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ERIC Number: EJ1141709
Record Type: Journal
Publication Date: 2015-Mar
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0279-6015
Screening for Social, Emotional, and Behavioral Problems at Kindergarten Entry: Utility and Incremental Validity of Parent Report
Owens, Julie Sarno; Storer, Jennifer; Holdaway, Alex S.; Serrano, Verenea J.; Watabe, Yuko; Himawan, Lina K.; Krelko, Rebecca E.; Vause, Katherine J.; Girio-Herrera, Erin; Andrews, Nina
School Psychology Review, v44 n1 p21-40 Mar 2015
The current study examined the utility and incremental validity of parent ratings on the Strengths and Difficulties Questionnaire and Disruptive Behavior Disorders rating scale completed at kindergarten registration in identifying risk status as defined by important criterion variables (teacher ratings, daily behavioral performance, and quarterly grades). The participants were 252 kindergarten students from one school district. Receiver operating characteristic analyses and area-under-the-curve values indicated that most subscales had low to moderate utility in identifying children showing at-risk academic performance and social, emotional, and behavioral problems. However, forward linear regression analyses indicated that parent ratings provided incremental validity relative to the academic screening tool used by the school district, accounting for an additional 3.69% to 22.37% of the variance in kindergarten outcomes. Implications for the use of parent ratings in universal screening for social, emotional, and behavioral problems at kindergarten entry are discussed.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Ohio
Identifiers - Assessments and Surveys: Strengths and Difficulties Questionnaire
IES Funded: Yes
Grant or Contract Numbers: R324A120003; R324A120272; R324C080006