Universal screening for social-emotional and behavioral risk: Differential item functioning on the SAEBRS.

Universal screening for social-emotional and behavioral (SEB) risk is one strategy for schools to proactively identify students in need of additional supports and services. As schools serve an increasing number of children from racially and culturally diverse backgrounds, further research is needed to examine the differential functioning of brief behavior rating scales. The present study examined differential item functioning (DIF) on the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)-Teacher Rating Scale.

Differences in specific learning disability identification with the Woodcock-Johnson IV.

The Ability Achievement Discrepancy model remains the primary identification method used by school personnel. This study examined identification of a specific learning disability using the Ability Achievement Discrepancy model with the Woodcock-Johnson IV (WJ-IV). Two different test scores can be used to represent the ability construct: one that maintains the overlap between intelligence quotient (IQ) and basic psychological processes (i.

Co-occurrence of academic and behavioral risk within elementary schools: Implications for universal screening practices.

The purposes of this study were twofold. The first was to use latent class analysis to identify groupings of students defined by the presence or absence of academic or behavioral risk. The second was to determine whether these groups differed across various dichotomous academic and behavioral outcomes (e.