Diagnostic Accuracy of Direct Behavior Rating as a Screener of Elementary School Students

In response to controversy regarding the use of the wait-to-fail model toward identifying students at-risk for social behavior problems, a call has been made for schools to utilize preventive models of service delivery. It has been suggested that these approaches should include universal screening procedures that are usable and contextually appropriate, as well as technically adequate. Unfortunately, few universal screening approaches have been found to meet all requirements to a sufficient degree. As such, the current study sought to expand upon existing screening-related Direct Behavior Rating Single Item Scale (DBR-SIS) research through an evaluation of diagnostic accuracy and concurrent validity. Results of receiver operating characteristic (ROC) curve analyses indicated that each DBR-SIS (i.e., disruptive behavior [DBR-DB], academic engagement [DBR-AE], and compliance [DBR-CO]), as well as a DBR-SIS factor scale (DBR-Factor) was a moderately to highly accurate predictor of behavioral risk (as defined by the Behavioral and Emotional Screening System; Kamphaus & Reynolds, 2007a). Furthermore, each was found to be no more or less accurate than the Social Skills Improvement System Performance Screening Guide (Elliott & Gresham, 2007a) to a statistically significant degree. ROC curve analyses were also used to identify optimal universal screening cut scores on each DBR scale (DBR-DB=2, DBR-AE=8, DBR-CO=9, and DBR-Factor=0). The disproportionately high false positive rate associated with each was reduced through the simultaneous use of multiple DBR-SIS to determine student risk. In particular, the DBR-AE+DBR-CO scale combination was associated with the best balance between true positives and true negatives. Finally, correlational analyses reflected the concurrent validity of each DBR single item and factor scale. Limitations of the current study, implications for practice, and directions for future research are each discussed herein.

Succeeding During Your Early Career in University Settings

As the field of school psychology grows, early career faculty are integral to the future of the profession. Although being in the early career development stage can bring upon stressors professionally and personally, it is also a time of immense growth and opportunity. Support for early career faculty should begin in graduate school and extend to an individual’s initial professional position. In this chapter, early career faculty are encouraged to routinely reflect on their teaching, research, service, and career development needs, as well as augment their priorities and time allocation to meet their personal, professional, and institution’s goals. Accessing various types of mentorship, taking steps to demystify the tenure process, seeking strategies to enhance productivity, and working to maintain positive personal relationships and work–life integration are integral to promote productivity and success among early career faculty. This chapter includes a description of resources available both at an early career faculty member’s institution and resources available in the field that may be beneficial for professional growth and success. Also included in the chapter is a description of the research needed to better understand how to support early career faculty to stay in academia and enjoy long, productive careers

Succeeding During Your Early Career in University Settings

As the field of school psychology grows, early career faculty are integral to the future of the profession. Although being in the early career development stage can bring upon stressors professionally and personally, it is also a time of immense growth and opportunity. Support for early career faculty should begin in graduate school and extend to an individual’s initial professional position. In this chapter, early career faculty are encouraged to routinely reflect on their teaching, research, service, and career development needs, as well as augment their priorities and time allocation to meet their personal, professional, and institution’s goals. Accessing various types of mentorship, taking steps to demystify the tenure process, seeking strategies to enhance productivity, and working to maintain positive personal relationships and work–life integration are integral to promote productivity and success among early career faculty. This chapter includes a description of resources available both at an early career faculty member’s institution and resources available in the field that may be beneficial for professional growth and success. Also included in the chapter is a description of the research needed to better understand how to support early career faculty to stay in academia and enjoy long, productive careers

Curriculum-based measurement of oral reading (R-CBM): A diagnostic test accuracy meta-analysis of evidence supporting use in universal screening

A great deal of research over the past decade has examined the appropriateness of curriculum-based measurement of oral reading (R-CBM) in universal screening. Multiple researchers have meta-analyzed available correlational evidence, yielding support for the interpretation of R-CBM as an indicator of general reading proficiency. In contrast, researchers have yet to synthesize diagnostic accuracy evidence, which pertains to the defensibility of the use of R-CBM for screening purposes. The overall purpose of this research was to therefore conduct the first meta-analysis of R-CBM diagnostic accuracy research. A systematic search of the literature resulted in the identification of 34 studies, including 20 peer-reviewed articles, 7 dissertations, and 7 technical reports. Bivariate hierarchical linear models yielded generalized estimates of diagnostic accuracy statistics, which predominantly exceeded standards for acceptable universal screener performance. For instance, when predicting criterion outcomes within a school year (≤ 9 months), R-CBM sensitivity ranged between .80 and .83 and specificity ranged between .71 and .73. Multiple moderators of R-CBM diagnostic accuracy were identified, including the (a) R-CBM cut score used to define risk, (b) lag in time between R-CBM and criterion test administration, and (c) percentile rank corresponding to the criterion test cut score through which students were identified as either truly at risk or not at risk. Follow-up analyses revealed substantial variability of extracted cut scores within grade and time of year (i.e., fall, winter, and spring). This result called into question the inflexible application of a single cut score across contexts and suggested the potential necessity of local cut scores. Implications for practices, directions for future research, and limitations are discussed

Confirmation of models for interpretation and use of the Social and Academic Behavior Risk Screener (SABRS).

The purpose of this investigation was to evaluate the models for interpretation and use that serve as the foundation of an interpretation/use argument for the Social and Academic Behavior Risk Screener (SABRS). The SABRS was completed by 34 teachers with regard to 488 students in a Midwestern high school during the winter portion of the academic year. Confirmatory factor analysis supported interpretation of SABRS data, suggesting the fit of a bifactor model specifying 1 broad factor (General Behavior) and 2 narrow factors (Social Behavior [SB] and Academic Behavior [AB]). The interpretive model was further supported by analyses indicative of the internal consistency and interrater reliability of scores from each factor. In addition, latent profile analyses indicated the adequate fit of the proposed 4-profile SABRS model for use. When cross-referenced with SABRS cut scores identified via previous work, results revealed students could be categorized as (a) not at-risk on both SB and AB, (b) at-risk on SB but not on AB, (c) at-risk on AB but not on SB, or (d) at-risk on both SB and AB. Taken together, results contribute to growing evidence supporting the SABRS within universal screening. Limitations, implications for practice, and future directions for research are discussed herein