PBIS UNIVERSAL SCREENING Webinar Presented by: The VTPBiS Team

1. PBIS UNIVERSAL SCREENING Webinar Presented by: The VTPBiS Team

2. Agenda

4. Negative Outcomes for Unidentified and Untreated Youth • Poor grades • Impaired personal relationships • High school dropout • Unemployment • Incarceration • Substance abuse • Suicide

5. Interventions with an Evidence Base • Advance organizers • Anger Management Skills Training • Behavioral Interventions • Choice • Class Wide Peer Tutoring • Cognitive organizers • Cognitive Restructuring • Cognitive-Behavioral Therapy • Computer-Assisted Instruction • Contingency Management • Daily Behavior Report Cards • Exposure-Based Techniques • Family Therapy • Functional Assessment • Functional Communication Training • Integrated Cognitive-Behavioral Therapy • Interdependent Group-Oriented Contingency Management • Interpersonal Therapy for Adolescents • Milieu Language Teaching • Mnemonics • Modeling • Modified Task Presentation Strategies • Moral Motivation Training • Multimodal Interventions • Multisystemic Therapy • Opportunities to respond • Pacing • Parent Training • Peer Mediated Interventions • Peer tutoring • Peer-Mediated Conflict Resolution and Negotiation • Picture Exchange Communication System • Pivotal Response Training • Pre-correction • Presentation Strategies • Problem Solving • Procedural prompts and behavioral momentum • Replacement Behavior Training • Self instruction • Self mediated strategies • Self monitoring • Self-Management • Social Skills Training • Task Modification • Task Selection Strategies • Token Economy System • Verbal Mediation • Video Modeling TARGETED INTERVENTIONS Vannest K, Reynolds CR, Kamphaus RW. BASC-2 intervention guide for emotional and behavioral problems. Bloomington, MN: Pearson Assessments; 2009.

6. Universally Accepted Types of Screening in School Why not?

7. Universal Screening for Behavior is… Early Identification of Students at Risk of School Failure Due to Social, Emotional and/or Behavior Problems: Nomination and Activation of Secondary Prevention (Targeted) Behavior Supports within a Positive Behavioral Interventions and Supports (MTSS-B) Framework

8. Why Universal Screening? • To find students whose problems are not immediately obvious. • To identify problems with a high degree of accuracy. • Early identification leads to early intervention. • To select interventions based on results of rating scales on the screening tools. This is most effective and efficient.

9. Take Five! How does your school determine what interventions to use with students?

10. Aren’t ODRs Enough?

11. Features of Good Universal Screening

12. Three Pathways

13. Multi-Stage & Multi-Gate Approach to Screening

14. See Lane, Menzies, Oakes, and Kalberg (2012) What screening tools are available? Lane & Oakes

15. Systematic Screener for Behavior Disorders (SSBD; Walker & Severson, 1992)

16. Universal Screening: SSBD Background Information The Systematic Screening for Behavior Disorders (SSBD) (Walker and Severson, 1992) – Developed as a school-wide (Universal) screening tool for children in grades 1-6 – Identifies behaviors that may impede academic and social functioning – Leads to earlier intervention – May reduce need for formalized “requests for assistance”

17. SSBD Screening Process Pool of Regular Classroom Students TEACHER SCREENING on Internalizing and Externalizing Behavioral Dimensions 3 Highest Ranked Pupils on Externalizing and on Internalizing Behavior Criteria PASS GATE 1 TEACHER RATING on Critical Events Index and Combined Frequency Index Exceed Normative Criteria on CEI of CFI PASS GATE 2 DIRECT OBSERVATION of Process Selected Pupils in Classroom and on Playground Exceed Normative Criteria on AET and PSB PASS GATE 3 (Lane & Oakes, 2012) Child may be referred to Child Study Team Pre-referral Intervention(s)

18. Multiple Gating Procedure (Adapted from Severson et al. 2007) Teachers Rate Top 3 Students in Each Dimension on (Externalizing & Internalizing) Behavior Criteria Gate 1

19. Rank Ordering

20. Systematic Screener for Behavior Disorders • Select 10 students • Rank order them • Choose top 3

21. Multiple Gating Procedure (Adapted from Severson et al. 2007) Teachers Rank Order then Select Top 3 Students on Each Dimension (Externalizing & Internalizing) Gate 1 Pass Gate 1 Teachers Rate Top 3 Students in Each Dimension (Externalizing & Internalizing) on Critical Events Index and Combined Frequency Index Gate 2 Tier 2 Intervention Pass Gate 2

22. Scoring • Teachers complete Critical EventsIndex checklist and Combined Frequency Index for top three internalizers and externalizers • Internalizers with four or more and externalizers with five or more critical events immediately pass gate two and are eligible for simple a secondary intervention (i.e., CICO)

23. Sample of SSBD Critical Events Form

24. Sample of SSBD CFI Form

25. SSBD Screening Process Pool of Regular Classroom Students TEACHER SCREENING on Internalizing and Externalizing Behavioral Dimensions 3 Highest Ranked Pupils on Externalizing and on Internalizing Behavior Criteria PASS GATE 1 TEACHER RATING on Critical Events Index and Combined Frequency Index Exceed Normative Criteria on CEI of CFI PASS GATE 2 DIRECT OBSERVATION of Process Selected Pupils in Classroom and on Playground Exceed Normative Criteria on AET and PSB PASS GATE 3 (Lane & Oakes, 2012) Child may be referred to Child Study Team Pre-referral Intervention(s)

26. BASC-2/Behavioral and Emotional Screening System BASC-2/BESS: Kamphaus & Reynolds, 2007

27. Overview Behavioral and Emotional Screening System (BESS) (Kamphaus & Reynolds, 2007) Developed as a school-wide (Universal) screening tool for children in grades Pre-K to 12 Similar to annual vision/hearing screenings Identifiesbehavioral and emotional strengths and weaknesses Externalizing behaviors (e.g., acting out) Internalizing behaviors (e.g., withdrawn) Adaptive skills (e.g., social and self-care skills)

28. BESS • Sample questions: • Pays attention (T-Form) • Is well organized (T-Form) • I am good at making decisions (S-Form) • Even when I try hard, I fail (S-Form) • Worries (P-Form) • Tries to bring out the best in other people (P-Form)

29. Sample of BASC-2/BESS Form

30. Administration & Scoring Criteria • The BASC-2/BESS uses T-scores to communicate results relative to the average (mean=50) • Identifiers and percentile ranks are provided for ease of interpretation • Normal risk level: T-score range 10-60 • Elevated risk level: T-score range 61-70 • Extremely Elevated risk level: T-score range ≥ 71

31. BASC-2 Approach Systematic Screening Vannest (2008) Interventions for Externalizing & Internalizing Behaviors at Tier 2 & Tier 3

32. PBIS-NH Approach No elevation No elevation Exit Exit

33. List of Screeners • Student Risk Screening Scale (Drummond) • Strengths and Difficulties Questionnaire www.sdqinfo.org • Child Behavior Checklist http://www.aseba.org/ • Systematic Screening for Behavior Disorders: http://store.cambiumlearning.com • BASC™-2 Behavioral and Emotional Screening System (BASC-2 BESS)http://www.pearsonassessments.com

34. Other Risk Factors Behavior Indicators • ODR Forms • Attendance • Grades • Visits to the Nurse • What Else?

35. Stage 1Stage 2

36. Results of screens helped teams choose which interventions to develop, use, or expand (4 schools)

37. Screening Tips • Recommended twice / year (October & February) • Group administration of Stage 1 • Teachers should have known students for at least one month • Review definitions / examples of externalizing and internalizing problems

38. So pretty simple, right? Well… • Family’s right to privacy (opt out option) • Clear & efficient systems to support process • Training & TA • Availability of supports • Policy and liability issues • What else?

39. Recommended Steps to Readiness

40. Preparation for Screening How to Get Started Before actual screening–– • Have a solid Targeted PBIS system (with interventions) already in place. • Tie in to existing PBIS systems (integration, NOT add-on). • Identify what your school’s risk factors, or other behavior indicators you will track • Create a calendar for when you screenings will occur • Provide plan for seamless transition from screening to intervention

41. Preparation for Screening How to Get Started Select a Coordinator–– Someone with strong: • Organizational skills • Leadership skills • Experience with assessment tools (e.g., BASC, Conners)

42. Preparation for Screening How to Get Started Before actual screening–– • Provide plan for seamless transition from screening to intervention • Provide teacher training • Provide Parental notification of screening and parental consent to intervene with youth identified by screener

43. Great Resource!

44. What’s Next? Review Universal Screening Steps to Readiness Where is your school in this process? Review and select tools?

45. Other Resources • Vermont PBIS http://pbisvermont.org • PBIS National TA Center for PBIS: http://pbis.org

46. Thank You!