Abstract
The Adverse Childhood Experiences (ACE) Questionnaire has provided the basis for a substantial body of research literature that illuminates the enduring social, emotional, academic, health, and life outcome effects of childhood trauma. Additional studies with children and adolescents suggest a strong neurodevelopmental dose-respondent association with high ACE scores and school academic and behavioral problems. As the national effort to include social-emotional learning (SEL) into Multi-Tiered Systems of Supports (MTSS) moves forward in the public schools, the need for psychometrically sound instruments for data-based decision-making becomes critical. The current study investigated a potential relationship between the ACE Questionnaire to more psychometrically sound screening and broadband instruments (Behavior Assessment System for Children (BASC)-3 Self-Report of Personality Form-Adolescent and BASC-3 Behavioral and Emotional Screening System (BESS) Student Form-Adolescent) that are standardized, norm-referenced, multi-gating in design, and commonly used in educational settings. Results indicate that 62% of the students with elevated ACE scores had at-risk scores on the BESS screener. In addition, elevated at-risk scores on the BESS for the students with self-reported elevated ACE scores correlated with multiple at-risk and clinically significant index and composite scores on the broadband BASC-3. The significant index and composite scores created a unique psychological profile of students with high ACE scores who were experiencing significant current distress along with little perceived social support. The results support the use of SEL screening measures that seamlessly and psychometrically link secondary- and tertiary-level diagnostic tools in a multi-gating format in MTSS.