![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
The aim of this study was to provide psychometric evidence related to the Behavioral and Emotional Screening System Teacher Rating Scale–Preschool form’s (BESS TRS-P) ability to identify emerging problems in preschool children. Reliability and validity associated with screener scores were compared by analyzing teacher ratings of approximately 700 preschool children from 11 public schools. The BESS TRS-P provided high levels of internal consistency and inter-rater reliability among respondents. Furthermore, the form showed high predictive and concurrent validity estimates that were statistically significant and in expected directions. The information could assist teachers and school administrators in feeling more confident in using the BESS TRS-P to screen young children for behavioral/emotional problems.
Keywords screening, preschool, emotional/behavioral rating scales
References
Section:
|
Achenbach, T. M., Rescorla, L. A. (2001). Manual for the ASEBA school-age forms and profiles. Burlington, VT: Research Center for Children, Youth, and Families. Google Scholar | |
|
Aos, S., Lieb, R., Mayfield, J., Miller, M., Pennucci, A. (2004). Benefits and costs of prevention and early intervention programs for youth. Olympia: Washington State Institute for Public Policy. Google Scholar | |
|
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum. Google Scholar | |
|
Crocker, L., Algina, J. (1986). Introduction to classical and modern test theory. New York, NY: Holt, Rinehart, and Winston. Google Scholar | |
|
DiStefano, C., Kamphaus, R. W. (2007). Development and validation of a behavioral screener for preschool-aged children. Journal of Behavioral and Emotional Disorders, 15, 93–102. doi:10.1177/10634266070150020401 Google Scholar | Crossref | ISI | |
|
Dowdy, E., Chin, J., Quirk, M. (2013). Preschool screening: An examination of the Behavioral and Emotional Screening System Preschool Teacher Form (BESS Preschool). Journal of Psychoeducational Assessment, 20, 1–7. doi:10.1177/0734282913475779 Google Scholar | SAGE Journals | ISI | |
|
Frey, B. (2006). Statistics hacks: Tips & tools for measuring the world and beating the odds. Sebastopol, CA: O’Reilly Media. Google Scholar | |
|
Glover, T. A., Albers, C. A. (2007). Considerations for evaluating universal screening assessments. Journal of School Psychology, 45, 117–135. doi:10.1016/j.jsp.2006.05.005 Google Scholar | Crossref | ISI | |
|
Hinkle, D. E., Wiersma, W., Jurs, S. G. (2002). Applied statistics for the behavioral sciences (5th ed.). Boston, MA: Houghton Mifflin. Google Scholar | |
|
Hirshfield-Becker, D. R., Biederman, J. (2002). Rationale and principles for early intervention with young children at risk for anxiety disorders. Clinical Child and Family Psychology Review, 5, 161–172. Google Scholar | Crossref | Medline | ISI | |
|
Kamphaus, R. W., Frick, P. J. (2002). Clinical assessment of child and adolescent personality and behavior (2nd ed.). Boston, MA: Allyn & Bacon. Google Scholar | |
|
Kamphaus, R. W., Reynolds, C. R. (2007). BASC-2 behavioral and emotional screening system. Minneapolis, MN: Pearson Assessment. Google Scholar | |
|
Kauffman, J. M. (1999). How we prevent the prevention of emotional and behavioral disorders. Exceptional Children, 65, 448–468. Google Scholar | SAGE Journals | ISI | |
|
Lloyd, J. W., Kauffman, J. M., Landrum, T. J., Roe, D. L. (1991). Why do teachers refer pupils for special education? An analysis of referral records. Exceptionality, 2, 115–126. doi:10.1080/09362839109524774 Google Scholar | Crossref | |
|
Lochman, J. E. (1995). Screening of child behavior problems for prevention programs at school entry. Journal of Consulting and Clinical Psychology, 63, 549–559. Google Scholar | Crossref | Medline | ISI | |
|
Reynolds, C. R., Kamphaus, R. W. (2004). Behavior assessment system for children (2nd ed.). Circle Pines, MN: American Guidance Service. Google Scholar | |
|
Smith, G. T., McCarthy, D. M., Anderson, K. G. (2000). On the sins of short-form development. Psychological Assessment, 12, 102–111. doi:10.1037/1040-3590.12.1.102 Google Scholar | Crossref | Medline | ISI | |
|
Taylor, H. G., Anselmo, M., Foreman, A. L., Schatschneider, C., Angelopoulos, J. (2000). Utility of kindergarten teacher judgments in identifying early learning problems. Journal of Learning Disabilities, 33, 200–210. doi:10.1177/002221940003300208 Google Scholar | SAGE Journals | ISI | |
|
Walker, H. M., Ramsey, E., Gresham, F. M. (2004). Antisocial behavior in school: Evidence-based practices. Belmont, CA: Wadsworth/Thompson Learning. Google Scholar | |
|
Yanosky, D. J., Schwanenflugel, P. J., Kamphaus, R. W. (2012). Psychometric properties of a proposed short form of the BASC Teacher Rating Scale–Preschool. Journal of Psychoeducational Assessment, 31, 351–362. doi:10.1177/0734282912456969 Google Scholar | SAGE Journals | ISI |
