SAEBRS (Social, Academic, and Emotional Behavior Rating Scale)
Developer: Kilgus & von der Embse | Year: 2017.0
Overview
The SAEBRS is a brief tool supported by research for use in universal screening for behavioral and emotional risk. The measure falls within a broad class of highly efficient tools, suitable for teacher use in evaluating and rating all students on common behavioral criteria (Severson, Walker, Hope-Doolittle, Kratochwill, & Gresham, 2007). The SAEBRS is designed for use in the K-12 setting. It is grounded within a conceptual model, which states that a student’s success in school is not only related to his or her academic achievement, but also success within multiple behavioral domains. Research suggests the SAEBRS may be used to evaluate student functioning in terms of overall general behavior, as assessed by a broad Total Behavior (19 items). Research further suggests the SAEBRS may be used to evaluate student behavior within multiple inter-related narrow domains, as assessed by the Social Behavior (6 items), Academic Behavior (6 items), and Emotional Behavior (7 items) subscales. SAEBRS is often paired with mySAEBRS, a student self-assessment.
Key Details
Grade Level
Assessment Type
Domains Assessed
Respondent
Method
Cost
No Cost
Time per Student
1-3 minutes
Items
19.0
Item Format
Frequency
Approach
Dual Factor
Populations
Evidence of technical quality has been collected from several different studies, each employing a different sample. These include: Southeast elementary schools (54 teachers, 243 students) (Kilgus et al., 2013) A midwestern high school (34 teachers, 488 students) (Kilgus et al., 2014) Two separate elementary and middle school samples. One sample from the southeastern U.S. (864 students and 46 teachers) and another sample from the southwestern U.S. (1,534 students and 71 teachers) (Kilgus et al., 2016; von der Embse et al., 2016) A rural midwestern elementary school (346 students and 17 teachers) (Kilgus et al., 2016) Suburban schools in the northeastern U.S. (1,058 students) (Kilgus et al., 2017)
Scoring
Overall Scores
Total Behavior
Subscale Scores
Social
Academic
Emotional
Scoring Procedures
Manual
Online
Interpretive Information
Degree of Risk
Psychometric Properties
Reliability
Internal consistency (Cronbach’s Alpha) was estimated for each scale separately for elementary school and middle school students. Estimates range from 0.79 to 0.94 (Kilgus et al., 2016). Estimates of inter-rater reliability ranged from 0.41 to 0.48 for the overall, academic behavior and social behavior scales (Kilgus et al., 2015).
Validity
Initial items were reviewed by experts (including school psychology professors and doctoral students) and sorted into categories based on expert judgment. This expert panel also provided feedback on item wording (Kilgus et al., 2013).
Exploratory Factor Analysis and Confirmatory Factor analysis demonstrated that the overall, academic behavior and social behavior scales were supported (Kilgus et al., 2013; Kilgus, 2016). Additional multilevel factor analyses substantiated these findings (von der Embse et al., 2016).
SAEBRS scores were predictive of academic performance (Kilgus et al., 2017; student suspension and other measures of student risk and behavior internalization (Kilgus et al, 2016), as well as problem behaviors and academic competency (Kilgus et al., 2013).
References
Primary Citation
von der Embse, N. P., Iaccarino, S., Mankin, A., Kilgus, S. P., & Magen, E. (2017). Development and validation of the Social, Academic, and Emotional Behavior Risk Screener–Student Rating Scale. Assessment for Effective Intervention, 42(3), 186–192. https://doi.org/10.1177/1534508416679410