NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1005765
Record Type: Journal
Publication Date: 2013-Jun
Pages: 11
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-1063-4266
A Comparison of Teacher Nomination and Screening to Identify Behavioral and Emotional Risk within a Sample of Underrepresented Students
Dowdy, Erin; Doane, Kymberly; Eklund, Katie; Dever, Bridget V.
Journal of Emotional and Behavioral Disorders, v21 n2 p127-137 Jun 2013
Early identification of behavioral and emotional risk has been identified as one strategy to help decrease rates of childhood behavioral and emotional problems. This study compares two methods for early identification (teacher nomination and universal screening) to determine how each strategy may differentially identify at-risk students. A sample of 849 elementary and middle school students was assessed on a number of behavioral and academic outcomes to determine differences among identification methods. Results indicate that universal screening identified a higher number of students than teacher nomination, and those identified by universal screening had lower reading grades. Both approaches identified more males than females. Although students identified as at risk by both methods had significantly more office discipline referrals, and lower study habits and cooperation grades than students not identified as at risk, there were no significant differences in these variables between the early identification methods. Implications and future research needs are discussed. (Contains 4 tables.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
IES Grant or Contract Numbers: R324B060005