Navigating academic demands in middle and high school may be particularly challenging for youth experiencing emotional and behavioral difficulties, and screening practices are a necessary first step in identifying youth in need of services. The goal of this study was to inform efficient universal screening practices in secondary schools by comparing 3 common methods of screening, including self- and teacher report on the Strengths and Difficulties Questionnaire, and grade point average (GPA) to indicate moderate and high levels of risk. Participants were 2,350 secondary students (47% female; 94% non-Hispanic White) and their teachers in 1 socioeconomically diverse school district. Using the moderate-risk criteria, there was low agreement among methods, and almost half the sample (46%) was identified as at risk by at least 1 of the 3 methods, indicating that responding to the needs of students who cross this liberal cutoff may not be feasible given school resources. Using the high-risk criteria reduced the agreement among screening measures. Self-report identified the most students as high risk and was more sensitive to teacher-rated concerns than the converse. If students were uniquely identified by teacher report, teachers rated them at high levels of risk, and predominant concerns were related to conduct problems. GPA captured few students with self- or teacher-rated internalizing or externalizing difficulties. Implications for universal screening within secondary schools are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

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中学和中学的普遍筛查：谁落入裂缝？

在遇到情感和行为困难的年轻人中，要满足初中和高中的学术要求可能尤其具有挑战性，筛查实践是确定需要服务的青年的必要的第一步。这项研究的目的是通过比较3种常见的筛查方法，为中学高效的普遍筛查方法提供信息，包括自我检查和教师关于“长处和困难问卷”的报告以及平均绩点（GPA），以表明中等和高水平的筛查。风险。参与者是来自1个社会经济多元化的学区的2350名中学生（女性占47％；非西班牙裔白人占94％）。使用中度风险标准，方法之间的一致性较低，三种方法中的至少一种将近一半的样本（46％）确定为有风险，表明在学校资源允许的情况下，应对跨越自由裁量点的学生的需求做出回应可能不可行。使用高风险标准降低了筛选措施之间的一致性。自我报告确定大多数学生为高风险学生，对教师评价的问题比对问题更敏感。如果通过教师报告对学生进行了唯一标识，则教师会将他们评为高风险，并且主要的担忧与行为问题有关。GPA捕获的学生很少有自我或老师评价的内化或外化困难。讨论了对中学进行普遍筛查的含义。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。使用高风险标准降低了筛选措施之间的一致性。自我报告确定大多数学生为高风险学生，对教师评价的问题比对问题更敏感。如果通过教师报告对学生进行了唯一标识，则教师会将他们评为高风险，并且主要的担忧与行为问题有关。GPA捕获的学生很少有自我或老师评价的内化或外化困难。讨论了对中学进行普遍筛查的含义。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。使用高风险标准降低了筛选措施之间的一致性。自我报告确定大多数学生为高风险学生，对教师评价的问题比对问题更敏感。如果通过教师报告对学生进行了唯一标识，则教师会将他们评为高风险，并且主要的担忧与行为问题有关。GPA捕获的学生很少有自我或老师评价的内化或外化困难。讨论了对中学进行普遍筛查的含义。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。老师对他们的风险等级很高，而主要的担忧与行为问题有关。GPA捕获的学生很少有自我或老师评价的内化或外化困难。讨论了对中学进行普遍筛查的含义。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。老师对他们的风险等级很高，而主要的担忧与行为问题有关。GPA捕获的学生很少有自我或老师评价的内化或外化困难。讨论了对中学进行普遍筛查的含义。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。