Comparing Informants for Mental Health Screening at the Preschool Level

Autor/inn/en	Moore, Stephanie A.; Dowdy, Erin; Fleury, Isabelle; DiStefano, Christine; Greer, Fred W.
Titel	Comparing Informants for Mental Health Screening at the Preschool Level
Quelle	In: School Psychology Review, 51 (2022) 5, S.589-608 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moore, Stephanie A.) ORCID (Dowdy, Erin) ORCID (Fleury, Isabelle) ORCID (DiStefano, Christine) ORCID (Greer, Fred W.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2020.1841546
Schlagwörter	Mental Health; Preschools; Early Intervention; Outcomes of Education; At Risk Students; Kindergarten; Social Emotional Learning; Parent Attitudes; Teacher Attitudes; Student Behavior; Preschool Children; Hispanic Americans; Low Income; Socioeconomic Status; California + Suchen Sie Ihr Suchwort? Psychohygiene; Lernleistung; Schulerfolg; Elternverhalten; Lehrerverhalten; Student behaviour; Schülerverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hispanic; Hispanoamerikaner; Niedriglohn; Socio-economic status; Sozioökonomischer Status; Kalifornien
Abstract	Universal screening for mental health in preschools provides the opportunity for early identification and early intervention, but guidance regarding which informants to use is needed. Preschoolers' (N = 535) parent and teacher reports across two screening forms were analyzed to determine similarities and discrepancies for classification results and screener scores. The analyses also examined whether an additional rater provided incrementally valid information to the prediction of longitudinal kindergarten outcomes. Parents' and teachers' screening scores were significantly correlated across forms by rater and across raters. However, categorical classification results indicated that teachers were more likely than parents to rate preschoolers in at-risk ranges across forms. Finally, hierarchical regression analyses revealed that teacher ratings were predictive of kindergarten social-emotional, cognitive, and academic outcomes and that the addition of parent ratings did not significantly improve prediction of outcomes. Implications are discussed in the context of multiple raters within multiple-gating screening procedures. Impact Statement: Universal screening for behavioral and emotional risk is important at the preschool level because it provides a critical opportunity for early identification and early intervention. Parents and teachers who participated in universal screening demonstrated low levels of agreement in their ratings of preschool children's emotional and behavioral risk, although both are valuable informants. If the goal of screening is to predict later kindergarten academic and social-emotional outcomes, practitioners may consider collecting screening information from teachers first. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01