Abstract

Schools play a critical role in service delivery related to students’ social, emotional, and behavioral (SEB) health. A foundation for effective SEB service delivery includes capacity to identify students in need of support, differentiate which supports are needed, and monitor students’ responsiveness to intervention. Assessment is critical for each of these goals, providing the data needed to make effective decisions across the continuum of service delivery. This special issue provides opportunity to reflect on the past decade of research that strengthens the psychometric evidence for use of the measures in SEB assessment, as well as address several themes that characterize recent SEB assessment research. In this introductory article, we introduce a series of original articles and commentaries addressing these critical issues that are timely and relevant for the future path of SEB assessment. Taken together, the current issue seeks to bring together current evidence around multitiered problem-solving frameworks with focus on SEB domain and propose future directions for research and practice.

摘要

学校在与学生的社会、情感和行为 (SEB) 健康相关的服务提供中发挥着关键作用。有效提供 SEB 服务的基础包括识别需要支持的学生、区分需要哪些支持以及监控学生对干预的反应的能力。评估对于这些目标中的每一个都至关重要，它提供了在整个服务交付过程中做出有效决策所需的数据。本期特刊提供了反思过去十年研究的机会，这些研究加强了在 SEB 评估中使用这些措施的心理测量证据，并解决了近期 SEB 评估研究的几个主题。在这篇介绍性文章中，我们介绍了一系列原创文章和评论来解决这些关键问题，这些问题及时且与 SEB 评估的未来路径相关。综上所述，本期旨在汇集当前围绕多层问题解决框架的证据，重点关注 SEB 领域，并提出未来的研究和实践方向。