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Systematic Screening at the Elementary Level: Considerations for Exploring and Installing Universal Behavior Screening.

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Bibliographic Details
Title: Systematic Screening at the Elementary Level: Considerations for Exploring and Installing Universal Behavior Screening.
Authors: Oakes, Wendy Peia1, Lane, Kathleen Lynne2, Ennis, Robin Parks3
Source: Journal of Applied School Psychology. Jul-Sep2016, Vol. 32 Issue 3, p214-233. 20p.
Subject Terms: *Systematic Screening for Behavior Disorders, *Elementary schools, *Teachers, Social skills, Performance evaluation
Abstract: This descriptive study reports data from one elementary school whose leadership team explored and installed systematic behavior screening as part of their tiered model of prevention. The authors compared student performance on two school-selected screening tools: the Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) and the Social Skills Improvement System—Performance Screening Guide (SSiS-PSG). Then, the authors reported teachers' perspectives of social validity of the tools after completing the initial screening time point. Results indicated that 68.06% of students scored at low risk on the SRSS-IE and 60% scored with adequate progress on the SSiS-PSG Prosocial Behavior domain. Screening measures were similar in detecting students' behavioral and social performance. Mean scores suggested teachers' acceptability of both tools, with strengths related to feasibility for the SRSS-IE and utility for the SSiS-PSG. [ABSTRACT FROM PUBLISHER]
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Database: Education Research Complete
Description
Abstract:This descriptive study reports data from one elementary school whose leadership team explored and installed systematic behavior screening as part of their tiered model of prevention. The authors compared student performance on two school-selected screening tools: the Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) and the Social Skills Improvement System—Performance Screening Guide (SSiS-PSG). Then, the authors reported teachers' perspectives of social validity of the tools after completing the initial screening time point. Results indicated that 68.06% of students scored at low risk on the SRSS-IE and 60% scored with adequate progress on the SSiS-PSG Prosocial Behavior domain. Screening measures were similar in detecting students' behavioral and social performance. Mean scores suggested teachers' acceptability of both tools, with strengths related to feasibility for the SRSS-IE and utility for the SSiS-PSG. [ABSTRACT FROM PUBLISHER]
ISSN:15377903
DOI:10.1080/15377903.2016.1165325