrater-Reliabilität; Anwesenheit; Disziplin; Ausschluss; Schulausschluss
Abstract	The purpose of the current study was to evaluate a screening instrument. The sample contained 496 elementary children from the rural southeast. Properties of the Teacher, Parent, and Student Forms of the Behavioral and Emotional Screening System were examined. Results indicated that all forms had high levels of internal consistency. There were low to moderate correlations between the Teacher Form and reading, behavior, and attendance variables. The Parent Form was significantly correlated with attendance and reading. The Student Forms were significantly correlated with office discipline referrals, attendance, and reading. The Teacher Form identified 28% of students as being at-risk (elevated or extremely elevated), followed by 20% and 32% on the Parent and Student Forms, respectively. The risk groups were significantly different in terms of attendance, behavior, and achievement. However, interrater agreement regarding risk status across different raters was low. All forms demonstrated low positive predictive power and low to moderate sensitivity relative to an outcome of office discipline referrals but did show reasonably strong negative predictive power and specificity. Future directions for research are presented. (Contains 6 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10