Date of Award

Spring 3-26-2019

Degree Type

Thesis

Degree Name

Master of Public Health (MPH)

Department

Public Health

First Advisor

Emily Graybill

Second Advisor

Brian Barger

Abstract

Introduction: The purpose of this study was to examine results from one school that conducted universal mental health screening using both teacher-report via the Student Risk Screening Scale, Internalizing/Externalizing (SRSS-IE) and student report via the Strengths and Difficulties Questionnaire (SDQ). Through this study we compared different informants and different screening tools that are available to screen for mental health risk. Aim: To determine if there is a relationship between teacher ratings on the SRSS-IE and student ratings on the SDQ, and to assess the predictability of each respondent group for office discipline referrals and absences. Method: Non-parametric correlation tests were conducted between the SRSS-IE and SDQ externalizing and internalizing scores. Generalized linear regression models were created based on the data (demographics, internalizing and externalizing scores on both screening tools) to model the two count outcomes (ODRs and absences). ROC curves were generated to calculate the diagnostic accuracy metrics of the scores on both the SRSS-IE and SDQ with the outcome measures (ODRs and absences). Results: Externalizing scores on both screening tools had statistically significant low correlations. The ODR model contained two predictors: externalizing score on the SRSS-IE and internalizing score on the SDQ, while the absence model contained gender, grade, race, and the externalizing score on the SDQ. The highest accuracy and agreement values were seen between students with elevated risks on both tools and ODRs. Discussion: The results confirmed that teacher and student reporting, as well as different screening tools, will result in some different students being identified. The choice of informant and screening tool should be dependent on the needs and resources of the school.

DOI

https://doi.org/10.57709/14276544

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