View in EDS

Incremental Predictive Validity and Equity in Universal Social-Emotional and Behavioral Health Screening

Saved in:
Bibliographic Details
Title: Incremental Predictive Validity and Equity in Universal Social-Emotional and Behavioral Health Screening
Language: English
Authors: Jared T. Izumi (ORCID 0000-0001-5146-3687), Mei-Ki Chan (ORCID 0000-0001-6451-2417)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1507430
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Incremental Predictive Validity and Equity in Universal Social-Emotional and Behavioral Health Screening
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jared+T%2E+Izumi%22">Jared T. Izumi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5146-3687">0000-0001-5146-3687</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mei-Ki+Chan%22">Mei-Ki Chan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6451-2417">0000-0001-6451-2417</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22School+Psychology%22"><i>School Psychology</i></searchLink>. 2026 41(3):364-370.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 7
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Screening+Tests%22">Screening Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Development%22">Emotional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Predictive+Validity%22">Predictive Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Sex%22">Sex</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Persons%22">At Risk Persons</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Identification%22">Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1037/spq0000723
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2578-4218<br />2578-4226
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1507430
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1507430
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1037/spq0000723
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 364
    Subjects:
      – SubjectFull: Screening Tests
        Type: general
      – SubjectFull: Social Development
        Type: general
      – SubjectFull: Emotional Development
        Type: general
      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Predictive Validity
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Ethnicity
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Sex
        Type: general
      – SubjectFull: At Risk Persons
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Identification
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
    Titles:
      – TitleFull: Incremental Predictive Validity and Equity in Universal Social-Emotional and Behavioral Health Screening
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jared T. Izumi
      – PersonEntity:
          Name:
            NameFull: Mei-Ki Chan
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 2578-4218
            – Type: issn-electronic
              Value: 2578-4226
          Numbering:
            – Type: volume
              Value: 41
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: School Psychology
              Type: main
ResultId 1