Abstract

Effectively directing school resources to support students needing behavioral intervention has been aided by advances in social–emotional–behavioral (SEB) assessments. Growing questions have emerged about whether SEB assessment advances are engaging equitable approaches to their utilization and serving as a catalyst for equitable access to resources. Reviewing findings from the current special issue, this commentary discusses the role SEB assessments have for contextualizing student behavior from a culturally responsive lens and guiding future research directions.

中文翻译：

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在分层决策框架内将文化响应镜头整合到社会、情感和行为评估中

摘要

社会-情感-行为 (SEB) 评估的进步有助于有效引导学校资源以支持需要行为干预的学生。越来越多的问题出现了，关于 SEB 评估进展是否正在采用公平的方法来利用它们并作为公平获取资源的催化剂。回顾当前特刊的调查结果，本评论讨论了 SEB 评估对于从文化响应的角度对学生行为进行情境化和指导未来研究方向的作用。