State-Level Guidance on School-Based Screening for Social, Emotional, and Behavioral Risk: A Follow-Up Study

Auerbach, Emily R.; Chafouleas, Sandra M.; Briesch, Amy M.

doi:10.1007/s12310-018-9278-z

Cited by 4 publications

(2 citation statements)

References 11 publications

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“…Best practice guidance (see Romer et al, 2020 ) has emerged to inform how universal screening is implemented and used to inform service delivery. Research based-guidance is essential to inform practices as there has been a substantial increase in the number of schools using screening (Bruhn et al, 2014 ; Auerbach et al, 2019 ). For example, recent research has identified the stability of risk to inform the number of screenings (Dever et al, 2018 ; Jenkins et al, 2021 ) and the unique contributing information from both teachers and students across grades (von der Embse et al, 2019 ).…”

Section: Multi-informant Universal Screeningmentioning

confidence: 99%

Multi-informant Assessment of Internalizing Concerns: Rater Concordance and Implications for Decision-Making

Embse

Kim

Ross

et al. 2023

J Psychopathol Behav Assess

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Rising rates of mental health challenges among youths have become a significant concern following the COVID 19 pandemic. Although strong evidence supports the implementation of universal screening as a preventative approach to address unmet mental health concerns, the research is less clear surrounding the use of such data in decision-making processes when significant discrepancies between informants (e.g., students and teachers) exist. The purpose of the study was twofold. First, the study aimed to determine the degree of rater concordance between teachers and students on students’ internalizing concerns. The second objective was to determine whether concordance on internalizing behaviors differs across ages/grades and if this differentially impacts distal (i.e., academic) outcomes. Results indicated that teachers and students demonstrated limited agreement on ratings of internalizing behaviors. However, when students and teachers agreed, higher and more positive emotional behaviors were linked to higher reading/math performance. Furthermore, patterns of informant dis/agreement and relationships between internalizing concerns and academic outcomes were similar across grade levels. Implications and areas for future research are discussed.

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Section: Multi-informant Universal Screeningmentioning

confidence: 99%

Multi-informant Assessment of Internalizing Concerns: Rater Concordance and Implications for Decision-Making

Embse

Kim

Ross

et al. 2023

J Psychopathol Behav Assess

View full text Add to dashboard Cite

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“…Universal screening is a critical aspect of tiered mental health systems because it provides the link from Tier 1 to Tier 2 and 3 interventions by assessing all students' social, emotional, and/or behavioral risk and identifying those in need of additional supports (Stiffler & Dever, 2015). Due to a number of policy mandates, federal and state funding opportunities, and initiatives from public and private organizations (Marjory Stoneman Douglas High School Public Safety Act, 2019; Ohio Department of Education, 2019; Substance Abuse and Mental Health Services Administration, 2020), schools are increasingly encouraged to implement screening within a multitiered framework and many have adopted the practice (Auerbach et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

A mixed‐method analysis of the implementation process of universal screening in a tiered mental health system

Brann

Naser

Splett

et al. 2021

Psychology in the Schools

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Schools are encouraged to take a proactive approach to mental health through the use of a tiered system of supports facilitated by universal mental health screening. However, schools may experience difficulty implementing universal screening and large‐scale systems change. The purpose of this study was to explore multilevel implementation determinants, identify strategies that aided implementation, and examine how implementation determinants and strategies impacted implementation reach for two schools adopting and initially implementing universal screening within a tiered mental health system. We used a mixed‐methods case study design where qualitative analysis of focus groups identified themes related to implementation determinants and strategies, and quantitative data compared implementation reach before and after the initial implementation of universal screening. Focus groups identified themes of broader influence, structures, school climate, personnel, and resources that enabled and obstructed the implementation process. To aid the tiered system, schools used implementation strategies of outreach and systems, screening, and intervention planning. Integrative mixed‐methods analysis identified influences of these determinants and strategies on changes in implementation reach at Tier 1; however, only minimal changes occurred at Tiers 2 and 3. Results highlight the importance of attending to implementation factors when adopting and initially implementing a tiered mental health system.

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Between-teacher variance of students' teacher-rated risk for emotional, behavioral, and adaptive functioning

Splett

Raborn

Brann

et al. 2020

Journal of School Psychology

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State-Level Guidance on School-Based Screening for Social, Emotional, and Behavioral Risk: A Follow-Up Study

Cited by 4 publications

References 11 publications

Multi-informant Assessment of Internalizing Concerns: Rater Concordance and Implications for Decision-Making

Multi-informant Assessment of Internalizing Concerns: Rater Concordance and Implications for Decision-Making

A mixed‐method analysis of the implementation process of universal screening in a tiered mental health system

Between-teacher variance of students' teacher-rated risk for emotional, behavioral, and adaptive functioning

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