Screening for Behavioral and Emotional Risk Versus Traditional School Identification Methods

Katie R Eklund, Erin Dowdy

Research output: Contribution to journalArticle

38 Citations (Scopus)

Abstract

Systematic screening is one strategy to enhance the early identification of behavioral and emotional problems among youth. Although conceptually sound, it is unclear if screening is more or less effective than current school identification practices in identifying youth with behavioral and emotional concerns. This study compares screening for behavioral and emotional risk with current identification practices in schools to determine differences among referral methods, across a sample of elementary aged students (N = 867). Results indicated that of the 160 students identified as at-risk by the screening measure, only 61 were previously identified through current school identification methods, highlighting the potential benefit of screening to enhance early identification. Results demonstrated internalizing and externalizing behaviors were significantly correlated with at-risk status by identification method. Furthermore, students identified as demonstrating behavioral and emotional concerns by both the screener and receiving school-based services had significantly lower academic achievement. Implications and future research needs are discussed.

Original languageEnglish (US)
Pages (from-to)40-49
Number of pages10
JournalSchool Mental Health
Volume6
Issue number1
DOIs
StatePublished - 2014

Fingerprint

school
Students
School Health Services
student
Referral and Consultation
academic achievement
Identification (Psychology)
Problem Behavior

Keywords

  • Behavior rating scale
  • Early identification
  • School
  • Screening
  • Teacher referral

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Screening for Behavioral and Emotional Risk Versus Traditional School Identification Methods. / Eklund, Katie R; Dowdy, Erin.

In: School Mental Health, Vol. 6, No. 1, 2014, p. 40-49.

Research output: Contribution to journalArticle

@article{d5f94517058740aba2f7a4bf513b6b79,
title = "Screening for Behavioral and Emotional Risk Versus Traditional School Identification Methods",
abstract = "Systematic screening is one strategy to enhance the early identification of behavioral and emotional problems among youth. Although conceptually sound, it is unclear if screening is more or less effective than current school identification practices in identifying youth with behavioral and emotional concerns. This study compares screening for behavioral and emotional risk with current identification practices in schools to determine differences among referral methods, across a sample of elementary aged students (N = 867). Results indicated that of the 160 students identified as at-risk by the screening measure, only 61 were previously identified through current school identification methods, highlighting the potential benefit of screening to enhance early identification. Results demonstrated internalizing and externalizing behaviors were significantly correlated with at-risk status by identification method. Furthermore, students identified as demonstrating behavioral and emotional concerns by both the screener and receiving school-based services had significantly lower academic achievement. Implications and future research needs are discussed.",
keywords = "Behavior rating scale, Early identification, School, Screening, Teacher referral",
author = "Eklund, {Katie R} and Erin Dowdy",
year = "2014",
doi = "10.1007/s12310-013-9109-1",
language = "English (US)",
volume = "6",
pages = "40--49",
journal = "School Mental Health",
issn = "1866-2625",
publisher = "Springer New York",
number = "1",

}

TY - JOUR

T1 - Screening for Behavioral and Emotional Risk Versus Traditional School Identification Methods

AU - Eklund, Katie R

AU - Dowdy, Erin

PY - 2014

Y1 - 2014

N2 - Systematic screening is one strategy to enhance the early identification of behavioral and emotional problems among youth. Although conceptually sound, it is unclear if screening is more or less effective than current school identification practices in identifying youth with behavioral and emotional concerns. This study compares screening for behavioral and emotional risk with current identification practices in schools to determine differences among referral methods, across a sample of elementary aged students (N = 867). Results indicated that of the 160 students identified as at-risk by the screening measure, only 61 were previously identified through current school identification methods, highlighting the potential benefit of screening to enhance early identification. Results demonstrated internalizing and externalizing behaviors were significantly correlated with at-risk status by identification method. Furthermore, students identified as demonstrating behavioral and emotional concerns by both the screener and receiving school-based services had significantly lower academic achievement. Implications and future research needs are discussed.

AB - Systematic screening is one strategy to enhance the early identification of behavioral and emotional problems among youth. Although conceptually sound, it is unclear if screening is more or less effective than current school identification practices in identifying youth with behavioral and emotional concerns. This study compares screening for behavioral and emotional risk with current identification practices in schools to determine differences among referral methods, across a sample of elementary aged students (N = 867). Results indicated that of the 160 students identified as at-risk by the screening measure, only 61 were previously identified through current school identification methods, highlighting the potential benefit of screening to enhance early identification. Results demonstrated internalizing and externalizing behaviors were significantly correlated with at-risk status by identification method. Furthermore, students identified as demonstrating behavioral and emotional concerns by both the screener and receiving school-based services had significantly lower academic achievement. Implications and future research needs are discussed.

KW - Behavior rating scale

KW - Early identification

KW - School

KW - Screening

KW - Teacher referral

UR - http://www.scopus.com/inward/record.url?scp=85016362188&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85016362188&partnerID=8YFLogxK

U2 - 10.1007/s12310-013-9109-1

DO - 10.1007/s12310-013-9109-1

M3 - Article

VL - 6

SP - 40

EP - 49

JO - School Mental Health

JF - School Mental Health

SN - 1866-2625

IS - 1

ER -