Abstract
Purpose: This study explored the reliability and validity of the Screening Tool for the Identification of Acquired Brain Injury in School-Aged Children (STI).
Methods: Parents and teachers of students (K-12) from 3 different groups (students with known acquired brain injuries, students with special education needs, and typical students) rated their students' behaviors, symptoms, and injuries using the STI.
Results: Test-retest and internal consistency analyses indicated acceptable reliability. Additionally, the 3 activities used to determine test validity all yielded positive results.
Discussion: The STI indicates sensitivity to learning challenges; however, further research is needed to develop instrument specificity. We also introduce the idea of using tools, such as the STI for the purpose of an "educational identification" for students who are in need of immediate support, and for whom no formal medical diagnosis yet exists.