title: Confirmation of models for interpretation and use of the Social and Academic Behavior Risk Screener (SABRS).
abstract: The purpose of this investigation was to evaluate the models for interpretation and use that serve as the foundation of an interpretation/use argument for the Social and Academic Behavior Risk Screener (SABRS). The SABRS was completed by 34 teachers with regard to 488 students in a Midwestern high school during the winter portion of the academic year. Confirmatory factor analysis supported interpretation of SABRS data, suggesting the fit of a bifactor model specifying 1 broad factor (General Behavior) and 2 narrow factors (Social Behavior [SB] and Academic Behavior [AB]). The interpretive model was further supported by analyses indicative of the internal consistency and interrater reliability of scores from each factor. In addition, latent profile analyses indicated the adequate fit of the proposed 4-profile SABRS model for use. When cross-referenced with SABRS cut scores identified via previous work, results revealed students could be categorized as (a) not at-risk on both SB and AB, (b) at-risk on SB but not on AB, (c) at-risk on AB but not on SB, or (d) at-risk on both SB and AB. Taken together, results contribute to growing evidence supporting the SABRS within universal screening. Limitations, implications for practice, and future directions for research are discussed herein.
authors.affiliation: Department of Educational, School, and Counseling Psychology, University of Missouri.
authors.forename: Stephen P
authors.initials: SP
authors.lastname: Kilgus
authors.affiliation: Department of Educational, School, and Counseling Psychology, University of Missouri.
authors.forename: Wesley A
authors.initials: WA
authors.lastname: Sims
authors.affiliation: Department of Psychological, Organizational, and Leadership Studies of Education, Temple University.
authors.forename: Nathaniel P
authors.identifier: 0000-0003-2545-7691
authors.initials: NP
authors.lastname: von der Embse
authors.affiliation: Department of Educational, School, and Counseling Psychology, University of Missouri.
authors.forename: T Chris
authors.identifier: 0000-0001-7057-0429
authors.initials: TC
authors.lastname: Riley-Tillman
mesh_terms: D000067290:Behavior Rating Scale / Q000592:standards*; D002648:Child; D002653:Child Behavior Disorders / Q000175:diagnosis*; D042241:Early Diagnosis; D006801:Humans; D008960:Models, Psychological; D011569:Psychiatric Status Rating Scales; D018570:Risk Assessment / Q000379:methods; D012920:Social Behavior Disorders / Q000175:diagnosis*