Validation of the Systematic Screening for Behavior Disorders in Middle and Junior High School

Sabbah²,

Journal of Emotional and Behavioral Disorders

et al. 2010

Self Cite

Few research studies have examined how screening outcomes may be different or similar for males and females, despite evidence that male students outnumber female students in special education populations and are more likely to experience school failure. During the 3 years of this study, 15,932 students in Grades 6 through 9 were screened with the use of a modified version of the Systematic Screening for Behavior Disorders (SSBD). Within this period, 1,065 nominations were collected for students identified as at risk for internalizing and externalizing problems, of which 77.4% were male. The average ratio of males to females nominated was approximately 5:1 for externalizing behaviors, 2:1 for internalizing behaviors, and 3:1 for total nominations. Reliability coefficients on the Adaptive and Maladaptive scales from the SSBD Stage 2 were comparable for both genders as determined by Fisher's z tests. On the Adaptive scale, female students tended to be rated higher by their teachers. A multivariate analysis (general linear model) was conducted to examine gender socioeconomic status, and the internalizing-externalizing dimension at SSBD Stage 1 as predictors of scores on the three SSBD Stage 2 scales (Critical Events, Adaptive, and Maladaptive).

Section: Methodsmentioning

confidence: 95%

Section: Methodsmentioning

confidence: 98%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Gender Differences and Similarities in a Screening Process for Emotional and Behavioral Risks in Secondary Schools

Sabbah²,

Journal of Emotional and Behavioral Disorders

et al. 2010

Self Cite

Intervention in School and Clinic

“…Systematic Screening for Behavior Disorders (SSBD; H. M. Walker & Severson, 1992) Originally Grades K-6, now includes middle school norms (Caldarella, Young, Richardson, Young, & Young, 2008).…”

Section: Brief Academic Competence Evaluationmentioning

confidence: 99%

Effective Schoolwide Screening to Identify Students At Risk for Social and Behavioral Problems

Walker

2010

Keywordsscreening, prevention, emotional or behavioral problems, response to intervention, positive behavior supports Many schools are developing a continuum of services and supports for students who may be struggling in school, whether through a response to intervention (RTI) model or a schoolwide positive behavior supports (SWPBS) model. In this context, it is important to keep in mind how inextricably linked academic success is with social and behavioral competence. In one study, DiPerna and Elliott (1999) found five predictor variables concerning student skills or behaviors related to overall success in school. These are referred to as academic enablers and include (a) prior achievement, (b) interpersonal skills, (c) study skills, (d) motivation, and (e) engagement. Students who have positively developed skills in all these areas are the best prepared for school success. Inversely, those who have challenges in any of these areas often struggle in school. In further studies on the role of these academic enablers in school performance, Ray and Elliott (2006) confirmed that both self-concept and social skills are directly related to academic achievement. In another recent study, general education students consistently rated higher on these factors than students who were identified as academically and/or behaviorally at risk, or students with learning disabilities (Elliott, DiPerna, Mroch, & Lang, 2004).These results suggest that schools will not be effective if they focus solely on identifying and responding to student concerns in one area only, whether it is academic or social/ behavioral. Instead, schools must recognize that student success in school is based on the interaction of all of these factors. In this context, the use of a proactive, systematic process for identifying student need across both academic and social/ behavioral areas allows schools to provide needed support and skill development across these areas before a student develops a more serious or prolonged problem that requires more intensive and formalized supports

The Wiley Handbook of Violence and Aggression

Systematic Screening for Challenging Behaviors in Tiered Support Systems

Sprague

Lane

2017

In this chapter, we describe the logic and procedures for conducting universal screening for antisocial behavior within a three‐tiered system of support. First, we present the purpose and rationale for adopting and implementing universal screening, describing how screening aligns with federal legislation and best practice. Second, we introduce several universal publicly and commercially available screening tools and systems for detecting students in need of more intensive and targeted interventions and supports. Third, we describe model procedures and considerations for installing universal screening with integrity, with the aim of increasing the reliability and validity of the process. Finally, we offer a hypothetical illustration of how to conduct systematic screening for behavior challenges as part of regular school practices effectively and efficiently.