systematic school-wide screening: identifying students at-risk for social-emotional and behavioral...

Missouri SW PBS Summer Institute June, 2009

Systematic School-wide Screening:Identifying Students At-Risk for

Social-Emotional and

Behavioral Concerns

Center for PBSCollege of EducationUniversity of Missouri

Contact Information

Information & Materials

• NOT on the Team Flashdrive

• MO SW PBS Website = http://pbismissouri.org

Questions & Technical Assistance

• Regional Consultant

• Barbara Mitchell = [email protected]

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Identifying Non-Responders:Academic Concerns

• Academic Assessment Information– Letter Identification Inventory

– DIBELS

– Aimsweb

– CBM –Oral Reading Fluency

– SRI and DRA

– Kindergarten Screening = DIAL

Big Ideas

• Prevention = early identification and early intervention

• Need a systematic way to identify non-responders

• Process should include provision that all students have an equal chance to be considered

• Process should occur regularly / frequently enough to catch transient students

(academic = 3x per year)

Big Ideas

• Common methods of identification = teacher referral and / or use of data based decisions

• Typical methods may not be sufficient for finding all who are at-risk

• Use of a screening instrument may enhance the identification process

• Use of a screening instrument determines existence of risk; non-diagnostic

Today’s Objectives

1. Rationale for Use of a Screening Instrument

2. Selecting an Instrument

3. SSBD & SDQ

4. An Implementation Example

5. Minimum Features / System Considerations

Your Job Today….

• Consider current identification process

• Determine whether process is accurate and adequate

• Decide whether use of a screening instrument will enhance your identification process

• If so, begin system level planning

Rationale

Why Consider Use of a Screening Instrument?

Identifying Non-Responders: Social-Emotional/Behavioral Concerns

Challenge:• Nearly 20% of the school-age population is affected

with social-emotional/behavioral and/or mental health concerns (U.S. Department of Health and Human Services, 1999)

• Of the 20% affected only 30% of those students actually receive services (U.S. Public Health Service, 2000)

• Approximately 1% of students receive special education services for emotional disturbance (Kauffman, 2001)

Identifying Non-Responders: Social-Emotional / Behavioral Concerns

We know…• Academic success is linked to social/behavioral skills• Early identification with intervention can decrease the

likelihood of academic failure and low outcomes; minimizes the impact of risk and …

• Preventive supports reduce the need for more intensive supports later.

(Walker, Cheney, Stage, & Blum, 2005)

(Albers, C. A., Glover, T. A., & Kratochwill, 2007; Elliot, Huai, & Roach, 2007)

Identifying Non-Responders

Externalizing Behavior Examples…• Aggression to others or things

• Hyperactivity

• Non-compliance

• Disruptive

• Arguing

• Defiance

• Stealing

• Not following directions

• Calling out


Internalizing Behavior Examples…• Exhibits sadness or depression

• Sleeps a lot

• Is teased or bullied by peers

• Does not participate in games

• Very shy or timid

• Acts fearful

• Does not stand up for self

• Self-injury (cutting, head banging)

• Withdrawn


1. Teacher Referral/Request for Assistance– Short/simple

– Designed for quick response

2. Data Decision Rules– ODR/Classroom Minors

– Attendance

– Grades

*Walker, Cheney, Stage & Blum 2005 found that 35% of students who qualified as at risk using a screening instrument did NOT have multiple ODRs


3. Universal Screening Instruments– Systematic Screening for Behavior Disorders (K-6)

• Walker & Severson, 1990

– Early Screening Project (ages 3-5)• Feil, Severson, & Walker, 2002

– Student Risk Screening Scale (K-6)• Drummond, 1994

– Strengths & Difficulties Questionnaire (K-12)• Goodman, 2001


Universal Screening Instruments• Can be effective in finding students with both

externalizing and internalizing concerns

• When given a clear, overt, structure to facilitate decision making teachers are reliable evaluators/judges of student academic & behavioral performance (Elliot, Huai, & Roach, 2007)


Comprehensive System Includes…1. Use of Academic Assessment Information

2. A Teacher Nomination Process

3. Use of Data Decision Rules

4. Universal Screening Instrument




3. SSBD & SDQ



Instrument Selection

Psychometrically-Sound

Useful

Feasible


• Psychometrically-sound– Research tested

• Valid, Reliable, Normative Sample

• Useful– Provides useful information that informs treatment

• Externalizing & Internalizing

• Deficits and Strengths

• Feasible– Acceptability to stakeholders

• Preparations, Administration, Scoring and Interpretation, Cost, Data management


Handout 1 =

• Screening Instruments at a Glance– Name of Instrument

– Description / Use

– Age of Students

– Method

– Time to Administer

– Cost

– Ordering Information




3. SSBD & SDQ



Example Instruments

Systematic Screening for Behavior Disorders

(SSBD)

Strengths and Difficulties Questionnaire

(SDQ)

Systematic Screening for Behavior Disorders (SSBD)

• Stage 1– Teacher lists and ranks 10 students who meet description

for internalizing or externalizing

– Top 3 ranked students in each category move to next stage

• Stage 2– Teacher rates 6 students using CEI & CFI

• Stage 3– Direct Observation

– Parent Questionnaire

Strengths & Difficulties Questionnaire (SDQ)

• Teacher rates each student on 25 items– Examines conduct problems, hyperactivity,

emotional symptoms, peer problems, and pro-social behavior

– Score = Low, Medium or High Risk

– Administered and scored by hand or on-line

– No cost

An Implementation Example

Heart of Missouri Region

New Bloomfield Elementary

Implementation Example

• DIEBELS = Academic Assessment

• Systematic Screening for Behavioral Disorders– Stage 1

• Teacher ranks students based on internalizing and externalizing characteristics

• Three highest ranked students for each dimension move on to stage 2.

• Behavioral and Emotional Screening System (BESS); 25-30 Items = 10-15 min per student

Sample List of Students Identified as Non-Responders

How could this information help you determine where your limited support resources should focus?

Red = Identified with Academic issues

Blue = Identified with S/E/B issues

Green = Identified with Academic and S/E/B issues

2009, Bridget Walker, Ph.D

2009, Bridget Walker, Ph.D.




3. SSBD & SDQ



Using a Universal Screening Instrument

Minimum Essential Features

Universal Screening: Features Summary

Handout 6 =

• Minimum Features / Considerations– Document Policy and Procedures

– Plan for the Screening Process

– Assess Available Supports


• Rationale for Use of a Screening Instrument

• Selecting an Instrument

• SSBD & SDQ

• An Implementation Example

• Minimum Features / System Considerations

Big Ideas

• Prevention = early identification and early intervention

• Need a systematic way to identify non-responders

• Process should include provision that all students have an equal chance to be considered

• Screening process should occur regularly / frequently enough to catch transient students (academic = 3x per year)

Big Ideas

• Common methods of identification = teacher referral and / or use of data based decisions

• Typical methods may not be sufficient for finding all who are at-risk

• Use of a screening instrument may enhance the identification process

• Use of a screening instrument determines existence of risk; non-diagnostic

Contact Information

Information & Materials

• NOT on the Team Flashdrive

• MO SW PBS Website = http://pbismissouri.org

Questions & Technical Assistance

• Regional Consultant

• Barbara Mitchell = [email protected]

References and Resources

• Albers, C. A., Glover, T. A., & Kratochwill, T. R. (2007). Introduction to the special issue: How can universal screening enhance educational and mental health outcomes? Journal of School Psychology, 45(2), 113-116.

• Caselman, T. D. & Self, P. A. (2008). Assessment instruments for measuring young children’s social-emotional behavioral development. Children & Schools, 30(2), 103-115.

• Elliot, S. N., Huai, N. & Roach, A. T. (2007). Universal and early screening for educational difficulties: Current and future approaches. Journal of School Psychology, 45(2), 137-161.

• Glover, T. A. & Albers, C. A. (2007). Considerations for evaluating universal screening assessments. Journal of School Psychology, 45(2), 117-135.

• Kauffman,

References and Resources

• Levitt, J. M., Saka, N., Romanelli, L. H., & Hoagwood, K. (2007). Early identification of mental health problems in schools: The status of instrumentation. Journal of School Psychology, 45(2), 163-191.

• Walker, B. (2009) Effective schoolwide screening: Identifying students at-risk for emotional and behavioral disabilities. Presented for the 6th International Conference on Positive Behavior Support. Jacksonville, FL

• Walker, B., Cheney, D., Stage, S. & Blum, C. (2005). Schoolwide screening and positive behavior supports: Identifying and supporting students at risk for school failure. Journal of Positive Behavior Intervention, 7, p. 194.

• Muscott, H. (2008). Implementing systematic screening for behavior disorders within a comprehensive system of behavior support in PBIS-NH and MAST-NH schools. New Hampshire Center for Effective Behavioral Interventions and Supports. Summer Institute.

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