Universal Screener

Within a tiered framework of support one important goal is to identify appropriate supports for students before academic and/or behavioral challenges become severe. Universal screening provides an opportunity for all children to be considered for risk factors against identified criteria. Universal Screening for Behavior is a reserach-based practice that can help schools proactively identify students who may need additional supports. Contact Mr. Miller for more information.

Currently the following behavioral screeners have been identified for use within the EFES PBIS program.

Tier I Student Risk Screening Scale (SRSS-IE)

Schools regularly conduct universal screening in core academic and behavior areas to assist in identifying students who may be in need of additional support.  Screening data on all students can provide an indication of an individual student’s performance and progress compared to the peer group’s performance and progress. These data form the basis for an initial examination of individual and group patterns on specific academic, social, and behavior skills. Universal screening is the least intensive level of assessment completed within our Multi-tier System of Support (MTSS) and Positive Behavior and Support (PBIS) systems and helps educators and parents identify students early who might be “at-risk” for developing learning, behavior and/or social-emotional challenges. 

Tier II Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)

Tier II Universal Screening for behavior is more specialized and contributes to providing more intensive practices and systems beyond Tier I for supporting students whose behaviors have been documented as unresponsive to Tier 1 practices and systems.
 
The SAEBRS (Social, Academic, and Emotional Behavior Risk Screener) is a brief and efficient tool for universal screening of student risk for social-emotional and behavioral problems for students in Grades K through 12.
 
Behavior and academic success are intimately connected and need to be intelligently addressed together. The SAEBRS is grounded in this conceptual model, which specifies that school success is predicated not just upon academic achievement, but also success within multiple inter-related behavioral domains. SAEBRS may be used to evaluate students’ overall general behavior

Tier III- Strengths and Difficulties Questionnaire (SDQ)

The SDQ is a brief assessment tool for 2-17 year olds. It exists in several versions to meet the needs of educators. Each version includes between one and three of the following components:
25 items on psychological attributes
  1. An impact supplement
  2. Follow-up questions
The 25 attributes divide between five scales:
  1. Emotional Symptoms
  2. Conduct Problems
  3. Hyperactivity/ Innattention
  4. Peer Relationship Problems
  5. Prosocial Behavior and Total Difficulties (sum of first four scales)
The SDQ considers input from multiple stakeholders, seeking teacher, parent, and student perspectives to assess a given individual’s behavioral performance. At this level of intervention parental permission is required and at a minimum prior discussions about concerns must have been discussed previously.

Tier IV- Behavior Assessment System for Children, Third Edition (BASC-3)

The BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN 3rd EDITION(BASC-3) is a brief, universal screening system for measuring behavioral and emotional strengths and weaknesses in children and adolescents preK-12 in a reliable, quick, systematic way. The BASC-2: BESS was designed to identify kids with behavioral or emotional patterns that impact academic achievement or social relationships. Keeping in mind that students behave differently for different people and in different settings or contexts, the BASC-3 relies on multiple informants (teacher, parent, student) to obtain a comprehensive understanding of student strengths and weaknesses. Behavioral areas assessed include (a) Internalizing problems, (b) Externalizing problems, (c) School problems, and (d) Adaptive skills. The school psychologist is usually involved when this level of assessment is conducted.