Systematic Screening for Behavior Disorders (SSBD)

Abstract

The Systematic Screening for Behavior Disorders (SSBD) (Walker & Severson, in press) procedure was further evaluated. Two studies are reported in which validation, replication, and normative questions were addressed. Study I was conducted in a suburban Oregon school district in which 15 elementary schools and their teachers participated. Study 2 was conducted in two school districts, one urban and one suburban, in the state of Washington. The primary focus of Study I was upon normative and validity questions (factorial, criterion-related, and discriminant): the primary focus of Study 2 was upon replication and reliability questions. The results of Study I produced evidence of the SSBD's validity, as indicated by powerful subject group differences and criterion-related validity coefficients between SSBD measures and archival school record profiles. The results of Study 2 closely replicated those of Study I and extended the results of Study 1 in two respects. Study 2 included test-retest estimates of SSBD Stage 1 and 2 measures for 40 participating teachers, and an empirical verification of the SSBD system's sensitivity to the behavioral characteristics of previously certified severely emotionally disturbed (SED) students who were main-streamed into the participating teachers' classrooms. Future research plans and school applications of the SSBD system and the measures it comprises are also discussed.

Teaching Writing Strategies to Young Students Struggling with Writing and at Risk for Behavioral Disorders: Self-Regulated Strategy Development

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The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial

“…The Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1990) rating scale and a researcher-developed screener 1 were then completed by teachers for the top 5 ranked children. The researcher-developed measure was a three-item scale that assessed severity and frequency of disruptive behaviors and the need for additional intervention.…”

Family involvement for children with disruptive behaviors: The role of parenting stress and motivational beliefs

“…The first gate involved teacher nomination and ratings. Teachers were asked to rank the top 10 students with externalizing behaviors (e.g., non-compliance and aggression) within their individual classrooms and to complete the Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1990) rating scale for the top 5 ranked children. To gather additional information for these five children pertaining to behavioral problems related to the larger clinical trials, teachers also completed a researcher-developed checklist assessing frequency and severity of externalizing behaviors as well as the need for additional intervention.…”