Jennifer M. Twyford

Factor Structure of the BASC-2 Behavioral and Emotional Screening System Student Form.

The BASC-2 Behavioral and Emotional Screening System (BESS) Student Form (Kamphaus & Reynolds, 2007) is a recently developed youth self-report rating scale designed to identify students at risk for behavioral and emotional problems. The BESS Student Form was derived from the Behavior Assessment System for Children-Second Edition Self-Report of Personality (BASC-2 SRP; Reynolds & Kamphaus, 2004) using principal component analytic procedures and theoretical considerations. Using 3 samples, the authors conducted exploratory factor analyses (EFA) and confirmatory factor analyses (CFA) to understand the underlying factor structure of the BESS Student Form. The results of the EFA suggested that the SRP contained a 4-factor (i.e., Personal Adjustment, Inattention/Hyperactivity, Internalizing, School Problems) emergent structure, which was supported by CFA in 2 additional samples. Practical and research implications are discussed.

A Factor Analytic Investigation of the BASC-2 Behavioral and Emotional Screening System Parent Form: Psychometric Properties, Practical Implications, and Future Directions.

The Behavior Assessment System for Children, Second Edition (BASC-2) Behavioral and Emotional Screening System Parent Form (BESS Parent; Kamphaus & Reynolds, 2007) is a recently developed instrument designed to identify behavioral and emotional risk in students. To describe the underlying factor structure for this instrument, exploratory (EFA) and confirmatory factor analyses (CFA) were conducted utilizing two subsets of a large, nationally-representative sample. The results of the EFA suggested that the BESS Parent contained a four-factor latent structure (i.e., Externalizing, Internalizing, Adaptive Skills, and Inattention), which was supported by CFA. Results support further investigation into utilizing four subscales in addition to an overall risk score; distributional and reliability information for the BESS Parent subscales is provided. Practical implications for school psychologists interested in early identification and directions for future research are discussed.

Detection of Symptoms of Prevalent Mental Health Disorders of Childhood With the Parent Form of the Behavioral and Emotional Screening System

This study examined the criterion-related validity of score inferences from the Behavioral and Emotional Screening System Parent Form (BESS Parent) for the detection of symptoms of prevalent mental health disorders of childhood. The BESS Parent was administered to 99 parents of first- through fifth-grade students, along with the Child Behavior Checklist (CBCL). Correlations were computed between the BESS Parent total and researcher-calculated subscale scores, and Diagnostic and Statistical Manual (DSM)–oriented scales of the CBCL. Moderate correlations were obtained between the BESS Parent total score and CBCL DSM-oriented conduct problems, oppositional defiant, attention deficit/hyperactivity disorder, and affective problems scales, and with the CBCL externalizing, internalizing, and total problems composite scores. Results support interpreting the BESS Parent as a measure of risk and as an indicator of the potential presence of one of the common mental health disorders of childhood.

Culturally Competent Behavioral and Emotional Screening

This chapter provides information on screening approaches for behavioral and emotional problems with a unique focus on culturally and linguistically diverse students. Considerations for conducting screenings and providing subsequent treatments in a culturally competent manner are provided. Strategies for professionals, practical considerations, and future research needs are highlighted.

The Strengths and Difficulties Questionnaire (SDQ) self-report: Factor structure of the self-report form in Latinx youth

ABSTRACT The Strengths and Difficulties Questionnaire (SDQ) self-report form is a brief 25-item measure that assesses the psychological adjustment of youth. Although widely utilized as a screening tool, a lack of consistent psychometric evidence undermines the SDQ’s utility as a sound diagnostic tool for all youth. This study focused on examining the psychometric evidence for the use of the SDQ with Latinx youth, the fastest-growing minority population in the United States and one of the most underserved. Three competing models were tested with a confirmatory factor approach in a sample of 771 sixth-grade English-speaking Latinx youth. Model fit was unsatisfactory in all three models, therefore an exploratory factor analysis (EFA) was conducted on an additional sample of Latinx youth, N = 422. EFA results suggested a two-factor model. Overall, results suggest that there is not yet adequate psychometric evidence for use of the SDQ self-report with Latinx youth. Future directions for research and implications for practice are highlighted.

School-based Assessment with African American Children and Adolescents

Data and information gathered from school-based assessments are frequently utilized to make critical decisions about curriculum, instruction, and school personnel. The outcomes of these assessments have the power to alter the educational trajectory of a student or determine the perceived value of a school. When approaching school-based assessment of African-American children and adolescents, specific considerations should be made to promote culturally responsive assessment, preferably from a population-based lens, that will provide authentic information regarding the student’s performance. This chapter discusses school-based assessment approaches for social–emotional and academic performance. Both population-based and curriculum-based assessment approaches are highlighted and implications of their use with African-American students are discussed. Additionally, considerations for approaching school-based assessments with African-American populations are provided.