Examining the Stability, Accuracy, and Predictive Validity of Behavioral–Emotional Screening Scores Across Time to Inform Repeated Screening Procedures

Authors’ Notes. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A100104 to South Carolina Research Foundation. The opinions expressed are those of the authors and do not represent views of the Institute of Education Sciences or the U.S. Department of Education.

Abstract

Preschool has been recognized as an optimal time to provide behavioral and emotional supports to children; however, there is a need to examine the stability, accuracy, and predictive validity of universal emotional and behavioral screening scores in early childhood to inform procedures for repeated screenings across time. The present study included a sample of 1,014 students assessed with the Behavioral and Emotional Screening System Teacher Preschool screening form and comprehensive, omnibus teacher rating scales in preschool through first grade. Results indicated that scores from the Behavioral and Emotional Screening System Teacher screener were relatively stable within the school year and showed evidence of predictive validity of clinical problems in early childhood. To help identify who may benefit from a repeated screening later in the academic year, receiver operating characteristic curve analyses were conducted. A cut score of 51 emerged as a useful cut point to minimize expended resources and maximize sensitivity and specificity in finding new cases of risk. Implications for practitioners are discussed, including those related to the efficiency, timing, and frequency of screening in early childhood.

Keywords:

• stability
• predictive validity
• BESS Preschool
• universal screening
• early childhood

Additional information

Notes on contributors

Bridget V. Dever

Bridget V. Dever, PhD, is an associate professor in the Department of Educational and Human Services at Lehigh University. Her research interests include screening for behavioral and emotional risk, achievement motivation among at-risk students, and assessment issues related to these constructs.

Erin Dowdy

Erin Dowdy, PhD, is a professor in the Department of Counseling, Clinical, and School Psychology at the University of California Santa Barbara. She is a licensed psychologist and a nationally certified school psychologist. Her research career and scholarly publications have focused on behavioral assessment, particularly universal assessment for social and emotional health and risk.

Christine DiStefano

Christine DiStefano, PhD, is a professor in educational measurement at the University of South Carolina. Her research focuses on test construction, classification, and score validation through the structural equation modeling framework.