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![Page 1: Universal School-wide Screening to Identify Students for Tier 2/Tier 3 Interventions 2008 National Forum for Implementers of School-Wide PBS Doug Cheney,](https://reader035.fdocuments.in/reader035/viewer/2022062407/56649cfd5503460f949cd76f/html5/thumbnails/1.jpg)
Universal School-wide Screening to Identify Students for
Tier 2/Tier 3 Interventions
2008 National Forum for Implementers of School-Wide PBS
Doug Cheney, Ph.D., Washington PBIS Coordinator, University of Washington, Seattle, [email protected]
Kimberli Breen, M.S., C.A.S., M.A., Technical Assistance Director, IL-PBIS Network,[email protected]
Jennifer Rose, M.Ed., Loyola University Chicago, [email protected]
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AcknowledgementsSchools in the Washington PBIS network
Schools in the Illinois PBIS network
Paul Rose, Counselor, Cowherd Middle School - East Aurora School District: [email protected]
Dr. Meda Thompson, Principal, B.J. Ward Elementary - Valley View School District: [email protected]
Carolyn Olander, School Psychologist, B.J. Ward Elementary - Valley View School District: [email protected]
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Session Agenda
• Background and Context for using Screening
• Some evidence from Washington schools using SSBD
• Application of using SSBD in Illinois
• Discussion of using Screening Tools
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Universal Screening
• Reliable Tools available for past 20 years
• Universal screening offers opportunity for prevention, yet….
• Schools reluctant to conduct behavioral screening:– Fear of “stigmatizing kids”– Concerns regarding efficient/effective
methods of supporting identified youth
Source: Walker, Cheney, Stage, Blum (2005)
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PBIS Systems Often:
• Develop behavior support team
• Monitor ODRs and teacher referral
• Use school or ODR criteria (2-5 ODR) to nominate students for Tier 2
• Capture externalizing disruptive students
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Universal (school-wide) behavioral screening :
• Addresses prevalence of emotional/behavior problems among school-age children ranges between 9%-13% (Tier 2 & 3 Students)
• Provides a valid and reliable approach for identifying student behavioral issues– Externalizing and Internalizing students are identified
• Highlights schools as an ideal environment for addressing mental health-related issues– “Less stigmatizing” than clinics– Potential to reach large groups of youth and families– Successfully identify kids with internalizing behaviors
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Universal Screening• Behavioral screening viewed as normative,
e.g., Vision, Hearing, Literacy • Good fit with RTI behavior model• Links to prevention programs & reduces
need for more intensive services later– Untreated emotional/behavioral issues
correlate with negative outcomes• Poor grades & personal relationships• High school dropout & Unemployment• Incarceration, Substance abuse, Suicide
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Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992)
• Research in the 1980s on predictors
• Multiple gating procedures following mental health model
• Externalizing and Internalizing dimensions
• Evidence for efficiency, effectiveness, & cost benefits
• Exemplary, evidence-based practice• US Office of Special Education, Council for Children with
Behavior Disorders, National Diffusion Network
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Multiple Gating Procedure (Severson et al. 2007)
Teachers Rank Order 3 Ext. & 3 Int. Students
Teachers Rate Top 3 Students on Critical Events, Adaptive & Maladaptive Scales
Gate 1
Gate 2
Pass Gate 1
Classroom & Playground
Observations
Gate 3Pass Gate 2 Tier 2,3
Intervention
Tier 3 Intervention or Special Ed. Referral
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Gating Procedures
• Gate 1 – Nomination based on Definitions• Gate 2 – Score and Criteria for:
– Critical Events – Steals, Tantrums, Assaults adults, Damages property, Painful Shyness
– Combined Frequency Index
• Adaptive Behavior – Follows rules, Gains peer attention positively, Expresses anger appropriately, Positive socials with peers
• Maladaptive Behavior – Refuses to participate in activities, Challenges teacher limits/rules, Manipulates peers, pouts/sulks
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SSBD History in Washington
• Used in research over the past 10 years– 10 districts statewide
• School psychs review & adopt for district• Teachers informed & process reviewed in
staff meeting• Screening takes 1-2 hours per teacher to
complete• Tier 2 Students identified
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Washington Schools: Study 1Walker, Cheney, Stage, & Blum (2005)
• 3 Elem. Schools, 80/80 SET, 1999-2003
• 124 students (70 Ext./54 Int.) Ext. > 1 s.d. on Social Skills and Prob Behs./ Not Int.
• Screening & ODR: >ODR, >Prob. Behs.
• Screening+ODR increases # of at-risk students
• Screening and use of school supports maintains students at SST level (Gate 2 Tier 2), and fewer FBA/BSP or referred to Special Ed (Gate 3, Tier 3)
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Study 2:Cheney, Stage, Hawken, Lynass,
Mielenz, & Waugh (in review)
• 119 Tier 2 CCE Intervention, 86 Comparison Students in 18 schools
• 73/119 students (61%) graduate within 2 yrs
• SSBD & Behavioral Measures differentiate graduates, comparisons, nongraduates.
• Graduates lower problem behaviors & increase social skills in growth curve model.
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SSBD Differentiates Grads , Non-grads, Comparisons
Graduates Non-Graduates Comparison
SSBD Critical
Events
5.9 (2.8) 5.4 (3.0) 5.2 (2.8)
SSBD
Maladaptive
31.2 (10.5) a 37.2 (5.7) b 32.2 (7.8) a
SSBD Adaptive 32.3 (8.0) a 28.0 (4.8) b 30.6 (6.8) a
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Decrease in Problem Behavior, SSRS
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Universal Screening in Illinois• 6 school districts, 18 schools• Spent 1 year focused on creating
Secondary & Tertiary Level Systems– Specifically Check-in/Check-out
• Emphasis on building “system capacity”• Identify youth early• Support youth with effective interventions• Exit/transition youth off of interventions• Progress-monitor
– Individual youth response to interventions– Interventions themselves
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Summary: 2007 SSBD Screening Results
4%
3%
6.7%
0%
1%
2%
3%
4%
5%
6%
7%
1
At-risk students identified by SSBD
Perc
ent
of
tota
l enro
llment
Kids identified as externalizers as percent of total enrollment Kids identified as internalizers as percent of total enrollment
Kids identified as a percentage of total school enrollment
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At-risk students identified by 2007 SSBD screening
3.4%
1.3%
23.2%
2.8%
7.1%6.4%
8.3%
4.3%5.0%
6.8%
14.8%
7.2%6.1%
8.0%
6.0%
8.0%8.6%
0%
6.7%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
Schools
Pe
rce
nta
ge
of
tota
l e
nro
llm
en
t
Kids identified as a percentage of total school enrollment
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At-risk students identified by 2007 SSBD screening-North
0.0%
1.0%
2.0%
3.0%
4.0%
5.0%
6.0%
7.0%
8.0%
9.0%
School A School B School C School D School E School F School G School H School I Average
Schools
Perc
en
t of
tota
l en
rollm
en
t
Kids identified as a percentage of total school enrollment
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Universal Screening in Illinois: Preparation Process
• District-level commitment
• Secondary PBIS system in place– Provides seamless transition from
screening to intervention
• Logistics of preparation• SSBD Coordinator• Overview for all staff• Schedule & organize ‘day of administration’
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Universal Screening: School Profile
• K-5 Elementary in southwest suburban Chicago• 65+% low income• Total enrollment of 580 reflects diverse student population
• 65% Hispanic• 17% Black• 13% White• 5% Asian/Other
• 24% Mobility• Truancy concerns
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Universal Screening: Illinois Application
• Implemented universal screening in mid-March– Identified total of 82 students
• Represents 14% of enrollment
– Majority of students classified as externalizers• 56% of identified students
– However a significant percentage (43%) met criteria as internalizers
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Universal Screening:Illinois Application
• Capitalized upon existing system of secondary interventions– Recruited additional adult volunteers for CICO– Paired 2-4 students for CICO with adults, prior to
sending permission slips– Tailored secondary level interventions to meet
unique needs of internalizers (e.g., using social skills groups)
– Contacted parents of internalizers prior to sending home permission slips
– Used SWIS/CICO data collection system
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Universal Screening:Illinois Application
• Lessons learned:– Address slow response for granting
permission• Incorporate area on permission slips for
parents to request additional information• Anticipate need for follow-up phone calls,
sending additional permission slips
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Universal Screening:Illinois Application
• Lessons learned:– Pair students and teachers based on physical
proximity– Increase size of CICO groups– Keep a “reserve” of adults to add to CICO– Review data weekly
• Identify students ready to transition to less intensive level of support/students who are not responding to CICO
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Resources
Severson, H.H., Walker, H.M., Hope-Dolittle, J., Kratochwill, T.R., Gresham, F.M. (2007). Proactive, early screening to detect behaviorally at-risk students: Issues, approaches, emerging innovations, and professional practices. Journal of School Psychology. 45, 193-223.
Walker, H.M., Severson, H.H. (1992). Systematic screening for behavior disorders. Longmont, CO. Sopris West.
Walker, B., Cheney, D., Stage, S., Blum, C. (2005). Schoolwide screening and positive behavior supports: Identifying and supporting students at risk for school failure. Journal of Positive Behavior Interventions. 7(4) 194-204.