{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,20]],"date-time":"2026-08-20T14:49:28Z","timestamp":1787237368416,"version":"build-2736575974"},"reference-count":40,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2017,12,21]],"date-time":"2017-12-21T00:00:00Z","timestamp":1513814400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"name":"Westminster Foundation and the Foundation Years Trust, Birkenhead, UK"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Brit J of Edu Psychol"],"published-print":{"date-parts":[[2018,12]]},"abstract":"\n Background<\/jats:title>\n \n There is an urgent need to accelerate the detection of special educational needs and disabilities (\n SEND<\/jats:styled-content>\n ). A recent brief questionnaire designed for teachers and nursery staff, the Brief Early Skills and Support Index (\n BESSI<\/jats:styled-content>\n ), shows promising psychometric properties (Hughes, Daly, Foley, White, & Devine, .\n British Journal of Educational Psychology<\/jats:italic>\n , 85(3), 332\u2013356.), but has yet to be evaluated as a tool for detecting children who may have\n SEND<\/jats:styled-content>\n .\n <\/jats:p>\n <\/jats:sec>\n \n Aims<\/jats:title>\n \n Addressing this gap, this study aimed to assess whether\n BESSI<\/jats:styled-content>\n scores (i) show measurement invariance across\n SEND<\/jats:styled-content>\n status; (ii) show unique associations with\n SEND<\/jats:styled-content>\n status; and (iii) are sensitive and specific to\n SEND<\/jats:styled-content>\n status.\n <\/jats:p>\n <\/jats:sec>\n \n Sample<\/jats:title>\n \n Eighty\u2010four teachers and nursery staff completed\n BESSI<\/jats:styled-content>\n ratings for 2106 British children aged 2.5\u20135.5\u00a0years (48.9% male, 20% ethnic minority, 9.3% with a statement of\n SEND<\/jats:styled-content>\n ).\n <\/jats:p>\n <\/jats:sec>\n \n Method<\/jats:title>\n \n We applied multilevel confirmatory factor analyses, regression analyses, and\n ROC<\/jats:styled-content>\n analyses to examine each of the study questions, using the\n BESSI<\/jats:styled-content>\n subscales (Behavioural Adjustment, Language and Cognition, Daily Living Skills, and Family Support) as dependent variables.\n <\/jats:p>\n <\/jats:sec>\n \n Results<\/jats:title>\n \n The four\n BESSI<\/jats:styled-content>\n subscales were reliable and showed measurement invariance across\n SEND<\/jats:styled-content>\n status. Over and above effects of age, gender, family income, ethnicity, and family size,\n SEND<\/jats:styled-content>\n status predicted substantial unique variance in\n BESSI<\/jats:styled-content>\n scores.\n ROC<\/jats:styled-content>\n analyses showed that in detecting children identified as having\n SEND<\/jats:styled-content>\n , a cut\u2010off score of 8.50 on the\n BESSI<\/jats:styled-content>\n total score produced good levels of sensitivity and specificity; gender\u2010specific analyses indicated a lower cut\u2010off score of 6.50 for girls.\n <\/jats:p>\n <\/jats:sec>\n \n Conclusion<\/jats:title>\n \n The\n BESSI<\/jats:styled-content>\n appears to be a useful tool in screening children for more detailed assessment of\n SEND<\/jats:styled-content>\n .\n <\/jats:p>\n <\/jats:sec>","DOI":"10.1111\/bjep.12206","type":"journal-article","created":{"date-parts":[[2017,12,21]],"date-time":"2017-12-21T10:32:35Z","timestamp":1513852355000},"page":"606-627","source":"Crossref","is-referenced-by-count":13,"title":["School readiness in children with special educational needs and disabilities: Psychometric findings from a new screening tool, the Brief Early Skills, and Support Index"],"prefix":"10.1111","volume":"88","author":[{"given":"Claire","family":"Hughes","sequence":"first","affiliation":[{"name":"Centre for Family Research University of Cambridge UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sarah","family":"Foley","sequence":"additional","affiliation":[{"name":"Centre for Family Research University of Cambridge UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Naomi","family":"White","sequence":"additional","affiliation":[{"name":"Centre for Family Research University of Cambridge UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Rory T.","family":"Devine","sequence":"additional","affiliation":[{"name":"Centre for Family Research University of Cambridge UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2017,12,21]]},"reference":[{"key":"e_1_2_6_2_1","volume-title":"Manual for the child behavior checklist\/2\u20103 and 1992 profile","author":"Achenbach T.","year":"1992"},{"key":"e_1_2_6_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0140-6736(06)69041-7"},{"key":"e_1_2_6_4_1","volume-title":"Tools of the mind: The vygotskian approach to early childhood education","author":"Bodrova E.","year":"1996"},{"key":"e_1_2_6_5_1","doi-asserted-by":"publisher","DOI":"10.1007\/BF01664738"},{"key":"e_1_2_6_6_1","doi-asserted-by":"publisher","DOI":"10.1097\/00004583-200107000-00016"},{"key":"e_1_2_6_7_1","doi-asserted-by":"publisher","DOI":"10.1080\/13682820310001625589"},{"key":"e_1_2_6_8_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1460-6984.2011.00039.x"},{"key":"e_1_2_6_9_1","volume-title":"Confirmatory factor analysis for applied research","author":"Brown T.","year":"2015"},{"key":"e_1_2_6_10_1","volume-title":"Structural equation\u00a0modeling with Mplus: Basic concepts, applications, and programming","author":"Byrne B.","year":"2012"},{"key":"e_1_2_6_11_1","volume-title":"Adjustment during transition to reception and secondary school: The role of children's cognitive skills and proximal family factors","author":"Darshane N.","year":"2016"},{"key":"e_1_2_6_12_1","doi-asserted-by":"publisher","DOI":"10.1542\/peds.93.3.460"},{"key":"e_1_2_6_13_1","volume-title":"Special educational needs in England: January 2016","author":"DofE","year":"2016"},{"key":"e_1_2_6_14_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.2006.01618.x"},{"key":"e_1_2_6_15_1","doi-asserted-by":"publisher","DOI":"10.1207\/S15328007SEM0801_7"},{"key":"e_1_2_6_16_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0885-2006(99)00030-7"},{"key":"e_1_2_6_17_1","doi-asserted-by":"publisher","DOI":"10.1111\/bjep.12076"},{"key":"e_1_2_6_18_1","article-title":"Family support and gains in school readiness: Longitudinal findings","author":"Hughes C.","year":"2017","journal-title":"British Journal of Educational Psychology"},{"key":"e_1_2_6_19_1","doi-asserted-by":"publisher","DOI":"10.1037\/cjbs2007001"},{"key":"e_1_2_6_20_1","volume-title":"SEN support: a survey of schools and colleges","author":"Johnson H.","year":"2017"},{"key":"e_1_2_6_21_1","doi-asserted-by":"publisher","DOI":"10.7249\/MG341"},{"key":"e_1_2_6_22_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10803-017-3060-1"},{"key":"e_1_2_6_23_1","volume-title":"Principles and practice of structural equation\u00a0modeling (methodology in the social sciences)","author":"Kline R.","year":"2012"},{"key":"e_1_2_6_24_1","doi-asserted-by":"publisher","DOI":"10.1097\/00004583-199812000-00007"},{"key":"e_1_2_6_25_1","doi-asserted-by":"publisher","DOI":"10.1097\/00004583-199602000-00014"},{"key":"e_1_2_6_26_1","doi-asserted-by":"publisher","DOI":"10.2989\/17280583.2015.1081207"},{"key":"e_1_2_6_27_1","unstructured":"Lyon G. 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