A Comparison of DESSA-mini and SRSS-IE Screening Tools

• Published in: Education & treatment of children 2023-12, Vol.46 (4), p.367-381
• Main Authors: Lane, Kathleen Lynne, Oakes, Wendy Peia, Monahan, Karen, Smith, Amber, Lane, Katie Scarlett, Buckman, Mark Matthew, Lane, Nathan Allen, Sherod, Rebecca
• Format: Article
• Language: English
• Subjects: Achievement tests; Behavior; Behavior Patterns; Behavioral Science and Psychology; Child and School Psychology; Clinical Psychology; Developmental Psychology; Educational Needs; Educational Researchers; Elementary schools; Grade 2; Grade 5; Kindergarten; Medical referrals; Original Article; Psychology; School districts; School systems; Student Needs; Students; Surgeons General; Teachers; Urban Schools; Validity
• ISSN: 0748-8491; 1934-8924
• DOI: 10.1007/s43494-023-00106-9

In this article, we report findings of a psychometric study comparing two screening tools: the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE) and the Devereaux Student Strengths Assessment-mini (DESSA-mini). Participants included 3,110 kindergarten through fifth-grade elementary students from five schools in one district in one state in the southern United States. Pearson correlation coefficients indicated statistically significant relations between DESSA-mini and each subscale and the total score of the SRSS-IE: externalizing ( r = -0.58), internalizing ( r = -0.25, p < .0001), and total score ( r = -0.54). When DESSA-mini scores were dichotomized in terms of needs instruction versus combined typical and strengths , DESSA-mini scores demonstrated marginal agreement with SRSS-IE externalizing scores (SRSS-E7) and, in many instances, identified different students as requiring instruction than the students identified as having externalizing behavior patterns according to SRSS-E7 scores. DESSA-mini scores demonstrated low agreement with the SRSS-IE internalizing scores (SRSS-I5) and, in many instances, identified different students as requiring instruction than the students identified as having internalizing behaviors as measured by the SRSS-I5. Although the percentage of students detected across both screening tools was quite low; overall, the DESSA-mini performed more similarly to the SRSS-E7 in detecting students with externalizing behaviors than to the SRSS-I5 for detecting students with internalizing behaviors. We discuss educational implications, limitations, and future directions.