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Abstract
Universal screening for emotional and behavioral risk in schools facilitates early identification and intervention for students as part of multitiered systems of support. Early identification has the potential to mitigate adverse outcomes of emotional and behavioral disorders. The purpose of this study was to extend existing research on the technical adequacy and usability of two universal screening measures, the Student Internalizing Behavior Screener (SIBS) and the Student Externalizing Behavior Screener (SEBS). Findings provided evidence for the reliability, concurrent validity, short-term predictive validity, and usability of the SIBS and SEBS in a sample of 154 elementary school students and their teachers. As a secondary focus, the technical adequacy and usability of the SIBS and SEBS was compared with that of two well-researched universal behavioral screening measures (Behavioral and Emotional Screening System and Social Skills Improvement System-Performance Screening Guide). Results indicated that the SIBS and SEBS as a combined measure performed similar to the criterion screening measures.
Keywords: screeners, externalizing behavior, internalizing behavior
School-age children and youth at-risk for emotional and behavioral disorders (EBDs) challenge the successful functioning of schools and experience a host of adverse academic and social outcomes (King, Reschly, & Appleton, 2012). It is estimated that approximately 20% of school-age children and youth at any given time could meet the diagnostic criteria for a mental health disorder (Costello, Mustillo, Erkanli, Keeler, & Angold, 2003; National Association of School Psychologists, 2002). Despite this, only a small percentage of children and youth are identified and receive school-based support services for mental health difficulties (Walker, Severson, & Seeley, 2010). Research investigating prevention and intervention practices for students at-risk for EBDs, such as multitiered systems of support (MTSS) and schoolwide positive behavior interventions and supports, has grown substantially (Gresham, 2005; Horner, Sugai, Todd, & Lewis-Palmer, 2005). A vital process in these systems is accurately and efficiently identifying students who may be at-risk for EBDs and who may benefit from early intervention supports provided in schools to mitigate adverse outcomes (Kamphaus, Reynolds, & Dever, 2014).
Students with or who are at-risk for EBDs exhibit various behavioral features including internalizing and externalizing behavior patterns that are noticeably different from the behavioral functioning of typical students (Lane, Oakes, Menzies, & Germer, 2014). Externalizing behaviors are overt, undercontrolled behaviors that...