Systematic Screenings of Behavior to Support Instruction by Cl3Kz1


									Lane, K. L., Menzies, H. M, Oakes, W. P., & Kalberg, J. R. (in press). Systematic screenings of
behavior to support instruction: From preschool to high school. New York, Guilford.
    Accurate decisions as to “who needs more”
     are central to multi-tiered models of
     prevention and intervention.
    In this session, we will discuss various options
     for conducting systematic screenings to
     identify students with behavioral challenges.
    We will provide an overview of four
     systematic screening tools
    Emotional and Behavior Disorders

 Internalizing            Externalizing

                           Verbal and
Complaints, Social
                         Coercive Tactics,
                         Delinquent Acts
Eating Disorders
 Students   with internalizing
    behaviors often go unnoticed

    Less than 1% of school age
    students across the K-12 continuum
    ultimately receive special education
    services under the label of
    emotional disturbance
   General education teachers need the knowledge,
    skills, and confidence to identify and support
    students at risk for EBD as early as possible

   These students struggle within and outside of
    school contexts as evidenced by limited rates of
          academic engaged time,
          poor work completion,
          higher rates of school failure,
          retention in grade,
          school drop out,
          impaired social relationships, and
          poor employment outcomes after they leave school.

    (Bullis & Walker, 1994; Mattison, Hooper, & Glassberg, 2002; Reid, Gonzalez, Nordness,Trout, & Epstein,
    2004; Wagner & Davis, 2006; Zigmond, 2006)
The Need
    Learning and behavioral concerns do not
     occur in isolation from one another

    Schools across the country are taking steps
     to coordinate academic, behavioral, and
     social supports for students by developing
     comprehensive, integrated, three-
     tiered (CI3T) models of prevention
     to better meet all students’ multiple needs
     (Lane, Kalberg, & Menzies, 2009)
Comprehensive Three-Tiered
Models of Prevention
 Comprehensive, Integrated, Three-Tier Model of Prevention
                             (Lane, Kalberg, & Menzies, 2009)

Goal: Reduce Harm
Specialized Individual Systems
for Students with High-Risk      Tertiary Prevention (Tier 3)
                                                                 Goal: Reverse Harm
                                       ≈                         Specialized Group Systems
                                                                 for Students At-Risk
                           Secondary Prevention (Tier 2)

                                                                     PBIS Framework
Goal: Prevent Harm
School/Classroom-Wide Systems for
All Students, Staff, & Settings
                                      ≈                                     Curriculum
                           Primary Prevention (Tier 1)

            Academic                 Behavioral                 Social
                    Primary Prevention:
                    Tier One

Prevent Harm from
               Secondary Prevention:
               Tier Two

Reverse Harm
              Tertiary Prevention:
              Tier Three

Reduce Harm
Accurate Measurement

      Decisions related to how a school improves
       student outcomes over time and identifies which
       students need additional supports in academic,
       behavioral, social, and combined areas are
       dependent upon the accuracy of the data collected
       as part of school practices

You must be able to tell whether or not what you
are doing is improving outcomes for students!
Accurate Measurement
      Data are collected as part of regular
       school practices
      Academic and behavioral data are
       analyzed in tandem for accurate decision
       making and information sharing regarding
         ◦ Whole-school progress
         ◦ Individual students needs

 Used to determine who needs secondary and tertiary
                  levels of support.
  How students behave
influences how we teach.
How we teach influences
  how students behave.

Student         Teacher
Behavior        Behavior
How do we collect this information?
    Behavior screeners:
     ◦ Select a screening tool or system that is
       both psychometrically sound and
       feasible based on the identified goals
       and resources of a school, district, or
       research study
  Behavior Screenings

                   Provide           Eliminate
                students with    teacher anxiety
               equal access to    over missing a
               secondary and       student who
                   tertiary        needs more
                  supports           support
Behavior Screeners: Core Features

 Screening tool with reliable and valid cut scores
 Screening tool that is reliable:
  ◦ Reliability refers to the extent to which a
    given measure, when administered over two
    or more times or from different perspectives,
    will yield the same (or very similar) results
    (Hatcher & Stepanski, 1994)
Behavior Screeners: Core Features

 Feasiblein terms of practical

 No  one-size-fits-all screener:
  ◦ Must be tailored to specific resources
    and behavior challenges
An New Tool to Help You Decide …

     In this session we introduce a few tools the
      Student Risk Screening Scale (Drummond, 1994)
      Systematic Screener for Behavior Disorders
         (Walker & Severson, 1992)
        Social Skills Improvement System –
         Performance Screening Guide (Elliott &
         Gresham, 2007)
        BASC-2 Behavioral and Emotional Screening
         Scale (Kamphaus & Reynolds, 2007)

 Brief overview of the screening tool
 When should the screener be administered?
 How are the materials prepared?
 How is the screener administered?
 How is the measure scored and interpreted?
 How can the information be used by school-site personnel?
 Brief overview of supporting research
 Strengths and consideration
 Illustration of use by a school Elementary, Middle and High

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