Interpretation and Use of the Social, Academic, and Emotional Behavior Risk Screener: A Latent Transition Approach

摘要

Detecting mental illness in school students may prevent poor school outcomes. Clinicians often use universal behavioral screeners to identify students at risk for mental illness. This study examined the applicability of Kane's interpretation and use argument (IUA) to the Social, Academic, and Emotional Behavior Risk Screener-Teacher Rating Scale (SAEBRS-TRS). Using an imputed sample of N = 1,357 students, latent transition analysis was employed to understand the IUA framework on this sample and the stability of the latent classes of student risk over time. Results provide initial support for the interpretation and use of the SAEBRS-TRS, and suggest that student risk statuses remain relatively stable across time. Future directions and implications for practice are discussed.