Search

The objective of this study was to assess the measurement invariance of items from the Emotional and Behavioral Screener (EBS) across racial and ethnic groups and assess the impact of differential item functioning (DIF) on test scores from the EBS. Participants were 4,856 first-grade students (49% female) who were diverse with regard to race and ethnicity (45% African American, 41% Hispanic/Latino, and 14% Caucasian). Classroom teachers rated each student on the EBS during the fall semester screening window. Item response theory modeling was combined with ordinal regression to investigate the presence and impact of differential item functioning across 3 race and ethnicity groups. The findings suggest that items from the EBS exhibit small to negligible levels of DIF, and the limited DIF that was present does not significantly impact overall scores. Researchers and practitioners can have confidence that scores from the EBS are relatively unaffected by test bias when measuring the emotional and behavioral risk of young students from African American, Hispanic/Latino, or Caucasian backgrounds. (PsycINFO Database Record, ((c) 2018 APA, all rights reserved).)

Ensuring the provision of a free, appropriate public education (FAPE) to students qualified for services under the disability category of emotional disturbance (ED) has been both challenging and controversial. Examining this population in light of the five characteristics listed in the federal definition may provide useful insights to address needs and improve outcomes. The purpose of this study was to use latent class analysis to examine profiles across the five characteristics of the federal definition of ED for a sample of 491 students school-identified with ED. Key findings include that (a) students with ED are a heterogeneous group with distinct and qualitatively different subgroups; (b) latent classes representing the severe problems and the externalizing problems typologies tended to consist of younger students; (c) greater proportions of Black, Hispanic, and English-language learner students were found in the severe and externalizing latent classes; and (d) students in the externalizing and severe latent classes spent more time in special education classrooms and had worse ratings on social maladjustment. The findings highlight important implications for practice in regard to assessment, program differentiation, and preservice teacher training. Research limitations and directions for future research are also discussed.

The present study investigated evidence of the construct validity of scores from the Scales for Assessing Emotional Disturbance Rating Scale (SAED-3 RS), which is designed to help identify emotional disturbance (ED) as defined by U.S. law and regulations. The purpose of this research was to evaluate the degree to which SAED-3 RS scores differed between students with school-identified ED, students with school-identified learning disabilities (LD), and students without disabilities. The sample consisted of 2,193 K-12 students from throughout the U.S. The findings supported three hypotheses related to evidence of construct validity: (1) students with ED would differ from students without disabilities on all five dimensions of the SAED-3 RS; (2) students with ED would differ from students with LD on all dimensions of the SAED-3 RS except for the Inability to Learn dimensions; and (3) students with LD would differ from students without disabilities on all five dimensions of the SAED-3 RS, but that these differences would be smaller than the differences between students with ED and students without disabilities. Implications for practice and directions for future research are also discussed. [ABSTRACT FROM AUTHOR]

The present study explored the psychometric properties of ratings made using the Scales for Assessing Emotional Disturbance--Third Edition: Rating Scale (SAED-3 RS), a scale developed for use in identifying school-age students with emotional and behavioral problems. The purposes of the study were to assess differential item functioning (DIF) for SAED-3 RS items between White and Hispanic students and to assess the impact of DIF on SAED-3 RS scale scores. The sample consisted of 979 students without disabilities who were identified as White/Non-Hispanic (71.91%) and Hispanic (28.09%). The data indicated that SAED-3 RS items demonstrated small to negligible levels of DIF and that DIF did not saliently impact scores. The data suggest that items and scores yielded from the SAED-3 RS are consistent in measuring the emotional and behavioral functioning of school-age students from diverse backgrounds. Research limitations, future research directions, and practical use implications for school personnel are discussed. [ABSTRACT FROM AUTHOR]

Early identification of student behavioral needs allows educators the opportunity to apply appropriate interventions before negative behaviors become more intensive and persistent. A variety of screening tools are available to identify which students are at risk for persistent behavior problems in school. This article provides two examples in which the Emotional and Behavioral Screener (EBS) was used to identify students at risk of emotional or behavioral problems. Example 1 demonstrates how the EBS can be used within a schoolwide positive behavioral interventions and supports framework to inform decision making. Example 2 demonstrates how the EBS can be used to inform behavioral intervention decisions in an individual teacher's classroom. Finally, suggestions for using the EBS across various school formats are provided. [ABSTRACT FROM AUTHOR]

Objective. We evaluated the cost-effectiveness of a package of roadway modifications in New York City funded under the Safe Routes to School (SRTS) program. Methods. We used a Markov model to estimate long-term impacts of SRTS on injury reduction and the associated savings in medical costs, lifelong disability, and death. Model inputs included societal costs (in 2013 US dollars) and observed spatiotemporal changes in injury rates associated with New York City’s implementation of SRTS relative to control intersections. Structural changes to roadways were assumed to last 50 years before further investment is required. Therefore, costs were discounted over 50 consecutive cohorts of modified roadway users under SRTS. Results. SRTS was associated with an overall net societal benefit of $230 million and 2055 quality-adjusted life years gained in New York City. Conclusions. SRTS reduces injuries and saves money over the long run. [ABSTRACT FROM AUTHOR]

In an examination of the effects of timing of feedback on student learning, participants were randomly assigned to complete five introductory course tests using either control (Scantron form) or one of three feedback (end-of-test, 24-hr delay, immediate) procedures. A cumulative final examination with 50 new items and 10 items repeated from each course test was used to assess retention during the academic semester. Fifty final examination items, administered at postcourse intervals of 3, 6, 9, and 12 months, were used to measure longer-term retention. The provision of feedback at either the end of a test or after a 24-hr delay, relative to control procedures, increased retention for 3 to 5 weeks during the semester. Robust enhancement of retention at all intervals was observed only when immediate feedback was provided. The magnitude of the immediate feedback effect indicates that students benefit from affirmation of correct responding and notification of incorrect responding during classroom tests and suggests noteworthy potential for creating learnable moments during which students validate and self-correct their knowledge stores. [ABSTRACT FROM AUTHOR]

Behavior rating scales are important tools in the process of assessing students' emotional and behavioral needs. Best practices in behavioral assessment dictate that the perspectives of multiple informants (e.g., teacher, parent, youth) should be considered. Overall, agreement between multiple informants is modest at best and is especially low between adult and youth respondents. Low cross-informant agreement has primarily been determined with behavior rating scales that are deficit-based; the scales almost exclusively measure behavior deficits and pathologies. Recently developed strength-based instruments examine the students' behavioral and emotional strengths and competencies. Cross-informant agreement, however, has not been examined with most strength-based scales. The purpose of this study is to evaluate the cross-informant agreement between parents and youth on the Behavioral and Emotional Rating Scale-2 (BERS-2), a standardized instrument that assesses children's emotional and behavioral strengths. The results of this study suggest that the BERS-2 possesses moderate to high cross-informant agreement with coefficients ranging from .50 to .63. [ABSTRACT FROM AUTHOR]

The effects of feedback on the acquisition and retention of mathematical fact series by elementary school students classified with mild mental retardation was examined in 4 studies. Immediate feedback was provided by either an educator or the Immediate Feedback Assessment Technique (IF AT), at the end of a test series by a review of correct solutions (delayed feedback), or for control purposes, with a Scantron form. Reductions in errors and inaccurate perseverative responding during intervention periods were higher, and the repetition of errors during maintenance test was lower, when feedback was provided by an educator in Study 1. These results were replicated and extended in Study 2 to the operation of subtraction. In Study 3, the concurrent presentation of both forms of immediate feedback was more effective than the presentation of either form separately. In Study 4, the adjunctive value of the IF AT to facilitate the teaching-learning process was established, with higher levels of independent learning and retention demonstrated when the IF AT was available. The IF AT, as a simple paper and pencil tool, can assist the educator through the provision of individualized performance feedback and the encouraging of students to continue responding while simultaneously promoting independent learning. [ABSTRACT FROM AUTHOR]

Emotional/behavioral disturbance (EBD) is characterized by a range of behaviors that adversely affect a child's academic performance and cannot be explained by other sensory or health impairments. Although research has clearly demonstrated that children and youth with EBD tend to exhibit high rates of problem behavior, research on the characteristics of their academic performance has been less clear. This article reports the results of a meta-analysis of the academic status of students with EBD. The over-all effect size was -.64, which indicated that students with EBD had significant deficits in academic achievement. An examination of moderators (subject area, setting, and age) indicated that students with EBD performed at a significantly lower level than did students without disabilities across academic subjects and settings; greater deficits were not observed in older students with EBD (i.e., those more than 12 years old), as compared to younger students. Implications and areas for future research are discussed. [ABSTRACT FROM AUTHOR]

Students completed 5 quizzes during the semester using response formats that provided no feedback (word-processed answer sheet. Scantron form). delayed feedback (end of test, 24 hours), or immediate feedback while answering each test item. Administered 2 weeks after students had completed the 5th quiz, the final examination consisted of 50 items, with 10 items randomly selected from each quiz. Scores on each quiz, time to complete each quiz, and average study time per quiz did not differ as a function of response format. Students demonstrated the highest recall, the most accurate identification of initial responses, the most confidence in their answers, and the least amount of perseverative incorrect responding on those final examination items that were originally responded to when immediate feedback was provided. These same students demonstrated less recall less identification accuracy, lower confidence in their answers, and more perseverative incorrect responding on those final examination items that were originally responded to when either end of test or delayed feedback had been provided. Students' self-reports assessing how response formal affected learning, retention, and confidence were consistent with quantitative outcomes. The present results support prior demonstrations that combining immediate feedback with the opportunity to answer until correct not only assesses, but also teaches, in a manner that promotes the retention of course materials across the academic semester. [ABSTRACT FROM AUTHOR]

Presents a study which assessed the outcomes of a supplemental daily Direct Instruction reading curriculum and fluency building program on reading skills of students at risk for emotional disturbance and reading deficits. Academic status of students with emotional disturbance; Details of the intervention research; Importance of direct instruction to reading skills of students.

In this article, we discuss efforts leading to changes in homework policies and practices, the problems experienced by students with disabilities, and how schools have attempted to address these issues. We then focus on home–school communication patterns as a key variable in improving the homework performance of students with disabilities. The findings of several studies that establish the importance of investigating the perspectives of parents of children with and without disabilities are reviewed. [ABSTRACT FROM AUTHOR]

Two studies are reported addressing the reliability of the Behavioral and Emotional Rating Scale (BERS). The first study investigated test-retest reliability over a two-week period to determine the stability of the measure over time. The second study investigated inter-rater reliability between two teachers or classroom aides who were familiar with a student to determine the consistency with which the measure can be used by different individuals. In each study, samples were drawn from populations of students identified with emotional or behavioral disorders as specified by federal statutes. Reliability coefficients in each study were above .80, the standard recommended for screening tests that are reported individually, and in most cases above .90. Implications for use of the BERS are discussed. [ABSTRACT FROM AUTHOR]

Although the construct of social maladjustment has been used for the last six decades, relatively little research has addressed secular trends in socially maladjusted behaviors over time, and even fewer studies have addressed trends for students identified with emotional disturbance (ED). The purpose of this study was to use two nationally representative cross-sectional cohorts, one sampled in 1998 (n = 1,509) and one sampled in 2020 (n = 1,513), to examine long-term trends in the socially maladjusted behaviors of students with ED and their peers without disabilities. Results indicated that (a) socially maladjusted behaviors were significantly lower for the 2020 cohort compared with 1998 cohort, (b) the decrease from 1998 to 2020 was significantly more pronounced for students with ED compared with peers without disabilities, and (c) only adolescent students demonstrated significant decreases in socially maladjusted behaviors. Potential explanations, limitations of the study, and implications for schools are discussed. [ABSTRACT FROM AUTHOR]

Presents a study which reviewed the available research on administrative discipline contacts to identify the domain and participant classification variables used for managing and monitoring student problem behavior. Methods used; Factors influencing administrative discipline contacts; Relationship between participant classification variables and administrative discipline contacts; Validity of administrative discipline contacts.