Examining the validity of the Early Identification System - Student Version for screening in an elementary school...

Area of Science:

• Child and Adolescent Psychology
• Educational Psychology
• Mental Health Screening

Background:

• 1 in 5 US youth face social, emotional, and behavioral challenges.
• Many students with mental health concerns remain unidentified and undertreated.
• Early identification is crucial for timely intervention and support.

Purpose of the Study:

• To evaluate the Early Identification System-Student Report (EIS-SR) for social, emotional, and behavioral problems.
• To assess the factor structure, measurement invariance, and validity of the EIS-SR.
• To establish the EIS-SR as a reliable screening tool for elementary students.

Main Methods:

• Developed the EIS-SR based on risk indicators for child and youth behavioral challenges.
• Administered the EIS-SR to over 5000 students in Grades 3-5.
• Analyzed factor structure, measurement invariance, and concurrent/predictive validity using statistical methods and comparisons with BASC-3.

Main Results:

• Identified seven subscales with adequate factor loadings.
• Demonstrated measurement invariance across grade, gender, and racial groups (Black/White).
• Supported concurrent validity with BASC-3 and predictive validity for attendance, discipline, bullying, and academic achievement.

Conclusions:

• The EIS-SR is a technically adequate and feasible screening tool for elementary schools.
• The EIS-SR effectively identifies students at risk for social, emotional, and behavioral problems.
• Findings support the EIS-SR's utility in improving early identification and intervention for youth mental health.