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Universal School-wide Screening to Identify Students at Risk of School Failure

Universal School-wide Screening to Identify Students at Risk of School Failure. Doug Cheney, Ph.D., Washington PBIS Coordinator, University of Washington, Seattle dcheney@u.washington.edu Kimberli Breen, Technical Assistance Director, Jenn Rose, XX Position

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Universal School-wide Screening to Identify Students at Risk of School Failure

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  1. Universal School-wide Screening to Identify Students at Risk of School Failure • Doug Cheney, Ph.D., Washington PBIS Coordinator, • University of Washington, Seattle dcheney@u.washington.edu • Kimberli Breen, Technical Assistance Director, • Jenn Rose, XX Position • IL-PBIS Network: kimbreen@rcn.com 2008 National Forum for Implementers of School-Wide PBS October 31, 2008

  2. Session Agenda • Background and Context for using Screening • Some evidence from Washington schools using SSBD • Application of using SSBD • Further Ideas for Students at risk

  3. Risk Factors Individual Personal Adjustment & Life Success School Family Community

  4. Universal Screening • Reliable Tools available for past 20 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)

  5. 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

  6. Universal Screening • Behavioral screening viewed as normative, e.g., Vision, Hearing, Literacy • 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

  7. Screening History (SSBD) • Systematic Screening for Behavior Disorders (SSBD) • Research in the 1980s on predictors • Gating procedures following mental health model • Published in 1992, Walker & Severson • Evidence for efficiency, effectiveness, & cost benefits

  8. 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

  9. SSBD History 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

  10. Cheney, Stage, Hawken, Lynass, Mielenz, & Waugh (in review) • 119 Tier 2 CCE Intervention, 86 Comparison Students in 18 schools • 73/119 students (61%) graduate within 2 yrs • SSBD & Behavioral Measures differentiate graduates, comparisons, nongraduates. • Graduates lower problem behaviors & increase social skills in growth curve model.

  11. SSBD Differentiates Grads , Non-grads, Comparisons

  12. Decrease in Prob Behavior, SSRS

  13. What to do with at-risk students? • Relationship matters • School-home communication • In school structure & supervision • More frequent monitoring & feedback • Increased reinforcement/acknowledgement • Behavioral engagement in work

  14. What to do? • Behavioral contracts & cards • Prompt, cue, precorrect, direct • Learn to self-manage • English Proficiency • Social Skill Instruction & Problem Solving

  15. Assignment #3 • Case Study and Behavior Planning

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