A Two Year Follow-Up Study of Children at Risk for Developing SED: Implications for Designing Prevention Programs.

Autor/inn/en	McKinney, James D.; Montague, Marjorie; Hocutt, Anne M.
Titel	A Two Year Follow-Up Study of Children at Risk for Developing SED: Implications for Designing Prevention Programs.
Quelle	(1998), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Disorders; Disability Identification; Early Intervention; Elementary School Students; Emotional Disturbances; Evaluation Methods; Grade 1; High Risk Students; Kindergarten Children; Predictor Variables; Primary Education; Student Evaluation; Test Validity; Systematic Screening for Behavior Disorders + Suchen Sie Ihr Suchwort? Gefühlsstörung; School year 01; 1. Schuljahr; Schuljahr 01; Problemschüler; Prädiktor; Primarbereich; Schulnote; Studentische Bewertung; Testvalidität
Abstract	This paper discusses the first year results of a screening procedure used to identify 92 kindergarten and first grade children who were at risk of developing serious emotional disturbance (SED), and presents additional data on the predictive validity of the screening procedure one year later. The Systematic Screening for Behavior Disorders (SSBD) is a three-stage, multiple-gated procedure for mass screening to determine whether a child should be referred for psycho-educational evaluation. This study adapted the procedure to assess level of risk status in order to better target instruction, behavioral, and community-based services based on need and applied to a population that is at-risk in general due to a variety of psychosocial factors. Students were ranked by teachers and classified as either low, moderate, or high risk for SED based on the number of gates passed during the screening process. Results from the study indicate the SSBD procedure appears to be well suited as an instrument for the classification of risk status, as well as for screening children who might be referred for evaluation for educational and mental health services. (CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC