Usability of Social, Emotional, and Behavioral Assessments in Schools: A Systematic Review From 2009 to 2019

Brann, Kristy L.; Daniels, Brian; Chafouleas, Sandra M.; DiOrio, Courtney A.

doi:10.1080/2372966x.2020.1836518

Cited by 32 publications

(25 citation statements)

References 68 publications

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“…The difficulty using the student‐rated SSIS screener led to School 2 wanting to discontinue use and adopt a new measure. Thus, results highlight the important connection between fit and acceptability of screening measures, implementation, and sustainability (Brann et al, in press). Further, schools noted the difficulty of locating a screening and intervention system that aligned with their identified goals of screening for SEL strengths as well as internalizing risk.…”

Section: Discussionmentioning

confidence: 79%

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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Section: Discussionmentioning

confidence: 79%

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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“…A recent systematic review of SEB assessments in schools found that most studies did not examine aspects of intervention usability, inclusive of feasibility, and called for future work to shed light on this important aspect of implementation (Brann et al, 2022). Our model explained more school-than teacher-level variance in the feasibility of implementing SWPBIS, and the vast majority of variance existed at the teacher-level.…”

Section: Future Directionsmentioning

confidence: 92%

“…Researchers tend to rely on feasibility reports to inform whether intervention adaptations are necessary prior to assessing intervention effectiveness in large-scale evaluations. As implementers of SWPBIS, teachers' perceptions about the feasibility of SWPBIS may be an indicator of whether or to what extent they are likely to use it (Brann et al, 2022), making feasibility informative not just during a pilot to forecast innovation adoption, but also during active implementation (Neugebauer et al, 2016). Feasibility data may be useful in identifying educators who are struggling to use SWPBIS practices and informing which implementation supports might increase the feasibility of those practices (for example of how feasibility is implicated in intervention adaptation, see Miller et al, 2020).…”

Section: Role Of Feasibility In Achieving High Quality Implementation...mentioning

confidence: 99%

Teacher Perceptions of Implementation Climate Related to Feasibility of Implementing Schoolwide Positive Behavior Supports and Interventions

Corbin

Hugh

Ehrhart

et al. 2022

School Mental Health

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For Schoolwide Positive Behavior Interventions and Supports (SWPBIS) to be effective, educators must use the practices as intended. Whether a teacher uses a practice as intended can depend, in part, on how feasible the practice is perceived to be. Identifying malleable factors associated with teachers’ perceptions of SWPBIS feasibility can help schools identify targeted supports to improve feasibility. Implementation climate, or the shared perception among implementers that their school supports implementation efforts, is known to promote high quality implementation. However, little is known about how individuals’ perceptions of their school’s implementation climate may influence their perceptions of feasibility. The lack of empirical evidence points to a need to explore whether educators’ shared and individual perceptions of implementation climate influence feasibility of implementing SWPBIS. Therefore, this study examines the link between teachers’ individual and shared perceptions of implementation climate related to the feasibility of implementing SWPBIS in a sample of 348 K-5 general education teachers across 39 elementary schools in the pacific northwestern United States. Results indicate that teachers who experience their schools’ implementation climate as positive are more likely to report SWPBIS as feasible, controlling for teachers’ shared perceptions of implementation climate. Implications for schools aiming to improve their implementation of SWPBIS, including the development of individualized implementation supports (e.g., tailoring implementation strategies to support each and every teacher), are discussed.

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“…Currently, the BESS and DBR-SIS dominate the landscape regarding technical adequacy and usability (Brann et al, 2020). the presence in the literature does not mean they serve as ideal assessments; however, it does support their use as examples when discussing the timing and differential function of behavioral assessments.…”

Section: Timing and Frequency Of Behavioral Screeningmentioning

confidence: 99%

Timing and frequency of screening in schools: A latent variable analysis of behavioral stability over time.

Yu¹,

Lupas²,

Chafouleas³

et al. 2022

Psychological Assessment

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The growth of school-based initiatives incorporating multitiered systems of support (MTSS) for social, emotional, and behavioral domains has fueled interest in behavioral assessment. These assessments are foundational to determining risk for behavioral difficulties, yet research to date has been limited with regard to when and how often to administer them. The present study evaluated these questions within the framework of behavioral stability and examined the extent to which behavior is stable when measured by two school-based behavioral assessments: the Direct Behavior Rating-Single-Item Scales (DBR-SIS), and the Behavioral and Emotional Screening System (BESS). Participants included 451 students rated three times per year across 4 years, with the primary teacher from each year providing the within-year ratings. Latent variable models were employed to measure the constructs underlying the observed assessment scores. Models demonstrated that the DBR-SIS best captured changes within the year, whereas the BESS scores remained stable across time points within a year. Across years, scores from both assessments captured changes. The unique contributions of each assessment in the data-based decision-making process are discussed, and recommendations are given for their combined use within and across school years. Public Significance StatementSchools are increasingly tasked with using assessments to evaluate risk and monitor progress for students with behavioral concerns. This study discusses two measures and how often they should be used throughout the year to best inform data-based decision-making.

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Usability of Social, Emotional, and Behavioral Assessments in Schools: A Systematic Review From 2009 to 2019

Cited by 32 publications

References 68 publications

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

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

Teacher Perceptions of Implementation Climate Related to Feasibility of Implementing Schoolwide Positive Behavior Supports and Interventions

Timing and frequency of screening in schools: A latent variable analysis of behavioral stability over time.

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