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Examining the Relationship Between Scores on the Behavioral and Emotional Screening System and Student Academic, Behavioral, and Engagement Outcomes: An Investigation of Concurrent Validity in Elementary School

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Abstract

Universal screening of emotional and behavioral problems among students warrants further consideration by school professionals. School-based universal screening may provide opportunities for early identification and intervention, ultimately preventing the development of more severe problems and promoting more positive outcomes in the future. The Behavioral and Emotional Screening System (BESS) is a contemporary screening instrument that may be used to identify risk for emotional and behavioral problems in students from preschool to high school. The purpose of the present study was to examine the concurrent validity of the BESS in elementary school settings. Specifically, this study examined the relation between BESS ratings and report-card outcomes (i.e., academic, behavioral, and engagement marks). The results supported the hypotheses that students’ risk-level classifications were significantly related to school-based outcome criterions and that school-based outcome criterions were deemed to be effective discriminators of students’ risk-level classification. Limitations, future directions for research, and implications for practice are discussed herein.

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Authors and Affiliations

  1. GGSE, CCSP, University of California, Santa Barbara, Santa Barbara, CA, 93106-9490, USA

    Tyler L. Renshaw, Katie Eklund, Erin Dowdy, Shane R. Jimerson, Shelley R. Hart, James Earhart Jr. & Camille N. Jones

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  1. Tyler L. Renshaw
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  2. Katie Eklund
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  3. Erin Dowdy
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  4. Shane R. Jimerson
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  5. Shelley R. Hart
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  6. James Earhart Jr.
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  7. Camille N. Jones
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Correspondence to Tyler L. Renshaw.

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Renshaw, T.L., Eklund, K., Dowdy, E. et al. Examining the Relationship Between Scores on the Behavioral and Emotional Screening System and Student Academic, Behavioral, and Engagement Outcomes: An Investigation of Concurrent Validity in Elementary School. Contemp School Psychol 14, 81–88 (2009). https://doi.org/10.1007/BF03340953

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  • DOI: https://doi.org/10.1007/BF03340953

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