Research on the WARNS is ongoing. Recent publications have established additional evidence for the strength and validity of the instrument. We are confident that further research will continue to provide solid evidence for the use of the assessment tool across a broad population.
A review the WARNS validity evidence in the context of a central claim about score interpretation/use and the inferences that underlie that claim.
Gotch, C. M., & French, B. F. (2020). A Validation Trajectory for the Washington Assessment of Risks and Needs of Students. Educational Assessment, 25(1), 65-82.
WARNS item bias results comparing African-American, Latinx, and Caucasian student groups:
French, B. F. & Vo, T. T. (2019). Differential item functioning of a truancy assessment. Journal of Psychoeducational Assessment, 1-7.
A latent profile study that showed that we can identify three distinct groups – or profiles – of students based on WARNS results, and provides empirical evidence for how the profiles can be used to make decisions about youth.
Iverson, A., French, B. F., Strand, P. S., Gotch, C. M., & McCurley, C. (2018). Understanding school truancy: risk–need latent profiles of adolescents. Assessment, 25(8), 978-987.
The bifactor structure of the WARNS assessment is documented in this article which shows how the WARNS items can be used to produce a General overall risk score as well as scores for the individual Risk domains. The bifactor structure is also documented across various groups such as by sex, and race/ethnicity.
Strand, P. S., Gotch, C. M., French, B. F., & Beaver, J. L. (2017). Factor structure and invariance of an adolescent risks and needs assessment. Assessment, 26(6), 1105-1116.