Note: This assessment requires the sound to be on.
Description and General Information
mySAEBRS Spanish is a brief and contextually relevant self-rating of student risk for social emotional and behavioral problems. The screener is comprised of 20 items, each of which relates to a broad scale (Total Behavior) and three subscales: Social Behavior (7 items), Academic Behavior (6 items), and Emotional Behavior (7 items). In accordance with the principles of prevention science, each scale corresponds to various risk and protective factors suggested by developmental psychology research to predict the development of social emotional and behavioral disorders. The Spanish version of the mySAEBRS was developed by translating and adapting the English items so that each Spanish item is a functional equivalent of the English one.
The student completes the mySAEBRS Spanish on a computer. Ratings correspond to the frequency of various behaviors in the previous month (Never/Nunca, Sometimes/A veces, Often/Frecuentemente, Almost Always/Casi siempre). It is estimated that it takes approximately 5-10 minutes for each student to complete. The mySAEBRS Spanish is designed for use with students whose first language is Spanish and whose acquisition of the English language would create a barrier to completing the mySAEBRS English. Navite Spanish speakers who have strong social language skills in English will likely be able to successfully complete the mySAEBRS English; native Spanish speakers who do not yet have strong social language skills in English will likely benefit from completing the mySAEBRS Spanish.
The mySAEBRS Spanish is a transadaptation of the English version of this assessment.
The mySAEBRS English was developed as a companion to the teacher SAEBRS scale for use in universal screening for social emotional and behavioral risk. The mySAEBRS Spanish can be used alongside the SAEBRS so that teachers can compare their ratings with those of students whose native language is Spanish. The measure falls within a broad class of highly efficient tools, suitable for student use in evaluating and rating their own thoughts and behaviors (Severson, Walker, Hope-Doolittle, Kratochwill, & Gresham, 2007). The mySAEBRS Spanish is grounded within a conceptual model which states that a student’s success in school is not only related to his or her academic achievement, but also success within multiple behavioral domains. Research suggests the mySAEBRS Spanish may be used to evaluate student functioning in terms of overall behavior, as assessed by a broad Total Behavior scale, as well as the Social, Academic, and Emotional Behavior sub-scales.
Uses and Applications
mySAEBRS Spanish can be used to screen students’ total, social, academic effort, and emotional behaviors. Data can also be useful in program evaluation and in determining how students may be best supported across multiple tiers of social-emotional learning (SEL) needs.
mySAEBRS Spanish can be used as part of a process to identify students who are at risk for total, social, academic, and emotional behaviors at least three times a year. There are benchmark scores that indicate scores in the some- or high-risk range. When a student’s total mySAEBRS score falls in the risk range, teachers can review the subscales and other sources of information to determine if a student could benefit from behavior support.
The mySAEBRS Spanish is designed for universal screening of students in grades 2 through 12. Students in kindergarten and grade 1 have not reached the developmental stage required to accurately think about and rate their own behaviors. For this reason, the mySAEBRS is not available for use by students in kindergarten and grade 1.
mySAEBRS Spanish Administration and Scoring Procedures
Administration Time. It is estimated that it takes approximately 5-10 minutes for a student to complete the mySAEBRS Spanish. Multiple students (i.e., an entire class) can complete the mySAEBRS Spanish at the same time in a computer lab or the classroom. And, in cases where some students will use the Spanish version and others the English, all the students can take the assessment at the same time.
Technology. Each student needs to have an internet-connected computer or tablet device with connected headphones.
Language Selection. Before a student can complete the mySAEBRS Spanish, the teacher must first select the Spanish option for that student’s administration. Please note that in order to select the mySAEBRS language, a user must be viewing the system as a teacher. Here are the steps.
- The teacher logs in to FastBridge and selects the Screening tab.
- The teacher then chooses mySAEBRS from the left assessment menu.
- The screen will refresh and show a list of students in the class; the default language for mySAEBRS administration is English.
- To change the screening language from English to Spanish, select the dropdown arrow in the mySAEBRS Screening Language column.
Click on the word Spanish and the language selected with change and be marked with a check. Repeat this process for as many students as needed.
- Once all students using the Spanish version have been selected, direct the students to log in to the FastBridge system; a Group Proctor may also log in all students if desired. Here is an example of what a student will see once logged in.
- The student selects Screening. Note that not all students will have a Progress Monitoring option. The next screen will display either FASTtrack Reading and FASTtrack Math or tiles of all the assessments.
If FASTtrack Reading and FASTtrack Math are the only options, the student selects More Tests to locate mySAEBRS. Note that the total number of assessment tiles that the student sees will be based on which assessments have been made visible at that school and grade level. If the mySAEBRS isn’t available, please contact your School Manager or District Manager.
- The student selects the mySAEBRS tile to open the assessment.
- The assessment will load and display a welcome screen. Audio directions in Spanish will play automatically. After listening to the directions, the students clicks on the Iniciar button.
- The first item will display and the text will be read aloud to the student automatically. As needed, the student can select the headphones button to have the audio repeated. The student selects one of the four options on the bottom of the screen (Nunca, A veces, Frecuentemente, Casi siempre). Each rating is accompanied by a picture of a circle that is empty or has some dots in it to indicate frequency. Once a selection is made, the next item will appear.
- There are 20 total items. After completing all items, a completion screen appears.
Item Definitions. Students sometimes request a definition of the behaviors included within each mySAEBRS Spanish item. For instance, a student might ask, "¿Qué significa discuto?" Such information was not provided to the students who participated in the norming sample. Therefore, in order to maintain standardized procedures, students should not be provided with definitions. Instead, students can be told, "Haz lo mejor que puedas."
Interpreting mySAEBRS Spanish Test Results
Interpreting mySAEBRS Spanish scores involves a basic understanding of the various scores provided in the FastBridge software. Interpretation of mySAEBRS Spanish results is what helps to guide identification of at-risk students, as well as instruction and intervention development.
Scores. FastBridge reports a student’s overall performance on each mySAEBRS Spanish scale as a sum of item scores within each scale. Scores range from 0 to 21 for Social Behavior, 0 to 18 for Academic Behavior, 0 to 21 for Emotional Behavior, and 0 to 60 for Total Behavior. The Total Behavior score is calculated by summing the Social Behavior, Academic Behavior, and Emotional Behavior subscale scores. mySAEBRS Spanish scores can be classified as high risk, some risk, or low risk. Using the ranges in the table below, sub-scale and total scale scores can be dichotomized in terms of risk categories within the domains. Note that the benchmark risk levels are the same for the mySAEBRS Spanish and English versions.
mySAEBRS Benchmarks for High Risk, Some Risk, and Low Risk
|Scale||High Risk||Some Risk||Low Risk|
|Total||0 - 25||26 - 34||35+|
|Social||0 - 9||10 - 13||14+|
|Academic||0 - 6||7 - 9||10+|
|Emotional||0 - 7||8 - 11||12+|
The type of risk depends on the specific subscale. Here are descriptions of each type of risk:
- Students who are at risk for social behavior problems display behaviors that limit his/her ability to maintain age appropriate relationships with peers and adults.
- Students who are at risk for academic behavior problems display behaviors that limit his/her ability to be prepared for, participate in, and benefit from academic instruction.
- Students who are at risk for emotional behavior problems display actions that limit his/her ability to regulate internal states, adapt to change, and respond to stressful/challenging events.
Teachers should always interpret the Total Behavior score first because it is the most reliable. Subscale scores should be interpreted only if the Total score indicates some or high risk.
The SAEBRS and mySAEBRS norms are the basis of the corresponding benchmarks. The benchmarks were created by identifying cut scores from the SAEBRS and mySAEBRS norms. These benchmarks have been defined as follows:
- Low risk: scores above the 16th national percentile
- Some risk: scores from the 3rd to the 16th national percentile
- High risk: scores below the 3rd national percentile
These cut scores represent approximately 1 and 2 standard deviations below the national mean, which is consistent with the approach used by other behavior screening tools. Our research suggests that these new scores still perform well in predicting risk for social and emotional behavior (SEB) problems.