Emotional and Behavioral Disorders (EBD) directly influence learning, relationships, mood, and overall scholastic experiences. Research provides evidence that early intervention and prevention efforts can address the needs of students with EBD (Allen-DeBoer, Malmgren, & Glass, 2006; Cook, et al. 2008; Lien-Thorne & Kamps, 2005; Regan, Mastropieri, & Scruggs, 2005; Rivera, Al-Otiba, & Koorland, 2006), but in order to identify these at-risk youth, a screening system is needed to broadly consider Social, Emotional, and Behavioral Concerns (SEBC).This dissertation evaluated the alignment of a teacher nomination process (Teacher Nomination Form (TNF)) and a normative screener of EBD risk (BASC-2 Behavioral and Emotional Screening System (BESS), Kamphaus & Reynolds, 2007). Teacher nominations and rankings were significantly correlated to the BESS in the internalizing (.177), externalizing (.246), and combined categories (.304) groups. Multiple teacher nominations were not significantly related to BESS scores. Social validity evidence was gathered and interpreted.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Davis, Stephanie Deverich, "Teacher Nominations and the Identification of Social, Emotional, and Behavioral Concerns in Adolescence" (2012). All Theses and Dissertations. 3422.
emotional and behavioral disorders, school-based screening, universal screening, teacher nominations, BASC-2 BESS, at-risk populations, adolescents