Evaluating the technical adequacy of DBR-SIS in tri-annual behavioral screening: A multisite investigation

Journal of School Psychology
Austin H JohnsonGregory Fabiano

Abstract

The implementation of multi-tiered systems in schools necessitates the use of screening assessments which produce valid and reliable data to identify students in need of tiered supports. Data derived from these screening assessments may be evaluated according to their classification accuracy, or the degree to which cut scores correctly identify individuals as "at-risk" or "not-at-risk." The current study examined the performance of mean scores derived from over 1700 students in Grades 1, 2, 4, 5, 7, and 8 using Direct Behavior Rating-Single Item Scales. Students were rated across three time points (Fall, Winter, Spring) by their teachers in three areas: (a) academically engaged behavior, (b) disruptive behavior, and (c) respectful behavior. Classification accuracy indices and comparisons among behaviors were derived using Receiver Operating Characteristic (ROC) curve analyses, partial area under the curve (pAUC) tests, and bootstrapping methods to evaluate the degree to which mean behavior ratings accurately identified students who demonstrated elevated behavioral symptomology on the Behavioral and Emotional Screening System. Results indicated that optimal cut-scores for mean behavior ratings and a composite rating demonstrated...Continue Reading

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Citations

Mar 17, 2018·Frontiers in Psychology·Lynn A Barnett
Jun 5, 2018·Journal of School Psychology·Faith G MillerMegan E Welsh
Jul 26, 2021·Journal of School Psychology·Marjolein Zee, Kathleen Moritz Rudasill

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