Additional Evidence of Predictive Validity of SRSS-IE Scores With Elementary Students

Q: What does SRSS-IE evaluate in elementary students?

SRSS-IE measures internalizing and externalizing risk using either a nine-item (SRSS-IE 9) or a twelve-item version (SRSS-IE 12) structure.

Q: How many students and schools were included in the study?

The study included 24,535 elementary students from 74 schools across four U.S. geographic regions.

Q: Which outcomes did SRSS-IE scores predict?

SRSS-IE predicted end-of-year behavioral outcomes (such as office discipline referrals, suspensions, and nurse visits), academic outcomes (reading and math scores and course failures), and referrals to special education for elementary students.

Oct 15, 2026

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The article evaluates the predictive validity of the newly defined Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE 9, nine items) when teachers use it for the first time. A sample of 24,535 elementary students from 74 schools across four U.S. regions showed that SRSS-IE 9 externalizing and internalizing latent factors, plus SRSS-E5 and SRSS-I4 subscales, predicted end-of-year behavioral outcomes, academic outcomes, and special education referrals. SRSS-IE 12 subscale scores (SRSS-E7, SRSS-I5) similarly predicted these outcomes, and the authors discuss implications, limitations, and future research directions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Study purpose and sample

Key predictive outcomes

SRSS-IE 9 and SRSS-IE 12 comparisons

Educational implications and future directions

Call to Action: Systematic Screening in Tiered Systems

Integrated tiered systems and prevention levels

Additional Evidence of Predictive Validity of SRSS-IE Scores With Elementary Students Behavioral Disorders 2024, Vol. 49(3) 189–204 © Hammill Institute on Disabilities 2024 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/01987429231222890](DOI: 10.1177/01987429231222890)[ ](DOI: 10.1177/01987429231222890)[journals.sagepub.com/home/bhd](journals.sagepub.com/home/bhd) Kathleen Lynne Lane, PhD, BCBA-D, CF-L2 1, Wendy Peia Oakes, PhD2, Mark Matthew Buckman, PhD 1, Nathan Allen Lane, MS 1, Katie Scarlett Lane, MA3, Kandace Fleming, PhD 1, Rebecca E. Swinburne Romine, PhD 1, Rebecca L. Sherod, MSE 1, Chi-Ning Chang, PhD 1, and Emily Dawn Cantwell, MSE4 Abstract In this article, we examined predictive validity of the newly defined Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE 9, with nine items) when used by teachers for the first time, with a sample of 24,535 elementary students from 74 schools in four U.S. geographic regions. Results indicated fall externalizing and internalizing latent factors as well as subscale scores (SRSS-E5 and SRSS-I4, respectively) from the SRSS-IE 9 predicted year-end behavioral outcomes (office discipline referrals, suspensions, and nurse visits), academic outcomes (reading and math scores and course failures), as well as referrals to special education for elementary students. SRSS-IE 12 subscale scores for externalizing (SRSS-E7) and internalizing (SRSS-I5) using the original 12-item version subscales were similarly predictive of these outcomes. We discussed educational implications, limitations, and directions for future inquiry. Keywords universal behavior screening, predictive validity, tiered systems Well before the COVID-19 pandemic, educational leaders across the United States and in several European countries implemented universal behavior screening to detect students with and at risk for emotional and behavioral disorders (EBDs) at the earliest signs of concern. Since the 1990s, these efforts have often focused on detecting both major disorders of childhood: externalizing (e.g., aggressive, noncompliant) and internalizing (e.g., anxious, withdrawn) behaviors (Achenbach, 1991; Walker & Severson, 1992) . This is encouraging given the prevalence of these behavior challenges, as well as the deleterious outcomes when these behavior patterns are left unchecked (Walker et al., 2004) . Pre-COVID point prevalence estimates indicated between 12% and 20% of school-age youth experienced mild-tosevere EBD (Forness et al., 2012). A recent National Survey of Children’s Health reported significant increases from 2016 to 2020 in the number of students experiencing anxiety disorders (29%; from 7.1% to 9.2%), depression (27%; from 3.1% to 4.0%), and a significant increase from 2019 to 2020 for conduct problems (21% increase; from 6.7% to 8.1%; Lebrun-Harris et al., 2022) . Yet, < 1% of students receive special education services under the emotional disturbance (ED) category according to the Individuals with Disabilities Education Improvement Act (IDEA, 2004; National Center for Education Statistics, 2023) . This means most students with and at risk for EBD are served by general educators (Lane et al., 2023). This can be a difficult charge given these students tend to experience strained relationships with others, exhibit limited self-regulation skills, and often struggle academically (e.g., engagement and performance; Bradshaw et al., 2008; Nelson et al., 2004). Also, life does not typically become easier for students with EBD following the school years, as they experience high rates of divorce, acts of violence, unemployment, substance abuse, and poor mental health (Centers for Disease Control and Prevention [CDC], 2020; Wagner & Davis, 2006) . Furthermore, in 2019, a national report indicated 37% of high school students reported experiencing mental health 1 The Uni

FAQs

What does SRSS-IE evaluate in elementary students?

SRSS-IE measures internalizing and externalizing risk using either a nine-item (SRSS-IE 9) or a twelve-item version (SRSS-IE 12) structure.

How many students and schools were included in the study?

The study included 24,535 elementary students from 74 schools across four U.S. geographic regions.

Which outcomes did SRSS-IE scores predict?

SRSS-IE predicted end-of-year behavioral outcomes (such as office discipline referrals, suspensions, and nurse visits), academic outcomes (reading and math scores and course failures), and referrals to special education for elementary students.

Oct 15, 2026

Uploaded by Blitz