https://psycnet.apa.org/record/2027-67366-001
Abstract
Research highlights the importance of the early identification of social, emotional, and behavioral concerns in young children; however, there are limitations regarding the usability and technical adequacy of available measures. The purpose of the present study was the initial development and validation of the Social, Academic, and Emotional Behavior Risk Screener–Early Childhood measure, a novel tool designed to assess social, emotional, and behavioral functioning for preschool-aged children. Current analyses examined internal structure, reliability, concurrent validity, and diagnostic accuracy. Data were collected from 299 children, ages 2–6, and 42 educators from six early childhood centers in the Midwest and Southeastern regions of the United States. Results of a series of factor analyses provided support for a four-factor model and yielded adequate estimates of the internal consistency reliability of each factor. Correlational and receiver operating characteristic curve findings yielded strong support for the concurrent validity and diagnostic accuracy of the Social, Academic, and Emotional Behavior Risk Screener–Early Childhood Total Behavior, Social Behavior, Early Learning Behavior, and Challenging Behavior scales relative to Devereux Early Childhood Assessment for Preschoolers–Second Edition scales. Less support was found for the Anxious Behavior scale. Limitations, implications for practice, and future directions are also discussed.