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dc.contributor.authorJ. Kettler, Ryanen_US
dc.contributor.authorN. Elliot, Stephenen_US
dc.contributor.authorDavies, Michaelen_US
dc.contributor.authorGriffin, Patricken_US
dc.date.accessioned2017-05-03T14:07:13Z
dc.date.available2017-05-03T14:07:13Z
dc.date.issued2011en_US
dc.date.modified2012-03-25T22:35:15Z
dc.identifier.issn1461-7374en_US
dc.identifier.doi10.1177/0143034311403036en_US
dc.identifier.urihttp://hdl.handle.net/10072/43942
dc.description.abstractThis study addresses the predictive validity of results from a screening system of academic enablers, with a sample of Australian elementary school students, when the criterion variable is end-of-year achievement. The investigation included (a) comparing the predictive validity of a brief criterion-referenced nomination system with more comprehensive behavior ratings, and (b) determining the optimal combination of scores to gather from this system for identifying academic difficulties. Students (n=360) were rated using both the Performance Screening Guides (PSGs; Elliott & Gresham, 2007) and the Rating Scales (Gresham & Elliott, 2008) of the Social Skills Improvement System. The PSGs were highly sensitive (0.95) predictors of below minimum standard performance on the national test. The Rating Scales, including the brief academic competence scale in particular, added predictive value in most domains. The discussion addresses implications of these findings for school psychologists and other educators interested in the role of social behaviors as academic enablers and predictors of academic achievement.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.publisherSageen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom93en_US
dc.relation.ispartofpageto111en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalSchool Psychology Internationalen_US
dc.relation.ispartofvolume33en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEducation Assessment and Evaluationen_US
dc.subject.fieldofresearchcode130303en_US
dc.titleTesting a multi-stage screening system: Predicting performance on Australia's national achievement test using teachers' ratings of academic and social behaviorsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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