Universal screening is a proactive method for identifying student risk, yet remains under-utilized in school systems. Instead, many schools rely on teacher reports and referrals without accounting for different informant perspectives. In the current study, multi-informant universal screening in evaluated using a trifactor model. The study utilized the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), specifically the teacher (SAEBRS-TRS) and student (mySAEBRS) self-report forms, with items indicating risk for social, academic, and emotional behavior. Data from a national sample of over 24,000 K-12 teacher-student dyads were used to examine the extent and variance of discrepant reports between students and teachers of common, perspective, and item factors. Results demonstrated that informant perspective factors were a strong predictor for student and teacher emotional behavior item ratings. Whereas age had a positive effect on younger student reports of risk on the behavior items compared to older student reports, teachers showed the opposite effect. The teacherperspective of social and emotional behaviors of students was predicted by gender. Implications and directions for future research are further discussed.

通用筛查是一种识别学生风险的积极方法，但在学校系统中仍未得到充分利用。取而代之的是，许多学校依靠老师的报告和推荐而没有考虑不同的信息提供者观点。在当前的研究中，使用三因素模型评估多信息通用筛选。该研究使用了社交，学术和情感行为风险筛查器（SAEBRS），特别是教师（SAEBRS-TRS）和学生（mySAEBRS）的自我报告表格，其中的项目表明了社交，学术和情感行为的风险。全国24,000多名K-12师生二联样本的数据被用于检验学生和老师之间关于共同点，观点和项目因素的差异报告的程度和差异。结果表明，知情者的视角因素是学生和老师情绪行为项目评分的有力预测指标。与年龄较大的学生相比，年龄对年龄较小的学生在行为方面存在风险的报告具有积极影响，而教师则表现出相反的效果。教师对学生社交和情感行为的看法是通过性别预测的。进一步讨论了未来研究的意义和方向。