The purpose of this paper is to confirm the factor structure, examine the invariance, and investigate the predictive validity using disciplinary data for 5262 high school students who completed the Early Identification System—Student Response (EIS-SR). The development and theory of the EIS-SR is discussed along with prior work. Building off of prior factor analytic work with a separate sample, it was hypothesized the items of the EIS-SR would coalesce into seven factors representing Externalizing Behavior, Internalizing Behavior, Peer Relationship Problems, School Disengagement, Emotional Dysregulation, Attention and Academic Issues, and Relational Aggression. Furthermore, it was hypothesized that EIS-SR scores would be invariant with regard to gender and grade level. Lastly, it was hypothesized that students with high EIS-SR subscale scores would be predictive of school discipline events. Our analyses indicated the EIS-SR did fit the previously observed factor structure with the items loading on seven distinct scales. Tests for measurement invariance indicated support that the EIS-SR measured the seven factors equally well regardless of both gender and grade level. Lastly, EIS-SR subscale scores predicted spring office disciplinary referrals, both in and out of school suspensions, and attendance.

本文的目的是使用完成早期识别系统-学生反应 (EIS-SR) 的 5262 名高中学生的学科数据来确认因子结构、检验不变性并调查预测效度。EIS-SR 的发展和理论与先前的工作一起讨论。以单独样本的先前因素分析工作为基础，假设 EIS-SR 的项目将合并为七个因素，分别代表外化行为、内化行为、同伴关系问题、学校脱离接触、情绪失调、注意力和学业问题，以及关系攻击。此外，假设 EIS-SR 分数在性别和年级水平方面是不变的。最后，假设 EIS-SR 分量表分数高的学生可以预测学校纪律事件。我们的分析表明，EIS-SR 确实符合先前观察到的因子结构，项目加载在七个不同的尺度上。测量不变性的测试表明，无论性别和年级水平如何，EIS-SR 对七个因素的测量结果都一样好。最后，EIS-SR 子量表分数预测春季办公室纪律推荐，包括校内和校外停学和出勤率。