Identifying type and evaluating stability of behavioral risk

Bibliographic Data

ID21376146
AuthorsAndrew Jenkins (0000-0002-6799-5415, College of Education University of South Florida Tampa Florida USA, corresponding author), Sarah Thoman (College of Education University of South Florida Tampa Florida USA), Yan Wang (0009-0009-9633-0023, College of Fine Arts, Humanities, and Social Sciences University of Massachusetts‐Lowell Lowell Massachusetts USA), Nathaniel P von der Embse (0000-0003-2545-7691, College of Education University of South Florida Tampa Florida USA), Stephen P Kilgus (0000-0003-0218-1004, Department of Educational Psychology University of Wisconsin‐Madison Madison Wisconsin USA), Faith Reynolds (College of Education University of South Florida Tampa Florida USA)
Year2021
Volume58
Issue11
Pages2225-2237
Publication date2021-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePsychology in the Schools (JOURNAL)
Journal identifiersISSN: 0033-3085 • E-ISSN: 1520-6807
PublisherWiley (PUBLISHER • GB)
DOI10.1002/pits.22587
OpenAlexW3194561541
LanguageEN
Citations received1
References cited32

Detecting mental health concerns in youth accurately and promptly may prevent poor school outcomes, long‐term mental illness, and adverse lifelong outcomes. Practitioners often use universal behavioral risk screeners to identify students at‐risk on indicators related to mental health concerns. However, research is needed to inform the stability of risk identification scores across the academic year. Using a sample of N = 1496 elementary and middle school‐aged students, latent class analysis and latent transition analysis were employed to identify and characterize the risk classes and the stability of latent classes of student risk longitudinally across one school year (i.e., fall, winter, and spring). The screener of interest within this study was the Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale (SAEBRS‐SRS). Results revealed three distinct risk classes (low, moderate, and high risk) that remained stable across screening periods. Future directions and implications for practice are discussed

At-risk students · Developmental psychology · Latent class model · Mathematics education · Mental health · Psychiatry · Rating scale · Risk assessment · Sample (material) · Scale (ratio) · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Psychology · Youth Substance Use and School Attendance

Tools

Open DOI