Universal School-wide Screening to Identify Students for Tier 2/Tier 3 Interventions

1. Credit to: Doug Cheney, Ph.D., Washington PBIS Coordinator, University of Washington, Seattle, dcheney@u.washington.edu Kimberli Breen, M.S., C.A.S., M.A., Technical Assistance Director, IL-PBIS Network, kimbreen@rcn.com Jennifer Rose, M.Ed., Loyola University Chicago, jrose4@luc.edu Universal School-wide Screening to Identify Students for Tier 2/Tier 3 Interventions 2008 National Forum for Implementers of School-Wide PBS

2. Source Acknowledgements Schools in the Washington PBIS network Schools in the Illinois PBIS network Universal Screening • Reliable Tools for 25 years+ • Universal screening offers opportunity for prevention, yet…. • Schools reluctant to conduct behavioral screening: • Fear of “stigmatizing kids” • Concerns regarding efficient/effective methods of supporting identified youth Source: Walker, Cheney, Stage, Blum (2005)

3. Universal (school-wide) behavioral screening : Addresses prevalence of emotional/behavior problems among school-age children ranges between 9%-13% (Tier 2 & 3 Students) Provides a valid and reliable approach for identifying student behavioral issues Externalizing and Internalizing students are identified Highlights schools as an ideal environment for addressing mental health-related issues “Less stigmatizing” than clinics Potential to reach large groups of youth and families Successfully identify kids with internalizing behaviors

4. Universal Screening Universal Screening viewed as norm, e.g., Vision, Hearing, Literacy – Why not Behavior? Good fit with RTI behavior model Links to prevention programs & reduces need for more intensive services later Untreated emotional/behavioral issues correlate with negative outcomes Poor grades & personal relationships High school dropout & Unemployment Incarceration, Substance abuse, Suicide

5. Systematic Screening for Behavior Disorders (SSBD); Walker & Severson, 1992) • Research in the 1980s on predictors • Multiple gating procedures following mental health model • Externalizing and Internalizing dimensions • Evidence for efficiency, effectiveness, & cost benefits • Exemplary, evidence-based practice • US Office of Special Education, Council for Children with Behavior Disorders, National Diffusion Network

6. Multiple Gating Procedure (Severson et al. 2007) Teachers Rank Order 3 Ext. & 3 Int. Students Gate 1 Pass Gate 1 Teachers Rate Top 3 Students on Critical Events, Adaptive & Maladaptive Scales Gate 2 Tier 2,3 Intervention Pass Gate 2 Gate 3 Classroom & Playground Observations Tier 3 Intervention or Special Ed. Referral

7. Gating Procedures • Gate 1 – Nomination based on Definitions • Gate 2 – Score and Criteria for: • Critical Events – Steals, Tantrums, Assaults adults, Damages property, Painful Shyness • Combined Frequency Index • Adaptive Behavior – Follows rules, Gains peer attention positively, Expresses anger appropriately, Positive socials with peers • Maladaptive Behavior – Refuses to participate in activities, Challenges teacher limits/rules, Manipulates peers, pouts/sulks

8. SSBD in Washington • Used in research over the past 10 years • 10 districts statewide • School psychs review & adopt for district • Teachers informed & process reviewed in staff meeting • Screening takes 1-2 hours per teacher to complete • Tier 2 Students identified

9. Decrease in Problem Behavior, Social Skills Rating System (SSRS)

10. Resources Severson, H.H., Walker, H.M., Hope-Dolittle, J., Kratochwill, T.R., Gresham, F.M. (2007). Proactive, early screening to detect behaviorally at-risk students: Issues, approaches, emerging innovations, and professional practices. Journal of School Psychology. 45, 193-223. Walker, H.M., Severson, H.H. (1992). Systematic screening for behavior disorders. Longmont, CO. Sopris West. 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 Interventions. 7(4) 194-204.