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Using SWPBS Expectations as a Screening Tool to Predict Behavioral Risk in Middle School

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Title: Using SWPBS Expectations as a Screening Tool to Predict Behavioral Risk in Middle School
Language: English
Authors: Burke, Mack D., Davis, John L., Hagan-Burke, Shanna, Lee, Yuan-Hsuan, Fogarty, Melissa Shea
Source: Journal of Positive Behavior Interventions. Jan 2014 16(1):5-17.
Availability: 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
Peer Reviewed: Y
Page Count: 13
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Grade 6
Grade 7
Grade 8
Middle Schools
Junior High Schools
Secondary Education
Descriptors: Risk, Interpersonal Competence, Prediction, Behavior Problems, Middle School Students, Validity, Correlation, Classification, Screening Tests, Emotional Development, Social Development, Behavior Disorders, Prevention, Scores, Item Analysis
Geographic Terms: Texas
DOI: 10.1177/1098300712461147
ISSN: 1098-3007
Abstract: School-wide positive behavior support (SWPBS) focuses on promoting social competence through the establishment of behavior expectations that are explicitly taught and reinforced by all teachers across all settings. This study investigated the validity of using adherence to SWPBS behavior expectations as a screening tool for predicting behavior risk status. A total of 961 students at a middle school serving Grades 6 through 8 were screened using the school's SWPBS expectations and a standardized norm-referenced emotional and behavioral screener. Results revealed strong associations between the extent of students' adherence to SWPBS expectations and the adaptive, externalizing, and school problem constructs derived from the norm-referenced screener items; associations with the norm-referenced screener's internalizing construct were weaker. Classification analyses yielded mixed results despite the comparability between the results of the SWPBS expectations procedure and the standardized norm-referenced screener.
Abstractor: As Provided
Number of References: 45
Entry Date: 2014
Accession Number: EJ1021407
Database: ERIC
FullText Text:
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  Data: Using SWPBS Expectations as a Screening Tool to Predict Behavioral Risk in Middle School
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  Data: <searchLink fieldCode="AR" term="%22Burke%2C+Mack+D%2E%22">Burke, Mack D.</searchLink><br /><searchLink fieldCode="AR" term="%22Davis%2C+John+L%2E%22">Davis, John L.</searchLink><br /><searchLink fieldCode="AR" term="%22Hagan-Burke%2C+Shanna%22">Hagan-Burke, Shanna</searchLink><br /><searchLink fieldCode="AR" term="%22Lee%2C+Yuan-Hsuan%22">Lee, Yuan-Hsuan</searchLink><br /><searchLink fieldCode="AR" term="%22Fogarty%2C+Melissa+Shea%22">Fogarty, Melissa Shea</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Positive+Behavior+Interventions%22"><i>Journal of Positive Behavior Interventions</i></searchLink>. Jan 2014 16(1):5-17.
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  Data: 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
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  Data: Y
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  Label: Page Count
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  Data: 13
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  Label: Publication Date
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  Data: 2014
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Risk%22">Risk</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Classification%22">Classification</searchLink><br /><searchLink fieldCode="DE" term="%22Screening+Tests%22">Screening Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Development%22">Emotional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Disorders%22">Behavior Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Prevention%22">Prevention</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Item+Analysis%22">Item Analysis</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
– Name: DOI
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  Data: 10.1177/1098300712461147
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1098-3007
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: School-wide positive behavior support (SWPBS) focuses on promoting social competence through the establishment of behavior expectations that are explicitly taught and reinforced by all teachers across all settings. This study investigated the validity of using adherence to SWPBS behavior expectations as a screening tool for predicting behavior risk status. A total of 961 students at a middle school serving Grades 6 through 8 were screened using the school's SWPBS expectations and a standardized norm-referenced emotional and behavioral screener. Results revealed strong associations between the extent of students' adherence to SWPBS expectations and the adaptive, externalizing, and school problem constructs derived from the norm-referenced screener items; associations with the norm-referenced screener's internalizing construct were weaker. Classification analyses yielded mixed results despite the comparability between the results of the SWPBS expectations procedure and the standardized norm-referenced screener.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: Ref
  Label: Number of References
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  Data: 45
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2014
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1021407
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        Value: 10.1177/1098300712461147
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 5
    Subjects:
      – SubjectFull: Risk
        Type: general
      – SubjectFull: Interpersonal Competence
        Type: general
      – SubjectFull: Prediction
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Validity
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Classification
        Type: general
      – SubjectFull: Screening Tests
        Type: general
      – SubjectFull: Emotional Development
        Type: general
      – SubjectFull: Social Development
        Type: general
      – SubjectFull: Behavior Disorders
        Type: general
      – SubjectFull: Prevention
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Item Analysis
        Type: general
      – SubjectFull: Texas
        Type: general
    Titles:
      – TitleFull: Using SWPBS Expectations as a Screening Tool to Predict Behavioral Risk in Middle School
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            NameFull: Davis, John L.
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            NameFull: Hagan-Burke, Shanna
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            NameFull: Lee, Yuan-Hsuan
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            NameFull: Fogarty, Melissa Shea
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              Y: 2014
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              Value: 1098-3007
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