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Educational and Psychological Measurement
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Development and Predictive Validity of a Teacher Screener for Child Behavioral and Emotional Problems at School

Randy W. Kamphaus

University of Georgia

Jennifer S. Thorpe

University of Georgia

Anne Pierce Winsor

University of Georgia

Anna P. Kroncke

University of Georgia

Erin T. Dowdy

University of Georgia

Meghan C. VanDeventer

University of Georgia

A principal components analysis of the Teacher Rating Scale—Child (TRS-C) of the Behavior Assessment System for Children was conducted with a cross-sectional cohort of 659 children in Grades 1 to 5. A predictive validity study was then conducted with a 2-year longitudinal sample of 206 children. The results suggested that scores from the resulting 23-item screener had strong initial reliability and validity evidence. Predictive validity coefficients for the screener scores were acceptable for both behavioral and academic outcomes and equal to or better than those for the full TRS-C, comprised of 148 items. The practicality of the screener was documented by teachers' experiences. Administration time was less than 5 minutes per child, and no specialized teacher training was necessary. These results provide preliminary evidence that routine school screening via a brief teacher rating scale can increase the probability that children with behavioral and emotional problems may be validly identified for diagnostic and treatment services.

Key Words: screening • children • mental health • school • BASC

Educational and Psychological Measurement, Vol. 67, No. 2, 342-356 (2007)
DOI: 10.1177/00131644070670021001
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