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School Readiness in Children with Special Educational Needs and Disabilities: Psychometric Findings from a New Screening Tool, the Brief Early Skills, and Support Index

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Title: School Readiness in Children with Special Educational Needs and Disabilities: Psychometric Findings from a New Screening Tool, the Brief Early Skills, and Support Index
Language: English
Authors: Hughes, Claire, Foley, Sarah, White, Naomi, Devine, Rory T.
Source: British Journal of Educational Psychology. Dec 2018 88(4):606-627.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 22
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Preschool Education
Early Childhood Education
Descriptors: School Readiness, Special Needs Students, Psychometrics, Screening Tests, Special Education, Scores, Preschool Teachers, Teacher Attitudes, Preschool Children, Identification, Cutting Scores, Student Adjustment, Daily Living Skills, Language Skills, Intelligence, Family Relationship, Foreign Countries
Geographic Terms: United Kingdom
DOI: 10.1111/bjep.12206
ISSN: 0007-0998
Abstract: Background: There is an urgent need to accelerate the detection of special educational needs and disabilities (SEND). A recent brief questionnaire designed for teachers and nursery staff, the Brief Early Skills and Support Index (BESSI), shows promising psychometric properties (Hughes, Daly, Foley, White, & Devine, 2015. "British Journal of Educational Psychology," 85(3), 332-356.), but has yet to be evaluated as a tool for detecting children who may have SEND. Aims: Addressing this gap, this study aimed to assess whether BESSI scores (i) show measurement invariance across SEND status; (ii) show unique associations with SEND status; and (iii) are sensitive and specific to SEND status. Sample: Eighty-four teachers and nursery staff completed BESSI ratings for 2106 British children aged 2.5-5.5 years (48.9% male, 20% ethnic minority, 9.3% with a statement of SEND). Method: We applied multilevel confirmatory factor analyses, regression analyses, and ROC analyses to examine each of the study questions, using the BESSI subscales (Behavioural Adjustment, Language and Cognition, Daily Living Skills, and Family Support) as dependent variables. Results: The four BESSI subscales were reliable and showed measurement invariance across SEND status. Over and above effects of age, gender, family income, ethnicity, and family size, SEND status predicted substantial unique variance in BESSI scores. ROC analyses showed that in detecting children identified as having SEND, a cut-off score of 8.50 on the BESSI total score produced good levels of sensitivity and specificity; gender-specific analyses indicated a lower cut-off score of 6.50 for girls. Conclusion: The BESSI appears to be a useful tool in screening children for more detailed assessment of SEND.
Abstractor: As Provided
Entry Date: 2018
Accession Number: EJ1195945
Database: ERIC
FullText Links:
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  Data: School Readiness in Children with Special Educational Needs and Disabilities: Psychometric Findings from a New Screening Tool, the Brief Early Skills, and Support Index
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Psychology%22"><i>British Journal of Educational Psychology</i></searchLink>. Dec 2018 88(4):606-627.
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  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/bjep.12206
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  Data: 0007-0998
– Name: Abstract
  Label: Abstract
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  Data: Background: There is an urgent need to accelerate the detection of special educational needs and disabilities (SEND). A recent brief questionnaire designed for teachers and nursery staff, the Brief Early Skills and Support Index (BESSI), shows promising psychometric properties (Hughes, Daly, Foley, White, & Devine, 2015. "British Journal of Educational Psychology," 85(3), 332-356.), but has yet to be evaluated as a tool for detecting children who may have SEND. Aims: Addressing this gap, this study aimed to assess whether BESSI scores (i) show measurement invariance across SEND status; (ii) show unique associations with SEND status; and (iii) are sensitive and specific to SEND status. Sample: Eighty-four teachers and nursery staff completed BESSI ratings for 2106 British children aged 2.5-5.5 years (48.9% male, 20% ethnic minority, 9.3% with a statement of SEND). Method: We applied multilevel confirmatory factor analyses, regression analyses, and ROC analyses to examine each of the study questions, using the BESSI subscales (Behavioural Adjustment, Language and Cognition, Daily Living Skills, and Family Support) as dependent variables. Results: The four BESSI subscales were reliable and showed measurement invariance across SEND status. Over and above effects of age, gender, family income, ethnicity, and family size, SEND status predicted substantial unique variance in BESSI scores. ROC analyses showed that in detecting children identified as having SEND, a cut-off score of 8.50 on the BESSI total score produced good levels of sensitivity and specificity; gender-specific analyses indicated a lower cut-off score of 6.50 for girls. Conclusion: The BESSI appears to be a useful tool in screening children for more detailed assessment of SEND.
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  Data: EJ1195945
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        Value: 10.1111/bjep.12206
    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 22
        StartPage: 606
    Subjects:
      – SubjectFull: School Readiness
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: Psychometrics
        Type: general
      – SubjectFull: Screening Tests
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Scores
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      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Preschool Children
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      – SubjectFull: Identification
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      – SubjectFull: Cutting Scores
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      – SubjectFull: Student Adjustment
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      – SubjectFull: Daily Living Skills
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      – SubjectFull: Language Skills
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      – SubjectFull: Intelligence
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      – SubjectFull: Family Relationship
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      – SubjectFull: United Kingdom
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      – TitleFull: School Readiness in Children with Special Educational Needs and Disabilities: Psychometric Findings from a New Screening Tool, the Brief Early Skills, and Support Index
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