TY - JOUR
T1 - The Scale for Assessing Emotional Disturbance–Third Edition
T2 - Reliability and Validity of the Screener
AU - Huscroft-D’Angelo, Jacqueline
AU - Wery, Jessica
AU - Martin-Gutel, Jodie D.
AU - Pierce, Corey
AU - Loftin, Kara
N1 - Publisher Copyright:
© Hammill Institute on Disabilities 2021.
PY - 2021
Y1 - 2021
N2 - The Scales for Assessing Emotional Disturbance Screener–Third Edition (SAED-3) is a standardized, norm-referenced measure designed to identify school-aged students at risk of emotional and behavioral problems. Four studies are reported to address the psychometric status of the SAED-3 Screener. Study 1 examined the internal consistency of the Screener using a sample of 1,430 students. Study 2 investigated the interrater reliability of the Screener results across 123 pairs of teachers who had worked with the student for at least 2 months. Study 3 assessed the extent to which the results from the Screener are consistent over time by examining test–retest reliability. Study 4 examined convergent validity by comparing the Screener to the Strength and Difficulties Questionnaire (SDQ). Across all studies, samples were drawn from populations of students included in the nationally representative normative sample. The averaged coefficient alpha for the Screener was.88. Interrater reliability coefficient for the composite was.83. Test–retest reliability of the composite was.83. Correlations with the SDQ subscales ranged from.74 to.99, and the correlation of the Screener to the SDQ composite was.99. Limitations and implications for use of the Screener are discussed.
AB - The Scales for Assessing Emotional Disturbance Screener–Third Edition (SAED-3) is a standardized, norm-referenced measure designed to identify school-aged students at risk of emotional and behavioral problems. Four studies are reported to address the psychometric status of the SAED-3 Screener. Study 1 examined the internal consistency of the Screener using a sample of 1,430 students. Study 2 investigated the interrater reliability of the Screener results across 123 pairs of teachers who had worked with the student for at least 2 months. Study 3 assessed the extent to which the results from the Screener are consistent over time by examining test–retest reliability. Study 4 examined convergent validity by comparing the Screener to the Strength and Difficulties Questionnaire (SDQ). Across all studies, samples were drawn from populations of students included in the nationally representative normative sample. The averaged coefficient alpha for the Screener was.88. Interrater reliability coefficient for the composite was.83. Test–retest reliability of the composite was.83. Correlations with the SDQ subscales ranged from.74 to.99, and the correlation of the Screener to the SDQ composite was.99. Limitations and implications for use of the Screener are discussed.
KW - assessment
KW - behavior disorder
KW - emotional disturbance
KW - norm-referenced
KW - reliability
UR - http://www.scopus.com/inward/record.url?scp=85110117200&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85110117200&partnerID=8YFLogxK
U2 - 10.1177/15345084211030840
DO - 10.1177/15345084211030840
M3 - Article
AN - SCOPUS:85110117200
SN - 1534-5084
JO - Assessment for Effective Intervention
JF - Assessment for Effective Intervention
ER -