Degree

Doctor of Philosophy (PhD)

Department

Psychology

Document Type

Dissertation

Abstract

Social emotional skills and competencies are integral to student success at home, school, and in the larger community. Extant research also consistently demonstrates that social emotional skill deficits are associated with various adverse outcomes. Universal screening for social emotional and behavioral risk in schools facilitates early identification and targeted intervention, with the primary goal to mitigate and reduce these potential adverse outcomes for students. Research on the technical adequacy and classification accuracy of universal screening is essential to this process to ensure efficient and accurate identification, as well as subsequent implementation of social emotional interventions targeting deficits in skills.The purpose of the current study was to extend existing research by Elliott et al. (in press), and further investigate the technical adequacy, classification accuracy, and usability of the SSIS SEL Screening/Progress Monitoring Scales. Results revealed evidence for the reliability, concurrent validity, and short-term predictive validity of the SSIS SEL Screening/Progress Monitoring Scales. Additionally, classification accuracy indices were adequate when compared to two well-researched criterion screening measures. Lastly, teachers rated the SSIS SEL Screening/Progress Monitoring Scales as largely acceptable, feasible and useable. In general, results extend the Elliot et al. (in press) findings and provide additional information on the predictive validity, classification accuracy, and usability of the SSIS SEL Screening/Progress Monitoring Scales in a sample of public elementary-school students and teachers. The following manuscript includes further examination of these results, a discussion of the importance of these findings, and implications for use in schools.

Date

5-13-2019

Committee Chair

Dr. Frank Gresham

DOI

10.31390/gradschool_dissertations.4912

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