Classification Accuracy and Acceptability of the Integrated Screening and Intervention System Teacher Rating Form

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Abstract

This study examines the classification accuracy and teacher acceptability of a problem-focused screener for academic and disruptive behavior problems, which is directly linked to evidence-based intervention. Participants included 39 classroom teachers from 2 public school districts in the Northeastern United States. Teacher ratings were obtained for 390 students in Grades K–6. Data from the screening instrument demonstrate favorable classification accuracy, and teacher ratings of feasibility and acceptability support the use of the measure for universal screening in elementary school settings. Results indicate the novel measure should facilitate classroom intervention for problem behaviors by identifying at-risk students and informing targets for daily behavior report card interventions.

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