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The present study investigated the psychometric properties of the "Scales for Assessing Emotional Disturbance -- Third Edition: Rating Scale" (SAED-3 RS), which is designed for use in identifying students with emotional disturbance for special education services. The purposes of this study were to evaluate (a) the measurement invariance of SAED-3 RS scores between White and African American students and (b) the impact of differential item functioning (DIF) on test scores from the SAED-3 RS. The sample consisted of 855 K-12 students from throughout the United States. The findings suggested that SAED-3 RS items exhibited small to negligible levels of DIF and that DIF did not significantly impact scores. The results supported the SAED-3 RS, a teacher-completed rating scale, as relatively consistent in measuring the emotional and behavioral status of school-age students from different racial backgrounds. Researchers and practitioners can have confidence that scores from the SAED-3 RS are not substantially affected by DIF when assessing the emotional and behavioral functioning of African American and White school-age students. Research limitations, future research, and implications for school professionals are discussed.

The purpose of this article is to provide a qualitative review of the published research on the Scales for Assessing Emotional Disturbance-3: Screener noting the psychometric properties and overall findings. Results from 10 studies were reviewed and summarized. Across the studies, internal consistency, test-retest reliability, and inter-rater agreement were satisfactory. Unidimensionality of the tests scores was supported, and several studies reported only trivial degrees of bias across racial/ethnic and linguistic backgrounds. Diagnostic utility was acceptable as were convergent relations with other measures of psychopathology. Social validity was also satisfactory. This review indicates that the psychometric properties of the scores from the Screener meet acceptable professional standards and supports its use in school-based programs to identify at-risk students.

Gene identification in epilepsy has mainly been limited to large families segregating genes of major effect and de novo mutations in epileptic encephalopathies. Many families that present with common non-acquired focal epilepsies and genetic generalized epilepsies remain unexplained. We assembled a cohort of 'genetically enriched' common epilepsies by collecting and phenotyping families containing multiple individuals with unprovoked seizures. We aimed to determine if specific clinical epilepsy features aggregate within families, and whether this segregation of phenotypes may constitute distinct 'familial syndromes' that could inform genomic analyses. Families with three or more individuals with unprovoked seizures were studied across multiple international centres. Affected individuals were phenotyped and classified according to specific electroclinical syndromes. Families were categorized based on syndromic groupings of affected family members, examined for pedigree structure and phenotypic patterns and, where possible, assigned specific familial epilepsy syndromes. A total of 303 families were assembled and analysed, comprising 1120 affected phenotyped individuals. Of the 303 families, 117 exclusively segregated generalized epilepsy, 62 focal epilepsy, and 22 were classified as genetic epilepsy with febrile seizures plus. Over one-third (102 families) were observed to have mixed epilepsy phenotypes: 78 had both generalized and focal epilepsy features within the same individual (n = 39), or within first or second degree relatives (n = 39). Among the genetic generalized epilepsy families, absence epilepsies were found to cluster within families independently of juvenile myoclonic epilepsy, and significantly more females were affected than males. Of the 62 familial focal epilepsy families, two previously undescribed familial focal syndrome patterns were evident: 15 families had posterior quadrant epilepsies, including seven with occipito-temporal localization and seven with temporo-parietal foci, and four families displayed familial focal epilepsy of childhood with multiple affected siblings that was suggestive of recessive inheritance. The findings suggest (i) specific patterns of syndromic familial aggregation occur, including newly recognized forms of familial focal epilepsy; (ii) although syndrome-specificity usually occurs in multiplex families, the one-third of families with features of both focal and generalized epilepsy is suggestive of shared genetic determinants; and (iii) patterns of features observed across families including pedigree structure, sex, and age of onset may hold clues for future gene identification. Such detailed phenotypic information will be invaluable in the conditioning and interpretation of forthcoming sequencing data to understand the genetic architecture and inter-relationships of the common epilepsy syndromes.

Youth served in residential care often demonstrate significant educational and behavioral gains during treatment; however, struggles evidenced during the reunification and reintegration process underscore the importance of continued aftercare services and supports. While these needs have been widely noted in the literature, little is known about youth perceptions regarding the importance of aftercare or preferences regarding specific supports. The purpose of this study was to assess the views of youth discharging from a residential program on perceptions of transition planning and aftercare, preparedness for the reintegration, and perceptions regarding specific services and supports. One-hundred and thirty-two youth served in a large residential care facility were asked to complete a Youth Aftercare Survey prior to departure to determine youth perceptions. Overall, results revealed high levels of youth optimism about their preparedness for the upcoming transition and identified supports in education, relationships, physical health, independent living, and family as most important to the reintegration process. Although promising findings were revealed regarding youth perceptions of the importance of continued supports across broad domains, youth were less concerned about mental health supports; a factor critical to long-term success. Implications, limitations, and future research are discussed.

The present study examined the measurement properties of the Emotional and Behavioral Screener (EBS), a universal screening instrument which identifies students presenting with emotional and behavioral problems. The primary research questions sought to examine the degree to which the EBS item responses fit the Rasch model through evaluating fit of item responses to the Rasch model and item-measure correlations. The sample consisted of K-12 students with emotional disturbance (n = 1138) and with no identified disabilities (n = 1096). Students were rated by their teachers on the 10-item EBS. The findings suggested the EBS possesses favorable measurement properties such that most items had (1) overall good fit to the Rasch model, (2) a few items across age/gender that assess internalizing problems were found to be somewhat problematic, (3) the item hierarchy was found to align with logical and theoretical expectations, and (4) teachers endorsed the response options in a reliable and predictive manner with response categories mostly being distinguishable from one another. Overall, the results justify the interpretations and decisions made with the EBS scores.

Child assessment practices have undergone, and are continuing to undergo, significant changes. Among the most prominent changes is the movement toward measuring child well-being, in general, and emotional and behavioral strengths, in particular. The Behavioral and Emotional Rating Scale (BERS) is a strength-based instrument which is widely used in the United States and is beginning to be used internationally. The purpose of this review was to assess the translation adaptation process and to determine the psychometric properties of the BERS scores when used in countries other than the United States. Results from 15 international studies indicated that the researchers followed acceptable standards for test adaptation and the BERS scores generally met acceptable professional standards for reliability and validity. The limitations with the review process and the published studies were identified, as well as the directions for future research and implications for professional practice.

Objective: To assess the possible effects of genetics on seizure outcome by estimating the familial aggregation of three outcome measures: seizure remission, history of ≥4 tonic–clonic seizures, and seizure control for individuals taking antiseizure medication. Methods: We analyzed families containing multiple persons with epilepsy in four previously collected retrospective cohorts. Seizure remission was defined as being 5 and 10 years seizure‐free at last observation. Total number of tonic–clonic seizures was dichotomized at <4 and ≥4 seizures. Seizure control in patients taking antiseizure medication was defined as no seizures for 1, 2, and 3 years. We used Bayesian generalized linear mixed‐effects model (GLMM) to estimate the intraclass correlation coefficient (ICC) of the family‐specific random effect, controlling for epilepsy type, age at epilepsy onset, and age at last data collection as fixed effects. We analyzed each cohort separately and performed meta‐analysis using GLMMs. Results: The combined cohorts included 3644 individuals with epilepsy from 1463 families. A history of ≥4 tonic–clonic seizures showed strong familial aggregation in three separate cohorts and meta‐analysis (ICC.28, 95% confidence interval [CI].21–.35, Bayes factor 8 × 1016). Meta‐analyses did not reveal significant familial aggregation of seizure remission (ICC.08, 95% CI.01–.17, Bayes factor 1.46) or seizure control for individuals taking antiseizure medication (ICC.13, 95% CI 0–.35, Bayes factor 0.94), with heterogeneity among cohorts. Significance: A history of ≥4 tonic–clonic seizures aggregated strongly in families, suggesting a genetic influence, whereas seizure remission and seizure control for individuals taking antiseizure medications did not aggregate consistently in families. Different seizure outcomes may have different underlying biology and risk factors. These findings should inform the future molecular genetic studies of seizure outcomes. [ABSTRACT FROM AUTHOR]

Epileptic encephalopathies (EEs) are the most clinically important group of severe early-onset epilepsies. Next-generation sequencing has highlighted the crucial contribution of de novo mutations to the genetic architecture of EEs as well as to their underlying genetic heterogeneity. Our previous whole-exome sequencing study of 264 parent-child trios revealed more than 290 candidate genes in which only a single individual had a de novo variant. We sought to identify additional pathogenic variants in a subset (n = 27) of these genes via targeted sequencing in an unsolved cohort of 531 individuals with a diverse range of EEs. We report 17 individuals with pathogenic variants in seven of the 27 genes, defining a genetic etiology in 3.2% of this unsolved cohort. Our results provide definitive evidence that de novo mutations in SLC1A2 and CACNA1A cause specific EEs and expand the compendium of clinically relevant genotypes for GABRB3. We also identified EEs caused by genetic variants in ALG13, DNM1, and GNAO1 and report a mutation in IQSEC2. Notably, recurrent mutations accounted for 7/17 of the pathogenic variants identified. As a result of high-depth coverage, parental mosaicism was identified in two out of 14 cases tested with mutant allelic fractions of 5%-6% in the unaffected parents, carrying significant reproductive counseling implications. These results confirm that dysregulation in diverse cellular neuronal pathways causes EEs, and they will inform the diagnosis and management of individuals with these devastating disorders.

Youth involved in residential care programs present with significant difficulties across behavioral and mental health domains. Although this is a group that is also at considerable risk for academic failure, very little research has been done to understand the academic functioning of this population. The current study sought to expand what is known about this population and examine factors that are predictive of their levels of academic functioning. Results from 208 youth indicated that at the time of entry into residential care youth were performing in low average ranges across academic areas. While several variables were identified as predictors for level of academic functioning (e.g., IQ, age at admission, race/ethnicity, special education identification, and gender), variables particularly relevant for youth in residential care programs (e.g., behavior, number of previous schools attended) did not serve as predictors. Implications for practice and future research are discussed. (Contains 2 tables.)

Infantile spasms (IS) and Lennox-Gastaut syndrome (LGS) are epileptic encephalopathies characterized by early onset, intractable seizures, and poor developmental outcomes. De novo sequence mutations and copy number variants (CNVs) are causative in a subset of cases. We used exome sequence data in 349 trios with IS or LGS to identify putative de novo CNVs. We confirm 18 de novo CNVs in 17 patients (4.8%), 10 of which are likely pathogenic, giving a firm genetic diagnosis for 2.9% of patients. Confirmation of exome-predicted CNVs by array-based methods is still required due to false-positive rates of prediction algorithms. Our exome-based results are consistent with recent array-based studies in similar cohorts and highlight novel candidate genes for IS and LGS.

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.

There have been significant changes in the racial/ethnic and linguistic background of students attending public schools in the United States. The number of public-school students who are English language learners (ELLs) participating in programs of language assistance has more than doubled over the past two decades. In 1993-1994, 5.1% of public-school students in the United States were ELLs, or an estimated 2.1 million students. As of 2014-2015, 9.4% of students were ELLs, or an estimated 4.6 million students. It is estimated that by 2030, upward of 40% of school children will speak English as a second language. Meeting the needs of students who are not proficient in English is challenging for school professionals and even more so if they are identified for special services. Researchers have found that ELL students live in situations with numerous high-risk factors, including poverty, inadequate schools, poor and violent neighborhoods, and limited access to adequate health care, mental health services, and schools. As a group, these students are more likely to underperform academically, have a lower grade point average, and drop out of school compared to non-ELL Latino students.

The present study examined the psychometric properties of a universal screening instrument called the Emotional and Behavioral Screener (EBS), which is designed to identify students exhibiting emotional and behavioral problems. The primary purposes of this study were to assess the measurement invariance of EBS items between Caucasian and African-American students and to assess the impact of differential item functioning (DIF) on EBS scores. The sample consisted of 946 elementary students from throughout the U.S. The findings suggested that EBS items exhibited small to negligible levels of DIF, and that DIF did not significantly impact EBS scores. The results supported the EBS as universal screening instrument that is fair in measuring the emotional and behavioral risk of elementary students. Research limitations and implications for school professionals are discussed.

In schools, screening is an effective method to identify students at-risk for emotional and behavioural disorders. Several intervention programmes such as Positive Behaviour Interventions and Supports, Response to Intervention, and Multi-tiered Systems of Supports call for the use of psychometrically sound screening instruments. This study investigated diagnostic utility of a brief (10-item) screener, the Emotional and Behavioural Screener (EBS) with a sample 312 Lithuanian students. The Strengths and Difficulties Questionnaire was used as a reference point for the investigation. Diagnostic utility statistics (i.e. overall agreement, misleading negatives, sensitivity, specificity and area under the receiver operating characteristic curve) were used to evaluate the usefulness and validity of the EBS. The results indicate, that majority of the diagnostic utility statistics thresholds were met; however, some gender differences were found. In sum, the EBS appears to be an accurate screener discriminating students not at-risk and at-risk for emotional and behavioural problems. Study limitations, future research directions and implications are discussed.

While much is known about the educational, behavioral, and social needs of adolescents receiving school-based special education services, one critical domain, health literacy, has been largely unexamined. Given the impact of health and health management on the well-being of all persons, and the likelihood of additional challenges for students receiving special education supports, this study sought to examine and compare the health needs and transition preparedness of 341 adolescents with and without Individualized Education Programs (IEPs). Survey items were selected from widely used health literacy, health risk, and health related quality of life measures. Findings revealed that for students with IEPs, the risk for having limited health literacy was 128% higher than for their peers without IEPs. Students with IEPs were also significantly more likely to demonstrate risk across indicators of health related quality of life, health risk, and access. Limitations, research recommendations, and implications are addressed.