Student Risk Screening Scale Research Articles

An Analysis of SRSS-IE Externalizing Cut Scores to Facilitate Data-Informed Decision-Making in K–12 Schools

We report the results of a convergent validity study examining the externalizing subscale (SRSS-E5, five items) of the adapted Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE 9) with the externalizing subscale of the Teacher Report Form (TRF) with two samples of K–12 students. Results of logistic regression and receiver operating characteristic curves analyzed with a sample of 195 K–5 students from 13 schools across three states suggested the following preliminary cutting scores for the SRSS-E5 for use at the elementary level: 0 to 1 for low risk, 2 to 3 for moderate risk, and 4 to 15 for high risk for externalizing behaviors. Results of the same analyses with a sample of 227 students in Grades 6 to 12 suggested the following preliminary cutting scores for the SRSS-E5 for use in middle and high (secondary) schools: 0 to 4 for low risk, 5 to 6 for moderate risk, and 7 to 15 for high risk for externalizing behaviors. For both samples, sensitivity and specificity levels were acceptable, as was the correct classification rate. We discuss findings and limitations and emphasize the importance of replication before shifting screening practices from the SRSS-IE 12 (12 items) to the newly adapted SRSS-IE 9 (9 items).

Examining the Impact of the COVID-19 Pandemic on Elementary Students’ Internalizing and Externalizing Behaviors in Schools Implementing Tiered Systems

Examining the Impact of the COVID-19 Pandemic on Elementary Students’ Internalizing and Externalizing Behaviors in Schools Implementing Tiered Systems

Using screening data: Educators’ perceptions of a structured data review

Schoolwide social-emotional screening identifies students who may be at-risk for school problems and benefit from prevention efforts, additional supports, or individualized interventions. Data from screening can also pinpoint topics that bolster teachers’ knowledge and skills when they provide supports and instruction focused on social, emotional, and behavioral needs. While research has explored many aspects of schoolwide screening, studies that focus on how the process of summarizing and using screening data are limited. This study investigated school teams’ perspectives on the use of a structured guide for reviewing their screening data. After collecting schoolwide screening data, 47 participants from seven school leadership teams used a Discussion Guide (DG) to answer a series of questions about their Student Risk Screening Scale – Internalizing and Externalizing (SRSS-IE) data. Using content analysis, this qualitative study identified what teams found helpful, less helpful, and what they might add to the DG. Participants valued the DG’s usefulness in developing data-based responses to the SRSS-IE results and identifying patterns and trends in their data. Including a menu of specific intervention strategies and supports was a frequent suggestion for improving the DG. Reviewing their screening data took longer than expected; participants recommended that teams needed multiple meetings for organizing, analyzing, and developing action plans.

New evidence of predictive validity of SRSS-IE scores with middle and high school students

IntroductionWe report predictive validity of the newly defined Student Risk Screening Scale – Internalizing and Externalizing (SRSS-IE 9, with 9 items) when used for the first time by middle and high school teachers from 43 schools.MethodsThe sample included 11,773 middle school-aged students representing four geographic regions, and 7,244 high school-aged students representing three geographic regions.ResultsResults indicated fall SRSS-IE externalizing and internalizing latent factors as well as subscale scores (SRSS-E5, SRSS-I4, respectively) predicted year-end behavioral (office discipline referrals and in school suspensions) and academic (course failures) outcomes for middle and high school students as well as referrals to special education for middle school students. Internalizing scores also predicted referrals to special education for high school students. Externalizing and internalizing scores predicted nurse visits at the middle and high school levels with all models except for subscale models of internalizing in middle school. SRSS-IE 12 subscale scores for externalizing (SRSS-E7) and internalizing (SRSS-I5) using the original 12 items were similarly predictive of these outcomes, with few variations.DiscussionWe discuss educational implications, limitations, and directions for future inquiry.

Additional Evidence of Predictive Validity of SRSS-IE Scores With Elementary Students

In this article, we examined predictive validity of the newly defined Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE 9, with nine items) when used by teachers for the first time, with a sample of 24,535 elementary students from 74 schools in four U.S. geographic regions. Results indicated fall externalizing and internalizing latent factors as well as subscale scores (SRSS-E5 and SRSS-I4, respectively) from the SRSS-IE 9 predicted year-end behavioral outcomes (office discipline referrals, suspensions, and nurse visits), academic outcomes (reading and math scores and course failures), as well as referrals to special education for elementary students. SRSS-IE 12 subscale scores for externalizing (SRSS-E7) and internalizing (SRSS-I5) using the original 12-item version subscales were similarly predictive of these outcomes. We discussed educational implications, limitations, and directions for future inquiry.

Evidence for the Reliability and Validity of the Arabic Version of the Student Risk Screening Scale for Internalizing and Externalizing Behaviors (SRSS-IE)

Evidence for the Reliability and Validity of the Arabic Version of the Student Risk Screening Scale for Internalizing and Externalizing Behaviors (SRSS-IE)

Examination of the Factor Structure and Measurement Invariance of the SRSS-IE

Given the need for a swift, systematic way to identify students with internalizing and externalizing behavior patterns to connect these students with appropriate supports, we present new findings of the Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE). In this article, we examined (a) factor structure of the SRSS-IE and (b) the extent to which measurement invariance holds across gender, special education status, race, and ethnicity, as well as time point (fall, winter, spring) within each school level (elementary, middle, high). The sample includes 124 schools from four U.S. geographic regions in their first year of implementing the SRSS-IE collected over a 10-year span. Using confirmatory factor analysis procedures accounting for the nesting of students within teachers’ classrooms, we confirmed a two-factor structure (internalizing and externalizing) and determined three items may be removed from the instrument while maintaining adequate model fit, pending replication with schools in later stages of screening implementation. All model comparisons between configural, metric, scalar, and strict models met invariance criteria within a time point. Longitudinal models also met these invariance criteria. We discuss educational implications, limitations, and directions for future research.

Integrating social-emotional-behavioral screening with early warning indicators in a high school setting

The authors compared data from a social-emotional-behavior screener (i.e., the Student Risk Screening Scale—Internalizing and Externalizing [SRSS-IE]) with data from a high school early warning system. Data from 2,256 suburban high school students were used. Research questions examined the degree to which student demographic variables and early warning indicators predicted SRSS-IE outcomes; conversely, SRSS-IE ratings were used to predict future early warning system outcomes. Additionally, the authors examined the concurrence of screening data and early warning data to better understand students’ behavioral challenges. Results indicated while there is some concurrence between behavior screening and early warning data, agreement was greater for externalizing than internalizing behavior challenges. School teams using both data sources can increase the possibility that interventions and supports are more likely to match individual student needs.

An item analysis of gender differences on the SRSS‐IE in middle school

AbstractThis study examined gender differences in the psychometric properties of the Student Risk Screening Scale for Internalizing and Externalizing behaviors (SRSS‐IE) using item response theory methods among a sample of 2,122 middle school students. The SRSS‐IE is a screening instrument used to identify students who are potentially at risk for emotional and behavioral disorders (EBD). Differential item functioning and differential step functioning methods were used to examine differences in item and response option functioning according to student gender variables. Additionally, test information functions (TIFs) were used to indicate if current recommendations for moderate EBD risk and high EBD risk cut scores differ by gender. Results of this study indicated two items on the SRSS‐IE systematically favored males over females, and one item systematically favored females over males. Additionally, examination of TIFs demonstrated differing degrees of measurement precision at various levels of theta for males and females on both the externalizing and internalizing constructs. Implications of these results are discussed relative to the SRSS‐IE items, cut scores, and scale scoring procedures.

Differential Item and Test Functioning of the SRSS-IE12 Across Race, Ethnicity, Gender, and Elementary Level

This study used item response theory (IRT) methods to investigate group differences in responses to the 12-item Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE12) in a sample of 3,837 U.S. elementary school students. Using factor analysis and graded response models from IRT methods, we examined the factor structure and the item and test functioning of the SRSS-IE12. The SRSS-IE12 internalizing and externalizing factors reflected the hypothesized two-factor model. IRT analyses indicated that SRSS-IE12 items and tests measure internalizing and externalizing traits similarly across students from different race, ethnicity, gender, and elementary level (K–Grade 2 vs. Grades 3–5) groups. Moreover, the mostly negligible differential item functioning (DIF) and differential test functioning (DTF) observed suggest these scales render equitable trait ratings. Collectively, the results provide further support for the SRSS-IE12 for universal screening in racially diverse elementary schools.

Predictive Validity of the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE) Scores

Schools have become the most common setting for youth to receive additional supports—including access to mental health services serving as an entry point for identification and subsequent provision of these services. Many schools rely on office discipline referral (ODR) or suspension data as informal screeners for students who may need additional supports. Discipline data may be effective at identifying students with externalizing behaviors, yet students with internalizing behaviors may not engage in behaviors that warrant an ODR or suspension. As such, these students may go undetected in the absence of systematic screenings. This study explored whether a universal behavior screener identified students at risk for externalizing and internalizing concerns who may not have been identified through ODRs. The Student Risk Screening Scale for Internalizing/Externalizing (SRSS-IE) was completed for 1,201 elementary students in 3 elementary schools. SRSS-IE data were used to predict year-end ODRs. Results showed externalizing scores (SRSS-E7) on the SRSS-IE predicted year-end ODRs, with higher SRSS-E7 scores predicting with more ODRs. However, internalizing scores (SRSS-I5) on the SRSS-IE did not significantly predict year-end ODRs suggesting ODRs may not be an effective data source for identifying students with internalizing behaviors absent of externalizing behaviors.

The Student Risk Screening Scale for Early Childhood: Additional Validation Studies

We report findings of two validation studies of the Student Risk Screening Scale for Early Childhood (SRSS-EC). Although previous exploratory inquiry suggested a two-factor solution, results of Study 1 conducted with 274 preschool-age youth suggested mixed support for a two-factor model, with only one fit index suggesting an adequate fit (incremental index, comparative fit index [CFI] = 0.963). However, results did provide additional evidence of convergent validity between SRSS-EC and Strengths and Difficulties Questionnaire scores. In Study 2, results of convergent validity studies with 90 preschool-age children offered evidence between SRSS-EC and (a) Social Skills Improvement System–Performance Screening Guide and (b) Caregiver–Teacher Report Form (C-TRF) scores. Results suggested the following cutting scores: SRSS-EC E7 (0–5 low, 6–7 moderate, 8–21 high risk) and SRSS-EC I4 (0–2 low, 3–4 moderate, and 5–12 high risk), with C-TRF scores as the criterion. We discuss limitations and directions for future inquiry.

Measurement invariance of the Student Risk Screening Scale across time and gender.

Universal screening for behavioral/mental health risk is a critical component of multitiered systems of support, allowing for early identification of students in need of prevention and/or intervention services. The Student Risk Screening Scale (SRSS; Drummond, 1994) is one commonly used universal screening tool intended to measure externalizing behavior difficulties. Although the reliability and criterion-related validity of the SRSS has been studied extensively, there are limited data supporting its construct validity. To this end, the current study investigated the internal structure of the SRSS and the degree to which it demonstrated measurement invariance across time (i.e., fall, winter, spring) and gender (i.e., male, female). Fifty-five teachers completed the SRSS for 1,220 students in kindergarten through 5th grade across three elementary schools during fall, winter, and spring benchmarking periods. Results of a confirmatory factor analysis provided support for the SRSS as a single-factor measure of externalizing behavior difficulties. Results of multigroup confirmatory factor analyses supported its measurement invariance across time and gender. These findings further establish the psychometric defensibility of the SRSS as used within multitiered systems of support. Implications, limitations, and future directions are discussed for practitioners and researchers. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

A Comparison Between SRSS-IE and BASC-2 BESS Scores at the Middle School Level

We report findings of a psychometric study comparing scores from two screening tools: Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE, an adapted version of the Student Risk Screening Scale) and Behavior Assessment System for Children–Second Edition, Behavioral and Emotional Screening System (BASC-2 BESS). Participants were 624 sixth-, seventh-, and eighth-grade students attending a rural middle school in a southeastern state. Pearson correlation coefficients indicated statistically significant, positive relations between SRSS-IE and BASC-2 BESS scores, with very strong relations on externalizing and comorbid (internalizing and externalizing) scales. Results of concurrent classification accuracy analyses, kappa, and receiver operating curve analyses suggest the seven externalizing items on the SRSS (SRSS-E7) and BASC-2 BESS scores function in a similar manner with respect to detecting students with externalizing behaviors, but less so in detecting students with internalizing behaviors. Limitations and future direction are discussed.

Predictive Validity of Student Risk Screening Scale—Internalizing and Externalizing (SRSS-IE) Scores in Elementary Schools

In this article, we examined predictive validity of Student Risk Screening Scale—Internalizing and Externalizing (SRSS-IE) scores for use with elementary-age students ( N = 4,465) from 14 elementary schools. Results indicated elementary school students with high levels of risk according to fall SRSS-IE scores—especially those with externalizing behaviors—were more likely to have lower oral reading fluency scores, lower Measures of Academic Progress (MAP) reading scores, more nurse visits, and more days spent in in-school suspension compared with students at low risk for externalizing or internalizing behaviors. Educational implications, limitations, and future directions are presented.

Examining the Psychometric Properties of the SRSS-IE With the Nominal Response Model Within a Middle School Sample

This study examined the item and category response option functioning of items on the Student Risk Screening Scale for Internalizing and Externalizing Behaviors (SRSS-IE), using item response theory (IRT) methods with a sample of 2,122 middle school students. The SRSS-IE is a screening instrument used to identify students who are potentially at risk for emotional and behavioral disorders (EBD). Utilizing the nominal response and generalized partial credit models of IRT, items from the SRSS-IE were evaluated in terms of the degree to which the response options for each item functioned as intended and how well those response options discriminated among students who exhibited varying levels of EBD risk. Results indicate that the four-response option configuration used in this study may not adequately discriminate regarding the frequency of externalizing and internalizing behaviors demonstrated by middle school students. Recommendations for revising the response options and scoring procedures are discussed.

Predictive Validity of Student Risk Screening Scale for Internalizing and Externalizing Scores in Secondary Schools

In this article, we examined predictive validity of Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) scores for use at the middle ( N = 2,313 from four middle schools) and high ( N = 2,727 from two high schools) school level. Results indicated middle and high school students with high levels of risk according to fall SRSS-IE scores (particularly those with externalizing behaviors) were likely to have lower grade point averages, fail more courses, have more nurse visits, and spend more time in in-school suspensions compared with students at low risk for externalizing and internalizing behaviors. Education implications, limitations, and future directions are presented.

The Student Risk Screening Scale: A Reliability and Validity Generalization Meta-Analysis

The purpose of this study was to conduct reliability and validity generalization meta-analyses of evidence regarding the Student Risk Screening Scale (SRSS), a universal screener for externalizing behavior problems. A systematic review of the literature resulted in the identification of 17 studies inclusive of evidence regarding SRSS score (a) internal consistency reliability (i.e., alpha coefficients), and/or (b) criterion-related validity (e.g., correlations between the SRSS and various outcomes). Multilevel meta-analyses indicated that across studies, SRSS scores were associated with adequate internal consistency (α = .83). Analyses further suggested the SRSS was a valid indicator of both social and behavioral outcomes ( r = .52) and academic outcomes ( r = .42). Follow-up analyses suggested that in accordance with theory-driven expectations, the SRSS was a stronger indicator of externalizing problems and broad behavior outcomes relative to alternative outcomes (e.g., internalizing problems). Limitations and directions for future research are discussed, including recommendations for the collection of additional SRSS diagnostic accuracy evidence.

Student Risk Screening Scale for Internalizing and Externalizing Behaviors: Preliminary Cut Scores to Support Data-Informed Decision Making in Middle and High Schools

We report findings of a convergent validity study examining the internalizing subscale (SRSS-16) of the Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) with the internalizing subscale of the Teacher Report Form (TRF; Achenbach, 1991). Participants included 227 sixth- through 12th-grade students from nine schools across two states. Results of logistic regression and receiver operating characteristic curves suggest the following cut scores for the SRSS-16 for middle and high school students: 0–3 (low risk), 4–5 (moderate risk), and 6–18 (high risk) for internalizing behavior patterns, relative to the internalizing subscale of the TRF subscale. We conclude with a discussion of the findings and illustrations of how to use screening scale scores for decision making in a tiered system of supports, offering limitations and future directions for consideration.

Psychometric Evidence of SRSS-IE Scores in Middle and High Schools

We report results of an exploratory validation study of the Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE) applied with the first sample of middle and high school students from nine middle and three high schools from three states. The Student Risk Screening Scale (SRSS) was modified to broaden the scope of this user-friendly systematic screening tool to detect secondary-age students with internalizing behavior patterns. Building on initial evidence establishing reliability and validity of the SRSS-IE at the middle school level, we used classical test theory to explore reliability of SRSS-IE spring screening scores for use with sixth- through 12th-grade students. Specifically, we analyzed item-level data, internal consistency estimates, and factor structure using exploratory factor analysis. Results suggested five of the seven proposed items be retained, yielding the SRSS-IE12. Peer rejection (one of the originally developed items by Drummond) loaded on the internalizing construct, providing preliminary evidence suggesting two factors: SRSS-E7 (the original tool) and SRSS-I6 for use with secondary students, with peer rejection loading on both subscales but only added once when formulating the total score (SRSS-IE12). We present limitations and direction for future inquiry.