Using a one-minute screener to identify students at risk for academic difficulties

Abstract

Multiple regression data from a teacher-completed one-minute rating scale (i.e., the Brief Behavior, Academic, and Social Screener; B-BASS) predicted academic risk of 198 third- through fifth-grade rural elementary students; teacher ratings across 16 B-BASS items within cognitive, social/emotional, socioeconomic/family, and executive functions domains predicted 81.4% and 66.2% of the variance in high-stakes End-of-Grade Tests of English Language Arts/Reading and Mathematics, respectively. The psychometric properties of this universal screener (e.g., test-retest reliabilities) are strong given its brief nature; consequently; the B-BASS is recommended for screening at-risk status in a number of academic and social areas. Implications, limitations, and specific recommendations are discussed.

Keywords:

• Academic achievement
• at-risk status
• multi-ability universal screening
• teacher-rating screening

Additional information

Notes on contributors

Trisha D. Franklin

Trisha D. Franklin, Ph.D. graduated from the University of Tennessee, Knoxville, with a Doctor of Philosophy degree in School Psychology. Trisha completed a one-year postdoctoral fellowship in Pediatric Psychology at Nemours/A.I. duPont Hospital for Children in Wilmington, Delaware. Her research interests include assessment of academics and executive functioning.

R. Steve McCallum

R. Steve McCallum, Ph.D. (https://orcid.org/0000-0002-0548-9701) is Professor Emeritus at the University of Tennessee, Knoxville. His research interests include assessment and interventions related to cognition functioning, social/emotional functioning, achievement.

Lezli S. Anderson

Lezli S. Anderson, Ph.D. is a Licensed Specialist in School Psychology and is currently completing her postdoctoral training. She obtained her doctorate in School Psychology from the University of Tennessee, Knoxville. Her interests and passions lie in conducting evaluations and providing skill-building training, parent training, and counseling for individuals with an Autism Spectrum Disorder, ADHD, and Oppositional Defiant Disorder.

Baileigh A. Kirkpatrick

Baileigh Kirkpatrick, Ph.D. is a School Psychologist for the Brentwood Union School District. Her research interests include the relationship between emotional intelligence and workplace outcomes, such as burnout and teacher effectiveness, and classroom-level social skills interventions.

Merilee McCurdy

Merilee McCurdy, Ph.D. (https://orcid.org/0000-0001-7874-9511) is a Professor of School Psychology at the University of Tennessee, Knoxville. Her research interests include the remediation of children’s academic skill problems, particularly in the area of writing, and the evaluation of the effectiveness of parent tutoring procedures.

Natalie R. Hassett

Natalie Rose Hassett, M.S. is a school psychology doctoral student at the University of Tennessee, Knoxville. Natalie has begun her pre-doctoral internship with Cypress-Fairbanks Independent School District in Cypress, TX. Her research interests including the identification and screening of students for dyslexia and intellectual giftedness. Address correspondence to Natalie R. Hassett, Department of Educational Psychology and Counseling, The University of Tennessee, Knoxville, TN 37996, USA; [email protected] (e-mail).

Sherry M. Bell

Sherry Mee Bell, Ph.D. (https://orcid.org/0000-0003-0994-8044) is a Professor in Theory and Practice in Teacher Education and Director of Literacy Initiatives, College of Education, Health and Human Sciences at the University of Tennessee. Her scholarship interests include literacy assessment and instruction, gifted and twice-exceptional students; attributional style, and teacher education.