Incremental Predictive Validity and Equity in Universal Social-Emotional and Behavioral Health Screening
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| Title: | Incremental Predictive Validity and Equity in Universal Social-Emotional and Behavioral Health Screening |
|---|---|
| Language: | English |
| Authors: | Jared T. Izumi (ORCID |
| Source: | School Psychology. 2026 41(3):364-370. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Screening Tests, Social Development, Emotional Development, Mental Health, Academic Achievement, Mathematics Achievement, Elementary School Students, Elementary School Teachers, Predictive Validity, Reading Achievement, Scores, Race, Ethnicity, Special Education, Sex, At Risk Persons, Disproportionate Representation, Identification, Student Characteristics, Teacher Student Relationship |
| DOI: | 10.1037/spq0000723 |
| ISSN: | 2578-4218 2578-4226 |
| Abstract: | Universal screening for social-emotional and behavioral health risk is a key part of a comprehensive multitiered system of support. This study was conducted to examine the incremental-predictive validity of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) on spring academic outcomes and to examine the disproportionate identification of students using SAEBRS. To answer these questions, we used data from a single elementary school and conducted mixed-effects models to account for students nested in teachers. SAEBRS risk status did not significantly predict spring reading scores; however, being at risk on the SAEBRS predicted lower spring math scores (B = -0.210) after controlling for fall math scores, attendance, grade level, and special education status. When examining race/ethnicity, biological sex, and special education status on SAEBRS risk status, only special education status significantly predicted risk on the SAEBRS (B = 1.004; odds ratio = 2.728). Limitations, future research, and implications are explained. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507430 |
| Database: | ERIC |
| Abstract: | Universal screening for social-emotional and behavioral health risk is a key part of a comprehensive multitiered system of support. This study was conducted to examine the incremental-predictive validity of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) on spring academic outcomes and to examine the disproportionate identification of students using SAEBRS. To answer these questions, we used data from a single elementary school and conducted mixed-effects models to account for students nested in teachers. SAEBRS risk status did not significantly predict spring reading scores; however, being at risk on the SAEBRS predicted lower spring math scores (B = -0.210) after controlling for fall math scores, attendance, grade level, and special education status. When examining race/ethnicity, biological sex, and special education status on SAEBRS risk status, only special education status significantly predicted risk on the SAEBRS (B = 1.004; odds ratio = 2.728). Limitations, future research, and implications are explained. |
|---|---|
| ISSN: | 2578-4218 2578-4226 |
| DOI: | 10.1037/spq0000723 |
