Teacher Nominations and the Identification of Social, Emotional, and Behavioral Concerns in Adolescence

• Main Author: Davis, Stephanie Deverich
• Format: Others
• Published: BYU ScholarsArchive 2012
• Subjects: emotional and behavioral disorders; school-based screening; universal screening; teacher nominations; BASC-2 BESS; at-risk populations; adolescents; Counseling Psychology; Special Education and Teaching
• Online Access: https://scholarsarchive.byu.edu/etd/3422; https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4421&context=etd

Emotional and Behavioral Disorders (EBD) directly influence learning, relationships, mood, and overall scholastic experiences. Research provides evidence that early intervention and prevention efforts can address the needs of students with EBD (Allen-DeBoer, Malmgren, & Glass, 2006; Cook, et al. 2008; Lien-Thorne & Kamps, 2005; Regan, Mastropieri, & Scruggs, 2005; Rivera, Al-Otiba, & Koorland, 2006), but in order to identify these at-risk youth, a screening system is needed to broadly consider Social, Emotional, and Behavioral Concerns (SEBC).This dissertation evaluated the alignment of a teacher nomination process (Teacher Nomination Form (TNF)) and a normative screener of EBD risk (BASC-2 Behavioral and Emotional Screening System (BESS), Kamphaus & Reynolds, 2007). Teacher nominations and rankings were significantly correlated to the BESS in the internalizing (.177), externalizing (.246), and combined categories (.304) groups. Multiple teacher nominations were not significantly related to BESS scores. Social validity evidence was gathered and interpreted.