Screening for Social, Emotional, and Behavioral Problems at Kindergarten Entry: The Utility of Two Teacher Rating Scales

摘要: We examined (a) the utility of teacher ratings on Strengths and Difficulties Questionnaire (SDQ; Goodman in J Am Acad Child Adolesc Psychiatry 40:1337–1345, 2001. doi: 10.1097/00004583-200111000-00015 ) BASC-2 Behavioral Emotional Screening System (BESS; Kamphaus Reynolds Behavior assessment system for children-second edition: behavioral emotional screening system. Pearson, Bloomington, 2007), completed at kindergarten entry, identifying risk status as defined by important criterion variables (teacher impairment, daily performance, quarterly grades first grade), (b) incremental validity scores each these rating scales predicting beyond that predicted school district’s academic tool. The participants were 248 students (91 % response rate) from one district. Receiver operating characteristic analyses area under curve values indicate both measures have moderate to high (AUCs ≥ .78) children demonstrating at-risk problematic classroom behavior, impairment social functioning. Regression account variance (between 6.69 45.84 %) outcomes accounted BESS was a slightly stronger predictor outcomes, SDQ peer outcomes. Implications selecting measure universal social, emotional, problems entry are discussed.