Exploring Social, Emotional, and Behavioral Screening Approaches in U.S. Public School Districts

Dineen, Jennifer N.; Chafouleas, Sandra M.; Briesch, Amy M.; McCoach, D. Betsy; Newton, Sarah D.; Cintron, Dakota W.

doi:10.3102/00028312211000043

Cited by 15 publications

(15 citation statements)

References 28 publications

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“…The sample was equally split with regard to gender. The demographics of the sample was largely consistent with the national population of public school principals (i.e., 52% female, 80% White, 98% master’s degree or higher, M = 7.2 years of experience as principal, M = 12.2 years teaching experience; Hill et al, 2016); however, the percentage of White respondents was noted to be somewhat higher. With regard to building characteristics, BAs represented schools in which roughly 25% of students were non-White, which was noted to be lower than national estimates (i.e., 52%).…”

Section: Methodsmentioning

confidence: 72%

School Building Administrator Reports of Screening Practices Across Academic, Behavioral, and Health Domains

Briesch

Chafouleas

Dineen

et al. 2021

Journal of Positive Behavior Interventions

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Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing an impetus for the current survey study. A total of 475 K–12 school building administrators representing 409 unique school districts across the United States completed an online survey, which assessed current school-based screening practices across domains from the point of data collection to intervention selection. Whereas 70% to 81% of the respondents reported the use of universal screening across health and academic domains, respectively, only 9% of the respondents endorsed the use of universal social, emotional, and behavioral screening. In addition, discrepancies were identified across domains with regard to such factors as (a) who reviews screening data, (b) how screening data are used to determine student risk, and (c) how interventions are designed for those students demonstrating risk. The lack of consensus in practice calls for dissemination concerning best practices in the implementation of social, emotional, and behavioral screening; risk identification; and Tier 1 intervention.

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Section: Methodsmentioning

confidence: 72%

School Building Administrator Reports of Screening Practices Across Academic, Behavioral, and Health Domains

Briesch

Chafouleas

Dineen

et al. 2021

Journal of Positive Behavior Interventions

Self Cite

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“…At the time of this writing, many commonly used instruments available to assess children’s social and emotional development rely on an intraindividual deficit focus that, if misused, can divert intervention efforts from improving the conditions that perpetuate student challenges (Dineen et al, 2022). The Social Skills Improvement System (SSIS; Gresham & Elliott, 2008), selected for the purpose of this study given its ability to discriminate between samples of children affected by different psychological conditions and scales that mirror desired goals articulated by autistic individuals (i.e., communication, assertion, responsibility, empathy, engagement), is an example of a commonly used tool that can easily reinforce intraindividual deficits.…”

Section: Internalizing Behaviors and Autismmentioning

confidence: 99%

Longitudinal associations between internalizing behaviors and social skills for autistic students during the early school years.

Pereira¹,

Hamsho²,

Susilo³

et al. 2024

School Psychology

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Autistic students experience greater social difficulties and heightened internalizing behaviors (e.g., anxiety, depression, withdrawal) relative to their nonautistic peers, yet little is known about how these domains influence one another over time. This 1.5-year longitudinal study analyzed the associations between teacherreported social skills and internalizing behaviors across three time points for 177 autistic students aged 4-7 years. Cross-lagged panel analyses indicated an association between earlier internalizing behaviors and later social skills for autistic students, whereby lower internalizing behaviors predicted greater growth in social skills from one school year to the next. These changes in social skills followed children across multiple teachers and classroom contexts. The opposite cross-lagged path was not supported as early social skills did not predict changes in internalizing behaviors over time. Internalizing behaviors showed similar associations with later social skills for autistic students regardless of cognitive ability, for those in general and special education classrooms, and for those whose teachers did and did not have autism-specific training. Findings suggest that promoting students' early emotional well-being and targeting internalizing behaviors may indirectly enable social development over time. Impact and ImplicationsThis study examined developmental cascades of young autistic students' social skills and internalizing behaviors (e.g., anxiety, depression, withdrawal) across the early school years. Those with higher internalizing behaviors early in elementary school showed attenuated growth in social skills over 1.5 years relative to children who had fewer early internalizing behaviors. These findings can aid school psychologists efforts to intentionally support young autistic students social-emotional transition to formal schooling.

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“…The results can be used to make decisions regarding student risk for developing severe social–emotional behavioral problems. However, several studies show that far fewer than half of all schools and teachers systematically screen their students for social, emotional, and behavioral risks ( Bruhn et al 2014 ; Dineen et al 2022 ; Glover and Albers 2007 ; Wood and Ellis 2022 ). This still strongly underutilized use of universal screenings can be attributed in part to the overly broad scope of many standardized screening instruments, which tend to discourage teachers from using them ( Burns and Rapee 2019 ; Volpe et al 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Measurement Efficiency of a Teacher Rating Scale to Screen for Students at Risk for Social, Emotional, and Behavioral Problems

2023

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Teacher rating scales are broadly used for psycho-educational assessment in schools. In particular, they play an important role in screening students for social, emotional, and behavioral problems. In order to optimize the efficiency of these measures, it is important to minimize the number of items comprising them while maintaining sound psychometric characteristics. This study examines the measurement efficiency of a teacher rating scale for student social, emotional, and behavioral risk. The goal was to shorten an existing behavior screening tool. A total of 139 classroom teachers and 2566 students from Grades 1–6 (Mage = 8.96 years, SD = 1.61) participated in the study. In sum, 35 items assessing internalizing and externalizing behavior problems were analyzed applying the item response theory (generalized partial credit model). The results show that social, emotional, and behavioral risks can be captured with a total of 12 items. This reduction of almost 66% of the initial item pool would take teachers about 90 s to fill out for one student. Thus, the rating scale can be used by teachers in an efficient yet psychometrically sound manner.

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Exploring Social, Emotional, and Behavioral Screening Approaches in U.S. Public School Districts

Cited by 15 publications

References 28 publications

School Building Administrator Reports of Screening Practices Across Academic, Behavioral, and Health Domains

School Building Administrator Reports of Screening Practices Across Academic, Behavioral, and Health Domains

Longitudinal associations between internalizing behaviors and social skills for autistic students during the early school years.

Measurement Efficiency of a Teacher Rating Scale to Screen for Students at Risk for Social, Emotional, and Behavioral Problems

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