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Missouri SW PBS Summer Institute  June, 2009 Systematic School-wide Screening: Identifying Students At-Risk for  Social-Em...
Contact Information <ul><li>Information & Materials </li></ul><ul><li>NOT  on the Team Flashdrive </li></ul><ul><li>MO SW ...
1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems ...
1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems ...
Identifying Non-Responders: Academic Concerns <ul><li>Academic Assessment Information </li></ul><ul><ul><li>Letter Identif...
Big Ideas <ul><li>Prevention = early identification and early intervention </li></ul><ul><li>Need a  systematic  way to id...
Big Ideas <ul><li>Common methods of identification = teacher referral and / or use of data based decisions </li></ul><ul><...
Today’s Objectives <ul><li>Rationale for Use of a Screening Instrument   </li></ul><ul><li>Selecting an Instrument  </li><...
Your Job Today…. <ul><li>Consider current identification process </li></ul><ul><li>Determine whether process is accurate a...
Rationale Why Consider Use of a Screening Instrument?
Identifying Non-Responders:  Social-Emotional/Behavioral Concerns <ul><li>Challenge: </li></ul><ul><li>Nearly 20% of the s...
Identifying Non-Responders:  Social-Emotional / Behavioral Concerns <ul><li>We know… </li></ul><ul><li>Academic success is...
Identifying Non-Responders <ul><li>Externalizing Behavior Examples … </li></ul><ul><li>Aggression to others or things </li...
Identifying Non-Responders <ul><li>Internalizing Behavior Examples … </li></ul><ul><li>Exhibits sadness or depression </li...
Identifying Non-Responders <ul><li>1.  Teacher Referral/Request for Assistance </li></ul><ul><ul><li>Short/simple </li></u...
Identifying Non-Responders <ul><li>3.  Universal Screening Instruments </li></ul><ul><ul><li>Systematic Screening for Beha...
Identifying Non-Responders <ul><li>Universal Screening Instruments </li></ul><ul><li>Can be effective in finding students ...
Identifying Non-Responders <ul><li>Comprehensive System Includes… </li></ul><ul><li>Use of Academic Assessment Information...
Today’s Objectives <ul><li>Rationale for Use of a Screening Instrument </li></ul><ul><li>Selecting an Instrument </li></ul...
Instrument Selection Psychometrically-Sound Useful Feasible
Instrument Selection <ul><li>Psychometrically-sound </li></ul><ul><ul><li>Research tested </li></ul></ul><ul><ul><ul><li>V...
Instrument Selection <ul><li>Handout 1 =  </li></ul><ul><li>Screening Instruments at a Glance </li></ul><ul><ul><li>Name o...
Today’s Objectives <ul><li>Rationale for Use of a Screening Instrument </li></ul><ul><li>Selecting an Instrument </li></ul...
Example Instruments Systematic Screening for Behavior Disorders (SSBD) Strengths and Difficulties Questionnaire (SDQ)
Systematic Screening for  Behavior Disorders (SSBD) <ul><li>Stage 1 </li></ul><ul><ul><li>Teacher lists and ranks 10 stude...
Strengths & Difficulties Questionnaire (SDQ) <ul><li>Teacher rates  each  student on 25 items </li></ul><ul><ul><li>Examin...
An Implementation Example Heart of Missouri Region  New Bloomfield Elementary
Implementation Example  <ul><li>DIEBELS = Academic Assessment </li></ul><ul><li>Systematic Screening for Behavioral Disord...
Sample List of Students Identified as Non-Responders How could this information help you determine where your limited supp...
2009, Bridget Walker, Ph.D.
Today’s Objectives <ul><li>Rationale for Use of a Screening Instrument  </li></ul><ul><li>Selecting an Instrument </li></u...
Using a Universal Screening Instrument Minimum Essential Features
Universal Screening: Features Summary <ul><li>Handout 6 = </li></ul><ul><li>Minimum Features / Considerations </li></ul><u...
Today’s Objectives <ul><li>Rationale for Use of a Screening Instrument </li></ul><ul><li>Selecting an Instrument </li></ul...
Big Ideas <ul><li>Prevention = early identification and early intervention </li></ul><ul><li>Need a  systematic  way to id...
Big Ideas <ul><li>Common methods of identification = teacher referral and / or use of data based decisions </li></ul><ul><...
Contact Information <ul><li>Information & Materials </li></ul><ul><li>NOT  on the Team Flashdrive </li></ul><ul><li>MO SW ...
References and Resources <ul><li>Albers, C. A., Glover, T. A., & Kratochwill, T. R.  (2007).  Introduction to the special ...
References and Resources <ul><li>Levitt, J. M., Saka, N., Romanelli, L. H., & Hoagwood, K.  (2007).  Early identification ...
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Systematic School-wide Screening: Identifying Students At-Risk for Social-Emotional and Behavioral Concerns

Description of various behavior screening tools.

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Systematic School-wide Screening: Identifying Students At-Risk for Social-Emotional and Behavioral Concerns

  1. 1. Missouri SW PBS Summer Institute June, 2009 Systematic School-wide Screening: Identifying Students At-Risk for Social-Emotional and Behavioral Concerns Center for PBS College of Education University of Missouri
  2. 2. Contact Information <ul><li>Information & Materials </li></ul><ul><li>NOT on the Team Flashdrive </li></ul><ul><li>MO SW PBS Website = http://pbismissouri.org </li></ul><ul><li>Questions & Technical Assistance </li></ul><ul><li>Regional Consultant </li></ul><ul><li>Barbara Mitchell = [email_address] </li></ul>
  3. 3. 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems <ul><li>Intensive, Individual Interventions </li></ul><ul><li>Individual Students </li></ul><ul><li>Assessment-based </li></ul><ul><li>High Intensity </li></ul><ul><li>Intensive, Individual Interventions </li></ul><ul><li>Individual Students </li></ul><ul><li>Assessment-based </li></ul><ul><li>Intense, durable procedures </li></ul><ul><li>Targeted Group Interventions </li></ul><ul><li>Some students (at-risk) </li></ul><ul><li>High efficiency </li></ul><ul><li>Rapid response </li></ul><ul><li>Targeted Group Interventions </li></ul><ul><li>Some students (at-risk) </li></ul><ul><li>High efficiency </li></ul><ul><li>Rapid response </li></ul><ul><li>Universal Interventions </li></ul><ul><li>All students </li></ul><ul><li>Preventive, proactive </li></ul><ul><li>Universal Interventions </li></ul><ul><li>All settings, all students </li></ul><ul><li>Preventive, proactive </li></ul>
  4. 4. 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems <ul><li>Intensive, Individual Interventions </li></ul><ul><li>Individual Students </li></ul><ul><li>Assessment-based </li></ul><ul><li>High Intensity </li></ul><ul><li>Intensive, Individual Interventions </li></ul><ul><li>Individual Students </li></ul><ul><li>Assessment-based </li></ul><ul><li>Intense, durable procedures </li></ul><ul><li>Targeted Group Interventions </li></ul><ul><li>Some students (at-risk) </li></ul><ul><li>High efficiency </li></ul><ul><li>Rapid response </li></ul><ul><li>Targeted Group Interventions </li></ul><ul><li>Some students (at-risk) </li></ul><ul><li>High efficiency </li></ul><ul><li>Rapid response </li></ul><ul><li>Universal Interventions </li></ul><ul><li>All students </li></ul><ul><li>Preventive, proactive </li></ul><ul><li>Universal Interventions </li></ul><ul><li>All settings, all students </li></ul><ul><li>Preventive, proactive </li></ul>
  5. 5. Identifying Non-Responders: Academic Concerns <ul><li>Academic Assessment Information </li></ul><ul><ul><li>Letter Identification Inventory </li></ul></ul><ul><ul><li>DIBELS </li></ul></ul><ul><ul><li>Aimsweb </li></ul></ul><ul><ul><li>CBM –Oral Reading Fluency </li></ul></ul><ul><ul><li>SRI and DRA </li></ul></ul><ul><ul><li>Kindergarten Screening = DIAL </li></ul></ul>
  6. 6. Big Ideas <ul><li>Prevention = early identification and early intervention </li></ul><ul><li>Need a systematic way to identify non-responders </li></ul><ul><li>Process should include provision that all students have an equal chance to be considered </li></ul><ul><li>Process should occur regularly / frequently enough to catch transient students </li></ul><ul><li>(academic = 3x per year) </li></ul>
  7. 7. Big Ideas <ul><li>Common methods of identification = teacher referral and / or use of data based decisions </li></ul><ul><li>Typical methods may not be sufficient for finding all who are at-risk </li></ul><ul><li>Use of a screening instrument may enhance the identification process </li></ul><ul><li>Use of a screening instrument determines existence of risk; non-diagnostic </li></ul>
  8. 8. Today’s Objectives <ul><li>Rationale for Use of a Screening Instrument </li></ul><ul><li>Selecting an Instrument </li></ul><ul><li>SSBD & SDQ </li></ul><ul><li>An Implementation Example </li></ul><ul><li>Minimum Features / System Considerations </li></ul>
  9. 9. Your Job Today…. <ul><li>Consider current identification process </li></ul><ul><li>Determine whether process is accurate and adequate </li></ul><ul><li>Decide whether use of a screening instrument will enhance your identification process </li></ul><ul><li>If so, begin system level planning </li></ul>
  10. 10. Rationale Why Consider Use of a Screening Instrument?
  11. 11. Identifying Non-Responders: Social-Emotional/Behavioral Concerns <ul><li>Challenge: </li></ul><ul><li>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) </li></ul><ul><li>Of the 20% affected only 30% of those students actually receive services (U.S. Public Health Service, 2000) </li></ul><ul><li>Approximately 1% of students receive special education services for emotional disturbance (Kauffman, 2001) </li></ul>
  12. 12. Identifying Non-Responders: Social-Emotional / Behavioral Concerns <ul><li>We know… </li></ul><ul><li>Academic success is linked to social/behavioral skills </li></ul><ul><li>Early identification with intervention can decrease the likelihood of academic failure and low outcomes; minimizes the impact of risk and … </li></ul><ul><li>Preventive supports reduce the need for more intensive supports later. </li></ul><ul><li>(Walker, Cheney, Stage, & Blum, 2005) </li></ul><ul><li>(Albers, C. A., Glover, T. A., & Kratochwill, 2007; Elliot, Huai, & Roach, 2007) </li></ul>
  13. 13. Identifying Non-Responders <ul><li>Externalizing Behavior Examples … </li></ul><ul><li>Aggression to others or things </li></ul><ul><li>Hyperactivity </li></ul><ul><li>Non-compliance </li></ul><ul><li>Disruptive </li></ul><ul><li>Arguing </li></ul><ul><li>Defiance </li></ul><ul><li>Stealing </li></ul><ul><li>Not following directions </li></ul><ul><li>Calling out </li></ul>
  14. 14. Identifying Non-Responders <ul><li>Internalizing Behavior Examples … </li></ul><ul><li>Exhibits sadness or depression </li></ul><ul><li>Sleeps a lot </li></ul><ul><li>Is teased or bullied by peers </li></ul><ul><li>Does not participate in games </li></ul><ul><li>Very shy or timid </li></ul><ul><li>Acts fearful </li></ul><ul><li>Does not stand up for self </li></ul><ul><li>Self-injury (cutting, head banging) </li></ul><ul><li>Withdrawn </li></ul>
  15. 15. Identifying Non-Responders <ul><li>1. Teacher Referral/Request for Assistance </li></ul><ul><ul><li>Short/simple </li></ul></ul><ul><ul><li>Designed for quick response </li></ul></ul><ul><li>2. Data Decision Rules </li></ul><ul><ul><li>ODR/Classroom Minors </li></ul></ul><ul><ul><li>Attendance </li></ul></ul><ul><ul><li>Grades </li></ul></ul><ul><ul><li>*Walker, Cheney, Stage & Blum 2005 found that 35% of students who qualified as at risk using a screening instrument did NOT have multiple ODRs </li></ul></ul>
  16. 16. Identifying Non-Responders <ul><li>3. Universal Screening Instruments </li></ul><ul><ul><li>Systematic Screening for Behavior Disorders (K-6) </li></ul></ul><ul><ul><ul><li>Walker & Severson, 1990 </li></ul></ul></ul><ul><ul><li>Early Screening Project (ages 3-5) </li></ul></ul><ul><ul><ul><li>Feil, Severson, & Walker, 2002 </li></ul></ul></ul><ul><ul><li>Student Risk Screening Scale (K-6) </li></ul></ul><ul><ul><ul><li>Drummond, 1994 </li></ul></ul></ul><ul><ul><li>Strengths & Difficulties Questionnaire (K-12) </li></ul></ul><ul><ul><ul><li>Goodman, 2001 </li></ul></ul></ul>
  17. 17. Identifying Non-Responders <ul><li>Universal Screening Instruments </li></ul><ul><li>Can be effective in finding students with both externalizing and internalizing concerns </li></ul><ul><li>When given a clear, overt, structure to facilitate decision making teachers are reliable evaluators/judges of student academic & behavioral performance (Elliot, Huai, & Roach, 2007) </li></ul>
  18. 18. Identifying Non-Responders <ul><li>Comprehensive System Includes… </li></ul><ul><li>Use of Academic Assessment Information </li></ul><ul><li>A Teacher Nomination Process </li></ul><ul><li>Use of Data Decision Rules </li></ul><ul><li>Universal Screening Instrument </li></ul>
  19. 19. Today’s Objectives <ul><li>Rationale for Use of a Screening Instrument </li></ul><ul><li>Selecting an Instrument </li></ul><ul><li>SSBD & SDQ </li></ul><ul><li>An Implementation Example </li></ul><ul><li>Minimum Features / System Considerations </li></ul>
  20. 20. Instrument Selection Psychometrically-Sound Useful Feasible
  21. 21. Instrument Selection <ul><li>Psychometrically-sound </li></ul><ul><ul><li>Research tested </li></ul></ul><ul><ul><ul><li>Valid, Reliable, Normative Sample </li></ul></ul></ul><ul><li>Useful </li></ul><ul><ul><li>Provides useful information that informs treatment </li></ul></ul><ul><ul><ul><li>Externalizing & Internalizing </li></ul></ul></ul><ul><ul><ul><li>Deficits and Strengths </li></ul></ul></ul><ul><li>Feasible </li></ul><ul><ul><li>Acceptability to stakeholders </li></ul></ul><ul><ul><ul><li>Preparations, Administration, Scoring and Interpretation, Cost, Data management </li></ul></ul></ul>
  22. 22. Instrument Selection <ul><li>Handout 1 = </li></ul><ul><li>Screening Instruments at a Glance </li></ul><ul><ul><li>Name of Instrument </li></ul></ul><ul><ul><li>Description / Use </li></ul></ul><ul><ul><li>Age of Students </li></ul></ul><ul><ul><li>Method </li></ul></ul><ul><ul><li>Time to Administer </li></ul></ul><ul><ul><li>Cost </li></ul></ul><ul><ul><li>Ordering Information </li></ul></ul>
  23. 23. Today’s Objectives <ul><li>Rationale for Use of a Screening Instrument </li></ul><ul><li>Selecting an Instrument </li></ul><ul><li>SSBD & SDQ </li></ul><ul><li>An Implementation Example </li></ul><ul><li>Minimum Features / System Considerations </li></ul>
  24. 24. Example Instruments Systematic Screening for Behavior Disorders (SSBD) Strengths and Difficulties Questionnaire (SDQ)
  25. 25. Systematic Screening for Behavior Disorders (SSBD) <ul><li>Stage 1 </li></ul><ul><ul><li>Teacher lists and ranks 10 students who meet description for internalizing or externalizing </li></ul></ul><ul><ul><li>Top 3 ranked students in each category move to next stage </li></ul></ul><ul><li>Stage 2 </li></ul><ul><ul><li>Teacher rates 6 students using CEI & CFI </li></ul></ul><ul><li>Stage 3 </li></ul><ul><ul><li>Direct Observation </li></ul></ul><ul><ul><li>Parent Questionnaire </li></ul></ul>
  26. 26. Strengths & Difficulties Questionnaire (SDQ) <ul><li>Teacher rates each student on 25 items </li></ul><ul><ul><li>Examines conduct problems, hyperactivity, emotional symptoms, peer problems, and pro-social behavior </li></ul></ul><ul><ul><li>Score = Low, Medium or High Risk </li></ul></ul><ul><ul><li>Administered and scored by hand or on-line </li></ul></ul><ul><ul><li>No cost </li></ul></ul>
  27. 27. An Implementation Example Heart of Missouri Region New Bloomfield Elementary
  28. 28. Implementation Example <ul><li>DIEBELS = Academic Assessment </li></ul><ul><li>Systematic Screening for Behavioral Disorders </li></ul><ul><ul><li>Stage 1 </li></ul></ul><ul><ul><ul><li>Teacher ranks students based on internalizing and externalizing characteristics </li></ul></ul></ul><ul><ul><ul><li>Three highest ranked students for each dimension move on to stage 2. </li></ul></ul></ul><ul><li>Behavioral and Emotional Screening System (BESS); 25-30 Items = 10-15 min per student </li></ul>
  29. 29. 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
  30. 30. 2009, Bridget Walker, Ph.D.
  31. 31. Today’s Objectives <ul><li>Rationale for Use of a Screening Instrument </li></ul><ul><li>Selecting an Instrument </li></ul><ul><li>SSBD & SDQ </li></ul><ul><li>An Implementation Example </li></ul><ul><li>Minimum Features / System Considerations </li></ul>
  32. 32. Using a Universal Screening Instrument Minimum Essential Features
  33. 33. Universal Screening: Features Summary <ul><li>Handout 6 = </li></ul><ul><li>Minimum Features / Considerations </li></ul><ul><ul><li>Document Policy and Procedures </li></ul></ul><ul><ul><li>Plan for the Screening Process </li></ul></ul><ul><ul><li>Assess Available Supports </li></ul></ul>
  34. 34. Today’s Objectives <ul><li>Rationale for Use of a Screening Instrument </li></ul><ul><li>Selecting an Instrument </li></ul><ul><li>SSBD & SDQ </li></ul><ul><li>An Implementation Example </li></ul><ul><li>Minimum Features / System Considerations </li></ul>
  35. 35. Big Ideas <ul><li>Prevention = early identification and early intervention </li></ul><ul><li>Need a systematic way to identify non-responders </li></ul><ul><li>Process should include provision that all students have an equal chance to be considered </li></ul><ul><li>Screening process should occur regularly / frequently enough to catch transient students (academic = 3x per year) </li></ul>
  36. 36. Big Ideas <ul><li>Common methods of identification = teacher referral and / or use of data based decisions </li></ul><ul><li>Typical methods may not be sufficient for finding all who are at-risk </li></ul><ul><li>Use of a screening instrument may enhance the identification process </li></ul><ul><li>Use of a screening instrument determines existence of risk; non-diagnostic </li></ul>
  37. 37. Contact Information <ul><li>Information & Materials </li></ul><ul><li>NOT on the Team Flashdrive </li></ul><ul><li>MO SW PBS Website = http://pbismissouri.org </li></ul><ul><li>Questions & Technical Assistance </li></ul><ul><li>Regional Consultant </li></ul><ul><li>Barbara Mitchell = [email_address] </li></ul>
  38. 38. References and Resources <ul><li>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 . </li></ul><ul><li>Caselman, T. D. & Self, P. A. (2008). Assessment instruments for measuring young children’s social-emotional behavioral development. Children & Schools , 30(2), 103-115. </li></ul><ul><li>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. </li></ul><ul><li>Glover, T. A. & Albers, C. A. (2007). Considerations for evaluating universal screening assessments. Journal of School Psychology, 45(2), 117-135. </li></ul><ul><li>Kauffman, </li></ul>
  39. 39. References and Resources <ul><li>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. </li></ul><ul><li>Walker, B. (2009) Effective schoolwide screening: Identifying students at-risk for emotional and behavioral disabilities. Presented for the 6 th International Conference on Positive Behavior Support. Jacksonville, FL </li></ul><ul><li>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. </li></ul><ul><li>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. </li></ul>

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