Comparison of Universal Mental Health Screening to Students Already Receiving Intervention in a Multitiered System of Support

Abstract

Despite schools increasingly adopting multitiered systems of support (MTSS) for prevention and intervention of mental health concerns, many are slow to adopt universal mental health screening (UMHS), a core MTSS feature, due to concerns about their limited capacity to meet the needs of all identified. In this study, we examined differences in the number and characteristics of students who would be identified for intervention services when UMHS in an MTSS were added to those students already receiving social, emotional, and behavioral supports. In a sample of 3,744 students in Grades 1 to 5 from six schools, 679 (18.1%) additional students were identified by screening, representing a 180.1% increase in students identified with behavioral risk or need for mental health interventions. Using a series of stepwise logistic regression analyses, we identified significant predictors of newly identified students including gender, number of office discipline referrals, and externalizing, internalizing, and adaptive behavior ratings. Findings are discussed in relation to opportunities for prevention and the systems needed in an MTSS to meet the needs of newly identified students.

Examining the predictive validity of behavior screeners across measures and respondents

“…The researchers have developed a step‐by‐step screening readiness process that involves identifying and securing tiered social‐emotional‐behavioral supports before the screening beginning so that schools have established resources in place to provide students who score high on the screening measure (Graybill & Roach, 2016). Yet not all schools are prepared to ethically contend with the challenges of conducting behavioral health screenings in terms of technically qualified personnel to administer, score and interpret screeners; buy‐in from staff; or with available community resources to which they may route at‐risk children (Splett et al, 2018). Thus, it must be noted that the data from this study was made available due to a stably funded project with school systems adequately prepared to take on the ethical responsibility of potentially identifying large proportions of children screening “at‐risk” for behavioral concerns.…”

Teacher Perceptions of Screening and Mental Health Practices Survey: A Validation Study

“…Schools have become a primary location for service delivery due to the amount of time students spend there. Despite evidence indicating the number of students who experience SEB problems while in school, there is still a gap between identification of need and delivery of services (Splett et al, 2018). Of all the children who require resources to support their SEB needs for externalizing behaviors, only a third of students receive interventions (Merinkangas et al, 2010).…”

“…Of all the children who require resources to support their SEB needs for externalizing behaviors, only a third of students receive interventions (Merinkangas et al, 2010). Internalizing behaviors, such as depression and anxiety, display lower rates of intervention due to the difficulty with identification in children (Lewinsohn et al, 2003;Splett et al, 2018).…”

“…An essential part of ensuring that all students with SEB concerns receive intervention is early and reliable assessment to correctly identify those at-risk. Successful interventions can only be implemented if the referral methods used by teachers and staff work to connect students with need to appropriate services (Splett et al, 2018). School-based universal SEB screening is one method of referral that has many benefits, including its utility in identifying all students with SEB needs (Splett et al, 2018).…”

“…Successful interventions can only be implemented if the referral methods used by teachers and staff work to connect students with need to appropriate services (Splett et al, 2018). School-based universal SEB screening is one method of referral that has many benefits, including its utility in identifying all students with SEB needs (Splett et al, 2018). Teachers are key players within a MTSS system as they are often responsible for identifying, referring and helping students acess supports for their SEB needs (Stiffman et al, 2004).…”