Using Universal Screening to Monitor Students’ Social, Emotional, and Behavioral Health

2020 ◽  
pp. 481-502
Author(s):  
Katie Eklund ◽  
Stephen P. Kilgus ◽  
Lauren Meyer ◽  
Alexandra Barber
Keyword(s):  
Universal Screening ◽  
Individual Student ◽  
Social Emotional ◽  
Barriers To Learning ◽  
Accurate Identification ◽  
Health Concerns ◽  
Student Functioning ◽  
Psychometric Evidence ◽  
Emotional And Behavioral Health ◽  
Screening Measures

As many youths will display symptoms of social-emotional or behavioral (SEB) health concerns during their childhood or adolescence, schools are called upon to provide supports to students who have demonstrated barriers to learning. Universal screening has been identified as one strategy to enhance the accurate identification of students struggling with SEB concerns. Universal screening measures take on a variety of formats but often include some type of brief behavior rating completed by a teacher, parent, or student to assess individual student functioning. The current chapter provides an overview of universal screening for SEB concerns. Available screening measures are reviewed, along with the psychometric evidence supporting each measure (e.g., validity, reliability, diagnostic accuracy). Procedural considerations are examined, including administration frequency and duration, screening informant selection, and parental consent protocols. Finally, a procedural framework is provided that outlines how to link screening results to evidence-based interventions.

scholarly journals Generalizability of Universal Screening Measures for Behavioral and Emotional Risk

2018 ◽  
Vol 47 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Nicholas Tanner ◽  
Katie Eklund ◽  
Stephen P. Kilgus ◽  
Austin H. Johnson
Keyword(s):  
Universal Screening ◽  
Emotional Risk ◽  
Behavioral And Emotional Risk ◽  
Screening Measures

Linking Screening for Emotional and Behavioral Problems to Problem-Solving Efforts: An Adaptive Model of Behavioral Assessment

2010 ◽  
Vol 35 (4) ◽  
pp. 240-244 ◽  
Author(s):  
Robert J. Volpe ◽  
Amy M. Briesch ◽  
Sandra M. Chafouleas
Keyword(s):  
Behavioral Problems ◽  
Universal Screening ◽  
Progress Monitoring ◽  
Behavioral Assessment ◽  
Emotional And Behavioral Problems ◽  
Tier 2 ◽  
Adaptive Model ◽  
Special Issue ◽  
Tier 2 Interventions ◽  
Emotional And Behavioral Health

This paper addresses several objectives of the special issue on universal screening by addressing gaps in the current research base concerning universal screening for mental, emotional, and behavioral health and by providing a framework for addressing the limitations of extant approaches. Specifically, an adaptive model of behavioral assessment (AMBA) is proposed as a conceptual framework for linking screening and progress monitoring and designing tier 2 interventions.

Social-emotional problems of children with mild intellectual disabilities having parents with mental health concerns: A quantitative comparison study

2021 ◽  
pp. 174462952110300
Author(s):  
I Riemersma ◽  
F Van Santvoort ◽  
KTM Van Doesum ◽  
CMH Hosman ◽  
JMAM Janssens ◽  
...  
Keyword(s):  
Mental Health ◽  
At Risk ◽  
Intellectual Disability ◽  
Emotional Problems ◽  
Mild Intellectual Disability ◽  
Social Emotional ◽  
Health Concerns ◽  
Comparison Groups ◽  
Strengths And Difficulties ◽  
Mental Health Concerns

Introduction: Children of parents with mental health concerns are at-risk for social-emotional problems. In this study, we assessed whether children with a mild intellectual disability and parents with mental health concerns are particularly at-risk. Method: Strengths and Difficulties Questionnaire (SDQ) reports of children with a mild intellectual disability (N = 55) and their parents with mental health concerns (N = 45) were compared to two comparison groups. The first group included children with average intelligence (N = 13) and their parents with mental health concerns (N = 56), the second group included children with mild intellectual disability (N = 44) and their parents (N = 36). Results: Children with a mild intellectual disability and a parent with mental health concerns show higher total SDQ problem scores and more internalizing and externalizing problems as compared to children in the two other groups. Discussion: Children having mild intellectual disability and parents with mental health concerns are particularly at risk for developing social-emotional problems.

Evaluation of an Urban School-Based Social, Emotional, and Behavioral Health Professional Development and Consultation Model

2020 ◽  
Vol 42 (2) ◽  
pp. 79-87
Author(s):  
Amy J Kaye ◽  
Vanja Pejic ◽  
Molly Jordan ◽  
Kristine M Dennery ◽  
David R DeMaso
Keyword(s):  
Professional Development ◽  
Academic Success ◽  
Health Professional ◽  
Behavioral Health ◽  
School Staff ◽  
Social Emotional ◽  
Team Members ◽  
School Based ◽  
Consultation Model ◽  
Emotional And Behavioral Health

Abstract Social, emotional, and behavioral health challenges pose significant barriers to students’ academic success, yet teachers report that they do not feel equipped with the knowledge and skills needed to address these challenges in their classrooms. This article presents findings associated with the effectiveness of an innovative school-based behavioral health professional development and consultation model designed to address this need for urban educators. Program evaluation results from school-based team members from five pilot schools over a two-year partnership period indicate that this model is highly used and valued by school staff, as well as perceived by school staff as effective in building the knowledge, skills, and self-efficacy to implement strategies and build systems in schools to address students’ social, emotional, and behavioral health needs. Progress monitoring data suggests that this learning is translating to actual systemic change in schools based on school-based team members’ reports of progress toward goals specific to the behavioral health systems, procedures, and protocols at their schools. The findings highlight the implications for school-based consultants and practitioners based on the promise of this model.

scholarly journals Ages and Stages Questionnaire: Social–Emotional as a Teacher-Report Measure

2018 ◽  
Vol 41 (1) ◽  
pp. 3-12 ◽  
Author(s):  
Abigail Pooch ◽  
Ruby Natale ◽  
Tatiana Hidalgo
Keyword(s):  
Preschool Children ◽  
Universal Screening ◽  
Discriminant Validity ◽  
Reliability And Validity ◽  
Internal Consistency Reliability ◽  
Parent Report ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Teacher Report ◽  
Ages And Stages Questionnaire

Universal screening of social–emotional deficits in preschool children is a promising avenue for detecting children in need of early intervention. Due to the enormity of this task, it is vital that the instruments used in universal screening be brief, inexpensive, and capable of accurately measuring social–emotional development. The Ages and Stages Questionnaire: Social–Emotional (ASQ:SE) fulfills these requirements, but has been established only as a parent-report instrument, which makes it difficult to assess preschool-based child behavior and reporter bias. The current study examined the reliability and validity of the ASQ:SE in a sample of 443 preschool children and their teachers. Overall, the teacher-report ASQ:SE produced promising findings, including adequate internal consistency reliability (α = .73-.74) and strong concurrent validity. Further studies should include discriminant validity analyses, and more representative samples to allow for generalization of results.

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