Victor Villarreal

We document results of validity generalization meta-analyses of the teacher, student, and parent forms of the BASC-3 Behavioral and Emotional Screening System (BESS). Effect sizes (reported here as absolute values, based on 16 studies and 428 correlation coefficients) ranged from 0.040 to 0.350 for constructs related to academics, 0.399 to 0.690 for executive functioning, 0.350 to 0.627 for externalizing problems, 0.287 to 0.815 for internalizing problems, 0.344 to 0.660 for prosocial functioning, and 0.478 to 0.875 for global risk indicators. Extracted coefficients were of the expected direction and magnitude with theoretically aligned constructs, although scores on the BESS scales showed relatively weak relationships with academic variables and results from the parent form were less consistent. Results indicate the broad utility of the BESS in identifying students for further assessment as part of the screening process and support the use of the broadband BESS Behavior and Emotional Risk Index (BERI) particularly for this purpose.

This article reviews the administrative and psychometric properties of the Tests of Dyslexia–Comprehensive (TOD-C). The TOD-C is part of the multi-battery Tests of Dyslexia (TOD), which also includes a screener and separate test for young children. The TOD-C measures reading, spelling, and linguistic characteristics of dyslexia. The TOD-C also includes tests of vocabulary and reasoning.

We investigated characteristics of school-based mental health screening using multiple-gating (MG) approaches through a systematic review of the literature and proportional meta-analyses of screening participation and risk identification. The main analyses included 38 studies conducted in the United States. Pooled estimates indicate that approximately 72% of eligible students participated in initial screening, with 82% of eligible students participating in a second assessment. Approximately 24% of students participating in initial screening were identified as at-risk for mental health difficulties, with 65% identified at-risk in a second assessment. Participation rate was significantly associated with the type of consent process used, with participation rates of 55% and 58% in initial screening and a second assessment, respectively, for studies with active consent processes, and participation rates of 90% and 96% in initial screening and a second assessment, respectively, for studies with passive consent processes. Implications for future research and practice are provided. Impact Statement This study presents an initial review of school-based, multiple-gating (MG) mental health screening studies. Results indicate that low participation is a significant barrier to screening, which may influence the generalizability of research in this area. More inclusive practices are recommended, both to increase the number of students supported through screening and to improve research.

Assessment of functional impairment provides information that is complementary to diagnostic criteria information and is critical for identifying targets for intervention and evaluating treatment outcomes. This review presents summative psychometric information for five multidimensional measures of functional impairment developed for use with youths. Information for each measure, derived from manuals or test development articles, includes: (a) domains measured; (b) measure characteristics; (c) sample characteristics; (d) reliability; and (e) validity. Although each scale includes parent/caregiver forms and purports to measure the domains of school, social/getting along, and family relations, results indicate variability with regard to characteristics such as number of items, item content, sample characteristics, reliability/validity evidence, and interpretation of scores. Concluding recommendations address the use of such measures as part of the assessment process and includes specific examples in which it would be helpful to use formal measures of impairment.

This article documents the results of a meta-analysis of available correlational validity evidence for the Social Skills Improvement System Performance Screening Guide (SSIS-PSG), which is a brief teacher-completed rating scale designed to be used as part of universal screening procedures. Article inclusion criteria included (a) published in English in a peer-reviewed journal, (b) administration of the PSG, and (c) provided validity evidence representative of the relationship between PSG scores and scores on related variables. Ten studies yielding 147 correlation coefficients met criteria for inclusion. Data were extracted following established procedures in validity generalization and meta-analytic research. Extracted coefficients were of the expected direction and magnitude with theoretically aligned constructs, thereby providing evidence of convergent validity (e.g., PSG Math and Reading items were most strongly correlated with academic performance and academic behavior variables, with effect sizes ranging from .708 to .740; PSG Prosocial Behavior and Motivation to Learn items were most strongly correlated with broadband externalizing/internalizing problems, with effect sizes ranging from −.706 to −.717), although Prosocial Behavior and Motivation to Learn were not as effective at discriminating among divergent constructs. These results generally support the utility of the PSG in correlating with academic and social/behavioral outcomes in the schools.