School-based universal screening for behavioral/emotional risk is a necessary first step in the identification of students who might need services within a behavioral response to intervention model. When choosing among the available screening measures, psychometric information such as reliability and validity of the scores is critical to inform such decisions. The purpose of the present study was to examine the reliability and validity of the Behavior Assessment System for Children (BASC)-3 Behavioral and Emotional Screening System (BESS) Student-report screening measure within a predominantly Latinx sample of 210 elementary school students. The proposed three-factor structure was generally upheld. The results supported adequate to strong test–retest reliability and internal consistency of both the overall score and the subscales (self-regulation, internalizing, and personal adjustment). Finally, the BASC-3 BESS Student also correlated to concurrent and future academic and behavioral outcomes, although the strength varied by domain.

中文翻译：

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儿童行为评估系统的心理测量特性 - 3 行为和情绪筛查系统学生报告表在以拉丁裔为主的小学样本中

以学校为基础的行为/情绪风险普遍筛查是在对干预模式的行为反应中识别可能需要服务的学生的必要第一步。在可用的筛选措施中进行选择时，心理测量信息（例如分数的可靠性和有效性）对于此类决策至关重要。本研究的目的是检查儿童行为评估系统 (BASC)-3 行为和情绪筛查系统 (BESS) 学生报告筛查措施在 210 名小学生占主导地位的拉丁裔样本中的可靠性和有效性。提议的三要素结构得到普遍支持。结果支持足够强的重测信度和总分和分量表（自我调节、内化和个人调整）。最后，BASC-3 BESS 学生还与当前和未来的学业和行为结果相关，尽管强度因领域而异。