Examining the Classification Accuracy of the Social, Academic, Emotional Behavior Risk Screener and Its Relationship with Writing Performance

<p>This study examined the relationship between two school-wide screening measures, one examining classroom behaviors (the Social, Academic, and Emotional Behavior Risk Screener; SAEBRS; Kilgus, Chafouleas, & Riley-Tillman, 2013) and another evaluating writing fluency (Curriculum-Based Measurement in Written Expression; CBM-WE). This study also evaluated the area under the receiver operating characteristic (ROC) curve of the SAEBRS and CBM-WE for identifying students at-risk for writing achievement deficits. A convenience sample of 147 third-grade general education students across two schools, who were determined to not have any significant impairment impacting their writing performance, participated in this study. The index tests (i.e., SAEBRS, CBM-WE) and reference standard (i.e., Wechsler Individual Achievement Test, III Essay Composition subtest; Pearson, 2009) were identified a priori. Of 147 participants, 18 students were identified as at-risk for writing achievement deficits and 129 students were identified as not at-risk. Results indicated a statistically significant relationship between the SAEBRS and CBM-WE for female and male students. In the identification of writing achievement deficits, the area under the ROC curve for CBM-WE revealed fair accuracy (AUC = .761; 95% Confidence Interval [.644, .878]) and poor accuracy was noted for the SAEBRS (AUC = .653; 95% Confidence Interval [.528, .778]). Although there was no statistically significant difference between the independent AUC values, the difference in the qualitative indicator suggest that CBM-WE is a superior screening measure for identifying at-risk students in comparison to the SAEBRS. The findings from this study highlight the contribution of classroom behaviors to the writing process of elementary-aged students and offers support for the use of CBM-WE to identify students at-risk for writing achievement deficits.</p>

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Psychology

Year

2019

Author dc:creator

• Hamsho, Narmene

Contributors dc:contributor

• Tanya L. Eckert

• Classification Accuracy
• Classroom Behaviors
• Sensitivity
• Writing Performance
• Social and Behavioral Sciences

Repository record dc:identifier

https://surface.syr.edu/etd/1084

OAI identifier oai:identifier

oai:surface.syr.edu:etd-2085