The International Observatory on Academic Achievement - Documentary search

File number :
CS-PC-03e

Bibliographic reference :
Belsito, L., Ryan, B.A., & Brophy, K. (2005). Using Behavioural and Academic Indicators in the Classroom to Screen for At-Risk Status. Psychology in the Schools 42(2), 151-158.

Abstract :

Objectives
This article presents two Canadian studies that deal with the validation of a measuring tool geared for teachers and aimed at early screening of students at risk of developing school and social adjustment difficulties in primary school (Screening for At-Risk Status Survey – SFARSS). The final tool, based on a Likert scale, covered four domains: 1) academic performance, 2) social confidence, 3) social cooperation and 4) family support.

Methodology and Main Results
The first study was aimed at determining structural characteristics (internal consistency) and reliability of the screening instrument. The sample consisted of 387 teachers from public schools located in medium-size Canadian cities. In total, 11,114 primary school students were assessed in 48 schools. Teachers completed the SFARSS shortly before the end of the school year. Results have indicated that internal consistency assessment (alpha = .95) and test-retest reliability (r = .94; p < .01) were satisfactory.

The purpose of the second study was to assess whether or not the at-risk scores obtained in the first study could predict student performance and behaviour one year later and if useful cut-off scores could be developed. The final sample consisted of 490 students (257 male and 233 female students) who came from a convenience sample taken from the first study. Performance indices were assessed based on three different sources: teachers, school administrations and personal records. Results have indicated that students with poorer grades, more behaviour incidents leading to increased contact amongst parents, school administration and teachers, more psychological assessment and higher score on the Child Behavior Checklist had also higher at-risk scores.

The predictive validity of the instrument regarding academic performance has shown significant correlation. In brief, students who obtained higher at-risk scores, as assessed by their teachers, had more difficulties one year later.

In conclusion, the authors highlight the fact that this tool was useful for early screening of students exhibiting difficulties and that teachers could reliably and accurately identify these students.

Links :
This journal is also available in electronic format

Key Words :
Behavioural Disorders, Measuring Tools, At-Risk Students, Validity, Reliability, Academic Performance, Quantitative Analysis, Elementary School

Monitored Countries :
Canada