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Student Internalizing And Externalizing Behavior Screeners: Evidence For Reliability, Validity, And Usability In Elementary Schools

Kelsey Hartman, Frank M. Gresham, Shelby Byrd

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Universal screening for emotional and behavioral risk in schools facilitates early identification and intervention for students as part of multitiered systems of support. Early identification has the potential to mitigate adverse outcomes of emotional and behavioral disorders. The purpose of this study was to extend existing research on the technical adequacy and usability of two universal screening measures, the Student Internalizing Behavior Screener (SIBS) and the Student Externalizing Behavior Screener (SEBS). Findings provided evidence for the reliability, concurrent validity, short-term predictive validity, and usability of the SIBS and SEBS in a sample of 154 elementary school students and their teachers. As a secondary focus, the technical adequacy and usability of the SIBS and SEBS was compared with that of two well-researched universal behavioral screening measures ( Behavioral and Emotional Screening System and Social Skills Improvement System–Performance Screening Guide). Results indicated that the SIBS and SEBS as a combined measure performed similar to the criterion screening measures.