Usability and Social Consequences of the Early Identification System as a Universal Screener for Social, Emotional, and Behavioral Risks

Autor/inn/en	Herman, Keith C.; Reinke, Wendy M.; Thompson, Aaron M.; Huang, Francis; Owens, Sarah
Titel	Usability and Social Consequences of the Early Identification System as a Universal Screener for Social, Emotional, and Behavioral Risks
Quelle	In: School Psychology, 38 (2023) 3, S.148-159 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Herman, Keith C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000538
Schlagwörter	Elementary Secondary Education; Behavior Standards; Screening Tests; Usability; Barriers; At Risk Students; Social Development; Emotional Development; Student Behavior; Early Intervention; Context Effect; Public Schools; Fidelity; School Demography; Social Problems; School Activities + Suchen Sie Ihr Suchwort? Screening-Verfahren; Soziale Entwicklung; Gefühlsbildung; Student behaviour; Schülerverhalten; Public school; Öffentliche Schule; Schulbesuchsrate; Social problem; Soziales Problem
Abstract	The Early Identification System (EIS) was developed to overcome many of the usability challenges of school-based behavior screeners. Several prior studies have documented the technical adequacy of the EIS. The present study expanded this work by examining the use, relevance, values implications, and social consequence of EIS implementation in a sample of 54 K-12 schools and 23,104 students in the Midwestern United States. We found that nearly all schools, teachers, and students completed the EIS as planned. Schools used the data to provide universal, selective, and indicated services to a high percentage of students identified with risks as well as to plan professional development for educators based on the screening data. Seventy-nine percent of schools implemented the EIS system with high fidelity, and fidelity was unrelated to student demographic composition within schools. These findings suggest that the EIS may overcome many of the usability barriers that plague common behavior screeners. Limitations and implications for advancing the science of social consequence evaluation are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01