Reports an error in "Developing a direct rating behavior scale for depression in middle school students" by Stephen P. Kilgus, Michael P. Van Wie, James S. Sinclair, T. Chris Riley-Tillman and Keith C. Herman (School Psychology, 2019[Jan], Vol 34[1], 86-95). In the article, the error occurred in the Author's Note which omitted the funder information. It should read: "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A130143 to the University of Missouri (PI: Keith Herman). The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education." The online version of this article has been corrected. (The following abstract of the original article appeared in record 2018-28418-001.) Research has supported the applied use of Direct Behavior Rating Single-Item Scale (DBR-SIS) targets of "academic engagement" and "disruptive behavior" for a range of purposes, including universal screening and progress monitoring. Though useful in evaluating social behavior and externalizing problems, these targets have limited utility in evaluating emotional behavior and internalizing problems. Thus, the primary purpose of this study was to support the initial development and validation of a novel DBR-SIS target of "unhappy," which was intended to tap into the specific construct of depression. A particular focus of this study was on the novel target's utility within universal screening. A secondary purpose was to further validate the aforementioned existing DBR-SIS targets. Within this study, 87 teachers rated 1,227 students across two measures (i.e., DBR-SIS and the Teacher Observation of Classroom Adaptation-Checklist [TOCA-C]) and time points (i.e., fall and spring). Correlational analyses supported the test-retest reliability of each DBR-SIS target, as well as its convergent and discriminant validity across concurrent and predictive comparisons. Receiver operating characteristic (ROC) curve analyses further supported (a) the overall diagnostic accuracy of each target (as indicated by the area under the curve [AUC] statistic), as well as (b) the selection of cut scores found to accurately differentiate at-risk and not at-risk students (as indicated by conditional probability statistics). A broader review of findings suggested that across the majority of analyses, the existing DBR-SIS targets outperformed the novel "unhappy" target. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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“制定中学生抑郁症的直接评定行为量表”：对Kilgus等人的更正。（2019）。

报告了斯蒂芬·P·基尔格斯（Stephen P.Kilgus），迈克尔·P·范·维（Michael P.Van Wie），詹姆斯·辛克莱（James S. 2019 [Jan]，Vol 34 [1]，86-95）。在本文中，作者注释中发生了错误，该注释省略了资助者的信息。它应显示为：“此处报道的研究得到美国教育部教育科学研究所的支持，通过密苏里大学的格兰特R305A130143（PI：基思·赫尔曼）提供。所表达的观点仅为作者的观点，并不代表作者的观点。该研究所或美国教育部的意见。” 本文的在线版本已得到纠正。（原始文章的以下摘要出现在记录2018-28418-001中。）研究已支持将“学术参与”和“破坏性行为”的直接行为分级单项量表（DBR-SIS）目标用于各种目的，包括普遍筛查和进度监控。尽管这些目标在评估社会行为和外部化问题方面很有用，但在评估情绪行为和内部化问题方面的作用有限。因此，本研究的主要目的是支持“不快乐”的新型DBR-SIS目标的初步开发和验证，该目标旨在利用抑郁症的特定结构。这项研究的特别重点是新型靶标在通用筛选中的效用。第二个目的是进一步验证上述现有的DBR-SIS目标。在这项研究中 87名教师通过两种方法（即DBR-SIS和教师课堂适应检查表[TOCA-C]）和时间点（即秋季和春季）对1,227名学生进行了评分。相关分析支持每个DBR-SIS目标的重测信度，以及其在并发和预测比较中的收敛性和判别有效性。接收器工作特性（ROC）曲线分析进一步支持（a）每个目标的总体诊断准确性（如曲线[AUC]统计信息下方的区域所示），以及（b）选择能够准确区分的切割分数处于危险中而不是处于危险中的学生（如条件概率统计所示）。对调查结果进行的更广泛的审查表明，在大多数分析中，现有的DBR-SIS目标要优于小说“