A Reanalysis: SRSS-IE Internalizing Cut Scores to Support Data-Informed Decision-Making Efforts in Elementary Schools.

Lane, Kathleen Lynne; Pelton, Katie Scarlett Lane; Lane, Nathan Allen; Buckman, Mark Matthew; Oakes, Wendy Peia; Fleming, Kandace; Romine, Rebecca E. Swinburne; Cantwell, Emily D.

We report findings of this replication study, examining the internalizing subscale (SRSS-I4) of the revised version of the Student Risk Screening Scale for Internalizing and Externalizing behavior (SRSS-IE 9) and the internalizing subscale of the Teacher Report Form (TRF). Using the sample from 13 elementary schools across three U.S. states with 195 K–5 students, we replicated the initial data analytic plan used to determine initial cutting scores. Results from logistic regression and receiver operator characteristic curves suggested the following preliminary SRSS-I4 risk categories: 0–1 low, 2 moderate, and 3–12 high risk for internalizing behavior patterns relative to the TRF internalizing subscale score. Results yielded adequate levels of sensitivity and specificity for the first cut, and questionable sensitivity for the upper cut. We planned to conduct subsequent analysis to address the nested nature of the data. Yet, most teachers completed the TRF for one student making this not possible. We discuss limitations and directions for future research, calling for replication with larger samples to facilitate nesting given schoolwide screening practices involve teachers screening multiple students. We also encourage consideration of two risk categories: 0–1 for low and 2 for a risk category, not distinguishing between moderate- and high-risk categories.

UNITED States; RISK assessment; REFERENCE values; ELEMENTARY schools; RECEIVER operating characteristic curves; RESEARCH funding; LOGISTIC regression analysis; DECISION making; INTERNALIZING behavior; BEHAVIOR disorders in children; COLLEGE teacher attitudes; EXTERNALIZING behavior; SENSITIVITY & specificity (Statistics)

Behavioral Disorders, 2025, Vol 50, Issue 2, p97

0198-7429

Academic Journal

10.1177/01987429241289912