Abstract
Early identification of behavioral and emotional risk has been identified as one strategy to help decrease rates of childhood behavioral and emotional problems. This study compares two methods for early identification (teacher nomination and universal screening) to determine how each strategy may differentially identify at-risk students. A sample of 849 elementary and middle school students was assessed on a number of behavioral and academic outcomes to determine differences among identification methods. Results indicate that universal screening identified a higher number of students than teacher nomination, and those identified by universal screening had lower reading grades. Both approaches identified more males than females. Although students identified as at risk by both methods had significantly more office discipline referrals, and lower study habits and cooperation grades than students not identified as at risk, there were no significant differences in these variables between the early identification methods. Implications and future research needs are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 127-137 |
| Number of pages | 11 |
| Journal | Journal of Emotional and Behavioral Disorders |
| Volume | 21 |
| Issue number | 2 |
| DOIs | |
| State | Published - Jun 2013 |
| Externally published | Yes |
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Keywords
- behavior rating scale
- behavioral assessment
- school
- screening
- teacher nomination
ASJC Scopus subject areas
- Clinical Psychology
- Psychiatry and Mental health
- Education
- Developmental and Educational Psychology
Cite this
A Comparison of Teacher Nomination and Screening to Identify Behavioral and Emotional Risk Within a Sample of Underrepresented Students. / Dowdy, Erin; Doane, Kymberly; Eklund, Katie R; Dever, Bridget V.
In: Journal of Emotional and Behavioral Disorders, Vol. 21, No. 2, 06.2013, p. 127-137.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - A Comparison of Teacher Nomination and Screening to Identify Behavioral and Emotional Risk Within a Sample of Underrepresented Students
AU - Dowdy, Erin
AU - Doane, Kymberly
AU - Eklund, Katie R
AU - Dever, Bridget V.
PY - 2013/6
Y1 - 2013/6
N2 - Early identification of behavioral and emotional risk has been identified as one strategy to help decrease rates of childhood behavioral and emotional problems. This study compares two methods for early identification (teacher nomination and universal screening) to determine how each strategy may differentially identify at-risk students. A sample of 849 elementary and middle school students was assessed on a number of behavioral and academic outcomes to determine differences among identification methods. Results indicate that universal screening identified a higher number of students than teacher nomination, and those identified by universal screening had lower reading grades. Both approaches identified more males than females. Although students identified as at risk by both methods had significantly more office discipline referrals, and lower study habits and cooperation grades than students not identified as at risk, there were no significant differences in these variables between the early identification methods. Implications and future research needs are discussed.
AB - Early identification of behavioral and emotional risk has been identified as one strategy to help decrease rates of childhood behavioral and emotional problems. This study compares two methods for early identification (teacher nomination and universal screening) to determine how each strategy may differentially identify at-risk students. A sample of 849 elementary and middle school students was assessed on a number of behavioral and academic outcomes to determine differences among identification methods. Results indicate that universal screening identified a higher number of students than teacher nomination, and those identified by universal screening had lower reading grades. Both approaches identified more males than females. Although students identified as at risk by both methods had significantly more office discipline referrals, and lower study habits and cooperation grades than students not identified as at risk, there were no significant differences in these variables between the early identification methods. Implications and future research needs are discussed.
KW - behavior rating scale
KW - behavioral assessment
KW - school
KW - screening
KW - teacher nomination
UR - http://www.scopus.com/inward/record.url?scp=84877832668&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84877832668&partnerID=8YFLogxK
U2 - 10.1177/1063426611417627
DO - 10.1177/1063426611417627
M3 - Article
AN - SCOPUS:84877832668
VL - 21
SP - 127
EP - 137
JO - Journal of Emotional and Behavioral Disorders
JF - Journal of Emotional and Behavioral Disorders
SN - 1063-4266
IS - 2
ER -