ERIC Number: EJ1421265
Record Type: Journal
Publication Date: 2024-May
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0198-7429
EISSN: EISSN-2163-5307
Additional Evidence of Predictive Validity of SRSS-IE Scores with Elementary Students
Kathleen Lynne Lane; Wendy Peia Oakes; Mark Matthew Buckman; Nathan Allen Lane; Katie Scarlett Lane; Kandace Fleming; Rebecca E. Swinburne Romine; Rebecca L. Sherod; Chi-Ning Chang; Emily Dawn Cantwell
Behavioral Disorders, v49 n3 p189-204 2024
In this article, we examined predictive validity of the newly defined "Student Risk Screening Scale--Internalizing and Externalizing" (SRSS-IE 9, with nine items) when used by teachers for the first time, with a sample of 24,535 elementary students from 74 schools in four U.S. geographic regions. Results indicated fall externalizing and internalizing latent factors as well as subscale scores (SRSS-E5 and SRSS-I4, respectively) from the SRSS-IE 9 predicted year-end behavioral outcomes (office discipline referrals, suspensions, and nurse visits), academic outcomes (reading and math scores and course failures), as well as referrals to special education for elementary students. SRSS-IE 12 subscale scores for externalizing (SRSS-E7) and internalizing (SRSS-I5) using the original 12-item version subscales were similarly predictive of these outcomes. We discussed educational implications, limitations, and directions for future inquiry.
Descriptors: Screening Tests, Predictive Validity, At Risk Students, Scores, Elementary School Students, Multi Tiered Systems of Support, Student Behavior, Behavior Problems, Discipline, Referral, Suspension, School Nurses
SAGE Publications and Hammill Institute on Disabilities. 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: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A190013