Universal Screening in Middle School

2012 ◽  
Vol 31 (1) ◽  
pp. 53-60 ◽  
Author(s):  
Jenna K. Chin ◽  
Erin Dowdy ◽  
Matthew P. Quirk
Keyword(s):  
Middle School ◽  
At Risk ◽  
Universal Screening ◽  
Behavioral Outcomes ◽  
Emotional Problems ◽  
School Students ◽  
Students At Risk ◽  
Behavioral And Emotional Problems ◽  
Student Rated ◽  
Important Time

Universal screening is a promising approach for identifying students at risk for behavioral and emotional problems. Due to the frequent adolescent onset of behavioral and emotional problems, middle school is an important time for early identification. This study explored the ability of the Behavioral and Emotional Screening System (BESS) to predict behavioral outcomes (i.e., behavioral grades, suspensions, and office disciplinary referrals) in a sample of 694 middle-school students. Both the teacher and student rated BESS forms were able to significantly predict behavioral outcomes. Findings suggest that the BESS can be an effective tool for identifying students at risk of experiencing behavior problems.

scholarly journals Differences in Student Brain Activation from Digital Learning Based on Risk of Digital Media Addiction

2021 ◽  
Vol 18 (21) ◽  
pp. 11061
Author(s):  
GyeongAe Seomun ◽  
Wonjung Noh
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
Digital Media ◽  
Brain Activity ◽  
Control Group ◽  
Digital Learning ◽  
School Students ◽  
Students At Risk ◽  
Control Group Design

Although digital media usage is prevalent among middle school students, the safety of digital media-based learning activities for students at risk of digital media addiction is unknown. The goal of this study was to evaluate the differences in students’ brain activity in relation to their risk of digital media addiction. The study was quasi-experimental, with a pre- to post-test control group design. The study participants included 83 middle school students who were engaged in digital learning. We measured their brainwaves to evaluate brain activity using a PolyG-I (LAXTHA Inc.). We found no statistically significant differences in the location of the attention index between the two groups before and after digital learning. However, there were statistically significant differences between the two groups in the P3, P4, and F4 locations of the relaxation index. These results indicate that students at risk of digital media addiction may experience learning difficulties. These results can be used to guide healthcare professionals in developing digital learning programs that are safe for students and to also verify the effects of these programs.

Evaluating the Signs of Suicide Program: Middle School Students at Risk and Staff Acceptability

2021 ◽  
pp. 1-16
Author(s):  
Kelly N. Clark ◽  
Daniel Strissel ◽  
Christine K. Malecki ◽  
Julia Ogg ◽  
Michelle K. Demaray ◽  
...  
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
School Students ◽  
Students At Risk

Comparing Curriculum-Based Measures and Extant Datasets for Universal Screening in Middle School Reading

2017 ◽  
Vol 42 (4) ◽  
pp. 195-208 ◽  
Author(s):  
Nathan A. Stevenson
Keyword(s):  
Middle School ◽  
At Risk ◽  
Early Identification ◽  
Universal Screening ◽  
Academic Failure ◽  
School Level ◽  
Students At Risk ◽  
Middle School Reading ◽  
Failure Data ◽  
Curriculum Based Measures

As a school-wide framework, Multi-Tiered Systems of Support (MTSS) relies on the prevention and early identification of students at risk of academic failure. Approaches to early identification of students in need of support include the administration of universal screening assessments and the analysis of existing student data such as attendance, grades, office discipline referrals, and prior performance on statewide assessments. However, there is little research that directly compares the accuracy and reliability of these approaches, particularly in middle grades. This investigation provides a direct comparison of curriculum-based measures in reading and the examination of archival data at the middle school level for the identification of students at risk for academic failure. Data were collected for students in Grades 7 ( n = 197) and 8 ( n = 237). Data were analyzed through hierarchical logistic regression using statewide reading achievement tests as the dependent variable. Results inform how data from universal screening assessments and existing sources can be used to accurately and efficiently identify students in need of academic support.

Subskill mastery among elementary and middle school students at risk in mathematics

2018 ◽  
Vol 55 (6) ◽  
pp. 722-736 ◽  
Author(s):  
Peter M. Nelson ◽  
David C. Parker ◽  
Ethan R. Van Norman
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
School Students ◽  
Students At Risk ◽  
Elementary And Middle School

Discriminant Validation of the Test of Reading Performance (TORP) for Identifying Children at Risk of Reading Difficulties

2000 ◽  
Vol 16 (2) ◽  
pp. 139-146 ◽  
Author(s):  
Padeliadu Susana ◽  
Georgios D. Sideridis
Keyword(s):  
At Risk ◽  
Elementary School Students ◽  
Reading Difficulties ◽  
Reading Performance ◽  
Low Achievers ◽  
Children At Risk ◽  
School Students ◽  
Students At Risk ◽  
Group A ◽  
The Mean

Abstract This study investigated the discriminant validation of the Test of Reading Performance (TORP), a new scale designed to evaluate the reading performance of elementary-school students. The sample consisted of 181 elementary-school students drawn from public elementary schools in northern Greece using stratified random procedures. The TORP was hypothesized to measure six constructs, namely: “letter knowledge,” “phoneme blending,” “word identification,” “syntax,” “morphology,” and “passage comprehension.” Using standard deviations (SD) from the mean, three groups of students were formed as follows: A group of low achievers in reading (N = 9) including students who scored between -1 and -1.5 SD from the mean of the group. A group of students at risk of reading difficulties (N = 6) including students who scored between -1.5 and -2 SDs below the mean of the group. A group of students at risk of serious reading difficulties (N = 6) including students who scored -2 or more SDs below the mean of the group. The rest of the students (no risk, N = 122) comprised the fourth group. Using discriminant analyses it was evaluated how well the linear combination of the 15 variables that comprised the TORP could discriminate students of different reading ability. Results indicated that correct classification rates for low achievers, those at risk for reading problems, those at risk of serious reading problems, and the no-risk group were 89%, 100%, 83%, and 97%, respectively. Evidence for partial validation of the TORP was provided through the use of confirmatory factor analysis and indices of sensitivity and specificity. It is concluded that the TORP can be ut ilized for the identification of children at risk for low achievement in reading. Analysis of the misclassified cases indicated that increased variability might have been responsible for the existing misclassification. More research is needed to determine the discriminant validation of TORP with samples of children with specific reading disabilities.

Sign in / Sign up

Export Citation Format

Share Document