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.

A Step-By-Step Guide to Tier 2 Behavioral Progress Monitoring

2018 ◽  
Vol 27 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Allison L. Bruhn ◽  
Sara C. McDaniel ◽  
Ashley Rila ◽  
Sara Estrapala
Keyword(s):  
Data Collection ◽  
Behavioral Problems ◽  
Systematic Approach ◽  
Progress Monitoring ◽  
Tier 2 ◽  
Low Intensity ◽  
Tier 2 Interventions ◽  
Data Collection And Analysis ◽  
Method Of Measurement ◽  
Problem Solving Teams

Students who are at risk for or show low-intensity behavioral problems may need targeted, Tier 2 interventions. Often, Tier 2 problem-solving teams are charged with monitoring student responsiveness to intervention. This process may be difficult for those who are not trained in data collection and analysis procedures. To aid practitioners in these worthwhile tasks, we offer a step-by-step guide to collecting and evaluating Tier 2 behavioral progress monitoring data. This systematic approach includes (a) selecting an appropriate method of measurement, (b) planning for data collection and evaluation, (c) collecting and analyzing data, (d) considering treatment fidelity, and (e) adjusting intervention based on student responsiveness. Each step is described in detail with specific examples and additional resources are provided.

Behavioral Assessment

Education ◽  
2013 ◽  
Author(s):  
Wendy P. Oakes ◽  
Pamela Harris
Keyword(s):  
Universal Screening ◽  
Rating Scales ◽  
Progress Monitoring ◽  
Behavioral Assessment ◽  
School Personnel ◽  
Targeted Interventions ◽  
Screening Practices ◽  
Target Behaviors ◽  
Replacement Behavior ◽  
Behavioral Assessments

Since the inception of the Individuals with Disabilities Education Act in 1975, behavioral assessments in school contexts have evolved in theory and practice. Within multitiered prevention models, behavioral assessments are used for early detection of students for whom primary prevention (for all students) is insufficient. Universal screening practices are needed by schools to detect students at the earliest juncture when behaviors are most amenable to intervention. Universal screening provides school personnel with a proactive approach for determining which students need supports beyond primary prevention efforts. For students needing targeted interventions (for some students) progress monitoring tools offer data to make decisions about students’ progress and intervention appropriateness. Targeted interventions are often implemented in small groups targeting common acquisition or performance deficits (e.g., social skills and study skills). If those interventions are still insufficient, intensive interventions (for few students) are employed. These supports require the most intensive behavioral assessments, functional behavioral assessment (FBA), and are reserved for students with the greatest need. FBA determines antecedent conditions setting the stage for problem behaviors to occur and consequences maintaining the undesirable behavior. Data are used to identify the function of target behaviors so that a functionally equivalent replacement behavior can be identified and an intervention developed to increase the future probability this replacement behavior will occur. Behavioral assessments help school personnel answer critical questions such as: Which behaviors are most critical to success in the environment of interest? What is the operational definition of the behavior? What are the contributing antecedents, events, and maintaining consequences, and how will they be measured? What is the function of the behavior? Sources of data are, generally, in three categories: direct observation, interviews, and rating scales/checklists. A triangulation of these data allows for information from multiple informants across settings to design intervention strategies. Strengths of direct observation include perspectives from an outside observer, contextual factors, and peer comparisons. Interviews provide historical perspectives and contextualization, offering information on potential functions of the behavior, aiding in prioritizing problematic behaviors, providing information on students’ strengths and preferences, and aiding in school/home collaborations. Rating scales and checklists provide standardized data examining if the target behaviors are due to performance or acquisition deficits. This bibliography is organized to provide an overview of behavioral assessment and the tools used in school settings including universal screening practices, progress monitoring of behavioral performance, and tools used to conduct FBAs.

Responsiveness to Intervention in Reading

2012 ◽  
Vol 36 (1) ◽  
pp. 36-46 ◽  
Author(s):  
Joseph R. Jenkins ◽  
Ellen Schiller ◽  
Jose Blackorby ◽  
Sara Kalb Thayer ◽  
W. David Tilly
Keyword(s):  
Differentiated Instruction ◽  
Progress Monitoring ◽  
Educational Programs ◽  
Tier 2 ◽  
Model Schools ◽  
Tier 2 Interventions ◽  
Tier 1 ◽  
Individualized Educational Programs ◽  
Rti Model ◽  
Tier 3

This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the minutes/day of intervention in Tiers 2 and 3 groups, and how students with individualized educational programs (IEPs) in reading were served in the school’s RtI model. Schools reported using differentiated instruction in Tier 1, favored curriculum-based measures for screening/benchmarking and progress monitoring, reported more intensive interventions and more progress monitoring in Tier 3, and used a wide variety of models for serving students with IEPs within the schools’ RtI models.

scholarly journals Emotional and Behavioral Health Needs in Elementary School Students in an Underserved Hispanic Community

2017 ◽  
Vol 35 (2) ◽  
pp. 128-136
Author(s):  
Yuqing Guo ◽  
Julie Rousseau ◽  
Anna S. Hsu ◽  
Priscilla Kehoe ◽  
Monique Daviss ◽  
...  
Keyword(s):  
Mental Health ◽  
Elementary School ◽  
Behavioral Health ◽  
Behavioral Problems ◽  
Mental Health Problems ◽  
Depression Scale ◽  
Health Needs ◽  
Emotional And Behavioral Problems ◽  
Hispanic Community ◽  
Emotional And Behavioral Health

High rates of mental health problems in adolescents have been well documented; less is known about elementary school children in disadvantaged communities. We examined emotional and behavioral health needs in 202 third and fourth graders enrolled in a charter school in a largely Hispanic community. The child-reported Revised Child Anxiety and Depression Scale-25 and Teacher’s Report Form were used to evaluate mental health needs as perceived by these children and their teachers. The prevalence of teacher-reported depression and child self-reported anxiety was 7.0% and 6.67%, respectively. Living in a single parent household was found to be a specific risk factor in that those children had higher rates of emotional and behavioral problems than children living with both parents. Evidence of higher depression and anxiety identified in this sample compared to national representative data suggests the need for development of culturally sensitive early prevention and intervention in this underserved community.

Risk factors for emotional and behavioral problems

2009 ◽  
Author(s):  
W. Douglas Tynan ◽  
Meredith Dreyer ◽  
Meredith Lutz Stehl
Keyword(s):  
Risk Factors ◽  
Behavioral Problems ◽  
Emotional And Behavioral Problems
Sign in / Sign up

Export Citation Format

Share Document