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Social/Emotional Screening within a School-wide Multi-Tiered
System of Support
Tim Lewis, Ph.D. & Barbara Mitchell, Ph.D.University of Missouri
www.pbismissouri.org
OSEP Center on Positive Behavioral Intervention & Supports
www.pbis.org
This session will overview…
• Purpose of screening
• Pre-requisites to effectively screen • Environmental Supports
• System Gaps
• Screening Methods
• Common Screening Tools
Acknowledgement
Missouri School-wide Positive
Behavior Support
Tier I and Tier II Workbooks
Maynard, D., & Rector, D. (October, 2017). Systematic screening: Coaching school teams to use the data. Presentation at the OSEP Center on
Positive Behavioral Interventions and Supports, Chicago, IL.
Turn & Talk
Is your school/district currently screening? If so, how?
First Week of Term One…
Design a vocabulary lesson:
•Assess current level
• Explicitly teach new terms
•Practice opportunities w/ feedback• During lesson• Independent work
• Test for mastery & provide feedback
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
Key Points
• Screening does not entitle anyone to service (IDEA consideration on suspicion of a disability)
• Screening should never be used alone to guide intervention selection
• Screening alone should never be used to initiate a special education evaluation
• Screening should simply prompt a serious of follow-up questions and conversations
• Screening for gaps in the school environment equally important
Why Screen?
• Internalizing concerns
• Early intervention and supports at every grade level
• System weaknesses / gaps
•Child find
Ways to screen
• Screening Instrument• Social• Emotional• Academic
•Review of existing archival data
•Non-response to intervention and/or supports
Outcomes of Screening
• Level of Risk• Low, Moderate, High
•Areas of Concern• Social, Emotional, Behavioral, Academic
• Inform Intervention Targets• Schoolwide• Classroom• Targeted Small Group• Intensive Individual
• Resource needs/System Re-design• Personnel, Materials, Professional Development, etc.
Projecting Capacity
MO SW-PBS Team Workbook (2017)
Pre-requisites to screening
• Universals in place• CLASSROOMS
• Data to discriminate “at-risk” environments• Classroom / non-classroom settings
• Data identified to progress monitor universal through individual behavior supports
• Understanding of cultural norms & learning history of school population
Goal is to avoid “false positives” for students
Turn & Talk
Are effective universal/classroom supports in place? How do you know? Plan to address?
Screening for System Gaps
Tools can be found:
Pbis.org
Pbismissouri.org
Self-Assessment Survey (SAS)Purpose:
• Identifies the perceptions of the status and the priority for improvement of SW-PBS systems:
• School-wide discipline
• Non-classroom management
• Classroom management
• Individual students engaging in chronic problem behaviors
• Used for building awareness with staff, action planning and decision-making, assessment of change over time, and team validation.
SAS Scoring Definitions & Artifacts
“Big Five”
Available from OSEP TA-Center www.pbis.orgwww.pbisapps.org
No Cost
Assessors Training PowerPoint andAssessors Training Video at www.pbisapps.org
Sub-subscale report
Tier ITeamsImplementationEvaluation
Tier IITeamsInterventionsEvaluation
Tier IIITeamsResourcesAssessmentSupport planMonitoring and adaptation
Item Report
TFI & SAS
Effective Classroom Practices
Resources - pbismissouri.org
Classroom Universal Essential Practices
1. Classroom expectations & rules defined and taught (all use school-wide, create classroom examples)
2. Procedures & routines defined and taught
3. Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1)
4. Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedure
5. Students are actively supervised (pre-corrects and positive feedback)
6. Students are given multiple opportunities to respond (OTR) to promote high rates of academic engagement
7. Activity sequence promotes optimal instruction time and student engaged time
8. Instruction is differentiated based on student need
Start with Self-Assessment p. 36
Classroom Quiz
1. When the teacher , most students stop and listen.
Yes Sometimes No
2. When class starts, the teacher has everything ready.
Yes Sometimes No
3. Before we start a new activity, the teacher reminds us what we are supposed to do.Yes Sometimes No
4. When we are asked to work by ourselves, all students work quietly and do what they are supposed to do.
Yes Sometimes No
5. I often finish my work and do not know what I should be doing while others are still working.
Yes Sometimes No
Classroom Systems
• Teach• Brief in-service, single
topic focus• Practice (performance
feedback)• Peer coaching• Principal “walk
through”• Direct observation /
data collection
Accommodations Guide Model
Two Examples
Universal Screening
• School used a universal screening instrument in October of 2012.
• Results indicated that 32.3% of students were in the at-risk or high-risk range.
• Team decided to focus first efforts on implementation of Tier 1 with higher levels of fidelity.
Baseline Data Collection
• Classroom-Level Observations of Effective Classroom Practices
▪ Expectations & Rules
▪ Procedures & Routines
▪ Encouraging Expected Behavior
▪ Discouraging Inappropriate Behavior
▪ Active Supervision
▪ Opportunities to Respond
• Based on data, team identified 1 practice to improve upon.
Initial ratio of positive
specific feedback to correctives:
1.85:1
Professional Development Process & Data
October 2012– Initial Observations, Ratio at 1.85:1
January 2013 – Staff Professional Development on Positive Specific Feedback
February 2013 – Follow-up Classroom Observations, Ratio at 2.44:1
March 2013 – Additional Staff Professional Development with Increased Practice and Supports
May 2013 – Final Classroom Observations of the School Year, Ratio at 6.55:1
End of Year Outcomes
• ODRs decreased by 39.41% from 2011-2012 to 2012-2013.
• Minor referrals decreased by 34.8% from 2011-2012 to 2012-2013.
• Classroom minor referrals decreased by 33.5% from 2011-2012 to 2012-2013.
15% Tier 3
Goal 5%
16% Tier 2
Goal 15%
69% Tier 1
Goal 80%
6+ Referrals
2-5 Referrals
0-1 Referral
57 students with 9+ Referrals
1712 referrals
Baseline Behavior Data Spring
Data-Practices-Systems
• Self-assessment / Review of behavioral infractions
• Literacy block• Teacher led small group• Independent work• Student work group
•Clear procedures & routines• Taught & practiced
7% Tier 3
Goal 5%
10% Tier 2
Goal 15%
83% Tier 1
Goal 80%
Post Intensifying Tier I + Classrooms
516 Referrals
16 Students with 9+ Referrals
6+ Referrals
2-5 Referrals
0-1 Referrals
Turn & Talk
Does your school/district have a plan to address system gaps prior to screening for individual students?
Screening to Identify Students
Archival Data
Screening Instruments
Archival Data
Data Decision Rules
• Behavioral Infractions• Major• Minor
• Time out of Instruction• Buddy Room• Safe Seats• “Discipline” Room
• Other• School nurse visits• Attendance• Grades
RRKS TOC (front side)
RRKS – Time Out of Class Code: _____
Student: _________________________ Date:______________________
Incident Time: ____________________# of min. out of rm.: __________
Teacher: _______________________Subject: ____________________
What did you do/not do that got you sent out of class? ________________________________________________________________________________________________________________________
Circle the RRKS expectation that was not followed:Respect Responsible Kind Safe
What will you do differently next time?______________________________________
RRKS TOC (back side)
Processing Checklist:Processing data & time:
• Review with the student reason he/she was sent out.
• Teach & practice replacement behavior.
• Provide positive reinforcement for replacement behavior.
• Check the setting in which the behavior occurred.
Whole group instruction
Small group instruction
Individual work
Working with peers
Alone
1-on-1 instruction
Interacting with peers
Other: Please identify below
Minor List: Circle the appropriate code
(MDD)
Defiance/Disrespect/Non-
compliance
(MDS)
Disruption
(MI)
Inappropriate Verbal
Language
( MO) Other (MPC) Phys.
Contact
(MP) Property Misuse
Non-response to Universal supports
• Archival data
Key questions to answer before small group/individual supports considered
• Fidelity (Tiered Fidelity Inventory)
• Social and emotional targets identified, taught, and practiced
• Fidelity of effective classroom practices
Instrument Selection Systems Planning &
Implementation Examples
Starting Point - Resources
http://pbismissouri.org/tier-2-workbook-resources/
Example Instruments
• Strengths & Difficulties Questionnaire (SDQ)
• Social, Academic, & Emotional Behavior Risk Screener (SAEBRS)
SDQ – What is it?
• Brief behavioral screening questionnaire about children and youth ages 3-18+.
• 25 items organized across 5 scales:• Emotional symptoms
• Conduct problems
• Hyperactivity/inattention
• Peer relationship problems
• Prosocial behavior
Items from 1-4 are added together to generate a total difficulties score.
Can be completed by: teacher, parent/caregiver, or self-report
General Population Screening
• When screening in low-risk or general population samples, use a 3 scale division
• Internalizing (emotional + peer relationship)
• Externalizing (conduct + hyperactivity/inattention)
• Prosocial
Sample Questionnaire
On-line Scoring & Report System
• Register for a User ID (free)
• https://sdqscore.org/Downloads/SDQadminIntroduction.pdf
Hand Scoring
Interpretation of Scores
Social, Academic, & Emotional Risk Behavioral Screener (SAEBRS)
http://ebi.missouri.edu/?p=1116
SAEBRS – What is it?
• Brief questionnaire that to screen for behavioral and emotional risk in K-12 settings.
• 19 items organized across 3 scales:• Social behavior
• Academic behavior
• Emotional behavior
Items are added together to generate a Total Behavior Score.
Completed by classroom teacher
Sample Questionnaire
On-line Scoring & Report System
http://www.fastbridge.org/assessments/behavior/
Hand Scoring
http://ebi.missouri.edu/wp-content/uploads/2014/03/EBA-Brief-SAEBRS.pdf
Interpretation of Scores
http://ebi.missouri.edu/wp-content/uploads/2014/03/EBA-Brief-SAEBRS.pdf
Other Tools
Behavioral and Emotional Screening System (BESS)
Systematic Screening for Behavior Disorders (SSBD)
https://www.ancorapublishing.com/https://www.pearsonclinical.com/
Instrument Selection Systems Planning &
Implementation Examples
School Level Considerations
• Do we have district support for screening?
• Have we examined multiple tools and selected one that meets our needs?
• Have faculty participated in professional learning about screening?
• Have we informed parents of the purpose for this practice?
• Do we have designated school leaders who will oversee & manage the process?
• Do we have a secure method for managing and collecting data?
• Do we have access to other sources of data?
• Can teachers easily access this data?
• Do we have an organized plan for responding to need?
• Do we have a plan for communicating results with parents?
District Level Considerations
MO SW-PBS Tier 3 Workbook May 1, 2017
Universal Screening Considerations (AdaptedfromMuscott,2008)
DocumentedPurposeandPolicy
MinimumFeature QuestionstoConsider TeamNotes/TaskstoComplete
1.Thepersonwhocanauthorizesocial-emotional/behavioralscreeningisidentifiedandapprovalisobtainedtodesignandimplementtheprocess.
a.Whoprovidesapproval?• Isittheschoolboard,schoolsuperintendent,specialservicesdirector,aleadershipteamand/orbuildinglevelprincipal?
2.Aclearpurposeandintendedoutcomeofscreeningisdocumentedandalignswithdistrictandbuildinglevelmission,prioritiesandimprovementgoals.
a.Isthealignmentwithdistrictandbuildinglevelmission,prioritiesandimprovementgoalsdocumented?
b.Isthereanexistingsystemforidentifyingat-riskstudents?
c.Istheexistingsystemeffectiveinfindingstudentswithexternalizingorinternalizingtypesofconcerns?
d.Arethereanygroupsofstudentswhoarenotconsistentlyidentified?
e.Howwilltheresultsbeused?f. Howwillscreeningbedistinguishedfromadiagnosticprocess?
3.Thepolicyandproceduresforscreeninginnon-behaviorareasisusedtoinformdevelopmentofscreeningsystemforsocial-emotional/behavioralconcerns.
a.Whatarethecurrentpoliciesandproceduresregardingvision,hearingandacademicscreening?
b.Isthatpolicyeffectiveandcanitbeusedforsocial-emotional/behavioralconcerns?
4.Thepolicyandproceduresforsocial-emotional/behavioralscreeningincludedecisionrulesforparentnotification,parentconsentanduseoftheresults.
a.Howwillawarenessoftheprocessanditsbenefitsbedevelopedamongstakeholders?b.Howwillparentsbenotifiedofthescreening?c.Whenintheprocesswill
parentalconsentbeobtained?Willparentalconsentbeactiveor
passive?d.Howwillresultsofthescreeningbe
sharedwithparents?Willallparentsbenotified
ofresultsorwillonlyparentsofstudentsidentifiedbeinformed?e.Howwillresultsofthescreeningbe
used?
5.Thepolicyandproceduresforsocial-emotional/behavioralscreeningcomplywithdistrictchildfindprocedures.
a.Havethepolicyandproceduresbeenreviewedandapprovedbytheappropriatedistrict-levelpersonnel?
Guides a team through implementation of universal screening.
Planning for Screening
• Documented purpose and policy• Goal of screening, use (and non-use) of data, anticipated
percentage of students per MTSS implementation, in line with district child find procedures
• Clearly defined procedures• Tool identified, timeline established, procedure for reviewing
the data
• Availability of Supports• Universal• Classroom• Tier 2 / Tier 3
Planning for Screening
• School Context• Elementary, Secondary, Early Childhood, Alternative, etc.
• Personnel• Administering, Scoring, Graphing and Reporting
• Time• Managing Administration, Scoring and Response• Frequency of Administration, Time of Year
• Outcome Goals• Schoolwide, Classroom, Small Group, Individual• Partnerships with MH Providers
Instrument Selection Systems Planning &
Implementation Examples
Implementation Example 1
• 319 students in a K-2 primary building screened using teacher ratings from the BESS• 256 Normal, 42 Elevated, 21 Extremely Elevated
• Elevated sorted into Tier 2 interventions• CICO, Social Skills, or Check & Connect
• Extremely Elevated• Conducted classroom observations and provided feedback
for effective classroom management
Implementation Example 2
• 302 students in a 3-5 intermediate building, using teacher BESS ratings– 252 Normal, 35 Elevated, 16 Extremely Elevated
• Met with each classroom teacher to review results and gather additional information– Academic, emotional-behavioral, combined
– Internalizing, externalizing, combined
– Problem behavior, setting, antecedent, consequence, possible function
• Determine interventions to develop; provide information for 2012 class lists
Implementation Example 3
• 267 students in a 6-8 middle school buildingcompleted teacher BESS ratings– 198 Normal, 46 Elevated, 23 Extremely Elevated
• Challenging because different teachers viewed same student differently depending on setting.
• Reeds Spring Middle School– Conducted self-assessment using student BESS ratings
– Used data when other indicators were met.
Other Implementation Examples
• Parents complete rating questionnaire during Kindergarten registration
• Parents and/or students complete ratings when new family registers for school
• Incoming 9th graders complete screening questionnaire when they create course schedule; risk scores used to assign advisory courses
• Classroom teacher screenings in the spring prior to transition to new building
Key Points
• Screening does not entitle anyone to service (IDEA consideration on suspicion of a disability)
• Screening should never be used alone to guide intervention selection
• Screening alone should never be used to initiate a special education evaluation
• Screening should simply prompt a serious of follow-up questions and conversations
• Screening for gaps in the school environment equally important
Resources
• http://pbismissouri.org• Access Tier 1, 2, and 3 workbooks• Create a free account to access virtual modules
• Project Aware Ohio/Ohio PBIS Network• School-Wide Universal Screening for Behavioral and Mental
Health Issues: Implementation Guidance https://education.ohio.gov/getattachment/Topics/Other-Resources/School-Safety/Building-Better-Learning-Environments/PBIS-Resources/Project-AWARE-Ohio/Project-AWARE-Ohio-Statewide-Resources/Screening-Guidance-Document-Final.pdf.aspx
• Ohio Department of Education• Mental Health, Social-emotional, And Behavioral Screening And
Evaluation Compendium (2nd Ed) https://education.ohio.gov/getattachment/Topics/Other-Resources/School-Safety/Building-Better-Learning-Environments/PBIS-Resources/Tier-II-Tier-III-and-Behavioral-Health/Mental-Health-Social-and-Emotional-Screening-and-Evaluation-Compendium-with-bookmarks.pdf.aspx
Kilgus, S. P., & Eklund, K. R. (2016). Consideration of base rates within universal screening for behavioral and emotional risk: A novel procedural framework. School Psychology Forum, 10(1), 120-130.
Lane, K. L., Kalberg, J. R., Menzies, H., Bruhn, A., Eisner, S., & Crnobori, M. (2011). Using systemic screening data to assess risk and identify students for targeted supports: Illustrations across the K-12 curriculum. Remedial and Special Education, 32(1), 39-54.
Muscott, H. (2008). Systematic screening procedures benchmarking worksheet. New Hampshire Center for Effective Behavioral Interventions and Supports.
References
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