Session Agenda
• Introductions & Overview of need for Screening
(Barb; 20 min)
• Van-Far (20 min)
– Administrator, Counselor, Classroom Teacher
• Hawthorn (20 min)
– Administrator, Tier 2 Coach
• Closing & Questions (Barb 15 min)
2:30-3:45 – Wednesday – Northwinds
Use of Screening Instruments to
Identify Students At-Risk for
Emotional & Behavioral Concerns
Van-Far Elementary School
Hawthorn Elementary School
Barbara S. Mitchell, Ph.D.
MO SWPBS Tier 2/3 Consultant
MO SW-PBS
Introductions
Van-Far Elementary
• Amber Crane
– Principal
• Robyn Jennings
– Counselor
• Angie Morris
– Classroom Teacher
MO SW-PBS
Hawthorn Elementary
• Lucinda Varner
– Assistant Principal
• Penny Rassler
– Tier 2 Coach
Three Levels of Implementation
A Continuum of Support for All
Academic Systems
Behavioral Systems
Tier Three
Tier Three
• Individual Students
• Assessment-based
• High Intensity
• Individual Students
• Assessment-based
• Intense, durable procedures
Tier Two
• Some students (at-risk)
• High efficiency
• Rapid response
Tier Two
• Some students (at-risk)
• High efficiency
• Rapid response
Tier One
Tier One
• All students
• Preventive, proactive
• All settings, all students
• Preventive, proactive
MO SW-PBS
What Do We Know?
• Approximately 1 in every 4 to 5 youth in the
U.S. meets criteria for a mental disorder with
severe impairment across their lifetime
(Merikangas et al., 2010).
• Among those affected only 30% actually
receive services (U.S. Public Health Service,
2000)
MO SW-PBS
What Do We Know?
• The most common conditions include
– Anxiety (31.9%)
– Behavior disorders (19.1%)
– Mood disorders (14.3%)
– Substance use disorders (11.4%)
• Approximately 40% of individuals meet
criteria for multiple disorders.
(Merikangas et al., 2010)
MO SW-PBS
What Do We Know?
• The median age of onset occurs during schoolage years
– 6 years for anxiety
– 11 years for behavior
– 13 years for mood
– 15 years for substance use disorders.
(Merikangas et al., 2010)
MO SW-PBS
What Do We Know?
• Academic success is linked with social &
behavioral skills
• Early identification with intervention can
decrease the likelihood of academic failure
– Prevent onset
• Preventive supports reduce the need for more
intensive supports later.
– Minimize impact of risk
MO SW-PBS
Outcomes
• By the end of this session participants will be
able to…
– Explain the advantages of screening for
emotional and behavioral concerns.
– Describe basic procedures for conducting a
universal screening.
– Ask questions about implementation of a
comprehensive identification process.
MO SW-PBS
Who is At-Risk?
Externalizing Behaviors
•
•
•
•
•
•
•
•
•
Aggression to others or things
Hyperactivity
Non-compliance
Disruptive
Arguing
Defiance
Stealing
Not following directions
Calling out
MO SW-PBS
Who is At-Risk?
Internalizing Behaviors
•
•
•
•
•
•
•
•
•
Exhibits unusual sadness
Sleeps a lot
Is teased or bullied by peers
Does not participate in games
Very shy or timid
Acts fearful
Does not stand up for self
Withdrawn
Avoids social interactions
MO SW-PBS
Identification Process
• Teacher nomination
• Existing school data
• Universal screening instrument
Allows for early intervention?
Identifies internalizing & externalizing?
MO SW-PBS
Systematic Screening
• Advantages
– Fast, efficient, and respectful
– Include all children and youth of interest
– If we make an error, the error tends to identify
students who are not at-risk
– Informs schools about the student population
– Find groups of students with common needs
– Facilitates resource mapping of services
(University of Oregon Institute on Violence and Destructive Behavior)
MO SW-PBS
Systematic Screening
• Not common because…
– History of being reactive rather than proactive
Impression that kids will “grow out of it”
– Concern about profiling/stigmatizing
– Fear of costs and potential to identify large
number of EBD students
MO SW-PBS
Systematic Screening
• Not Common Because
– Easier to screen vision & hearing because
response falls in the realm of the parents
– Political realities of managing parent reactions to
behavior screenings; confidentiality
– Systems skill set
• Do we know how to respond to behavior with
the same confidence that we respond to
academic concerns?
MO SW-PBS
Strengths & Difficulties Questionnaire
• Teacher, parent or student ratings
• Ages 4-10 or 11-17
• Respond to 25 items for each student
– Administered and scored by hand or on-line
– No cost
MO SW-PBS
Strengths & Difficulties Questionnaire
• Results indicate level of risk
– Close to average
– Slightly raised
– High
– Very high
MO SW-PBS
Strengths & Difficulties Questionnaire
• Also includes information about signs reported.
– emotional distress,
– behavioral difficulties,
– hyperactivity and attention difficulties,
– difficulties getting along with other children,
– impact of difficulties on the child’s life,
– extent to which the child demonstrates kind and
helpful behavior.
MO SW-PBS
Van-Far Elementary School Vandalia,
Missouri
Strengths & Difficulties
Questionnaire (SDQ) – Teacher
Version
MO SW-PBS
Van-Far Elementary School
• Mrs. Amber Crane
– Building Principal
• Mrs. Robyn Jennings
– School Counselor
• Mrs. Angie Morris
– Classroom Teacher - Kindergarten
MO SW-PBS
End of School Year (2012)
MO SW-PBS
End of 1st Quarter - Major ODR Data
(August to October 2012)
60
55
52
49
50
49
47
45
40
40
0-1 ODRs
30
2-5 ODRS
6+ ODRS
20
10
0
0
0
K
1st
2nd
1
0
0
0
4th
5th
6th
0
MO SW-PBS
3rd
End of 1st Quarter - Classroom Minor Data
(August to October 2012)
60
54
50
50
48
47
47
43
40
38
0-1 Minors
30
2-5 Minors
6+ Minors
20
10
1
2
2
2
2
2
0
0
K
MO SW-PBS
1st
2nd
3rd
4th
5th
6th
End of 1st Quarter - Screening Scores
October 2012
40
34
35
47 Students Identified with
Overall Score in the
“High” or “Very High” range
30
25
High
20
Very High
15
13
12
10
7
6
5
5
3
2
1
1
1
1
2
2
3
1
0
K
MO SW-PBS
1st
2nd
3rd
4th
5th
6th
Total *
Sorted Results - October 2012
Emotional
Distress
Behavior/Hyper Getting Along
activity
with Others
Kindergarten
1st Grade
2nd Grade*
2
2
6
6
4
9
1
0
6
3rd Grade*
4th Grade
5th Grade
2
0
0
4
0
2
1
0
0
6th Grade
1
0
0
Total
13
25
8
MO SW-PBS
Outcomes – April 2013
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
6th Grade
Total
MO SW-PBS
Emotional
Distress
2/1
2/0
6/1
2/0
0/1
0/1
1/1
13 down to 5
Behavior/Hyper Getting Along
activity
with Others
6/4
1/2
4/3
0/0
9/8
6/2
4/2
1/3
0/0
0 /0
2/1
0/0
0/6
0/2
25 down to 24
8 up to 9
Hawthorn Elementary School
Camdenton, Missouri
Strengths & Difficulties
Questionnaire (SDQ) – Student
Version
MO SW-PBS
Hawthorn Elementary
• Lucinda Varner
– Assistant Principal
• Penny Rassler
– Tier 2 Coach
MO SW-PBS
500 Students
40 Teachers
School History
• Our building was created in 2006
• First two years were spent creating our mission and vision for the
building
– Happy, Progressive, Model School
• “Team Hawthorn” – teachers, students and families feel a part
School Wide PBS History
• 2006-08
–
–
–
–
Built knowledge of PBS
Discussions
Consensus for implementation
Planning/Training
• 2008-09
– Began implementation of Tier I
• 2009-11
– Continued implementation of Tier I
– Improvements through trial/error
• 2011-12
– More data review
– Discussions of a need for Tier II team
• 2012-13
– Continued to revise and improve Tier I
– Began implementation of Tier II
Team Structures
• Tier I
–
–
–
–
–
Third Grade Teachers (2)
Fourth Grade Teachers (2)
Librarian
Focus Room Teacher *
Administrators *
• Tier II
–
–
–
–
–
–
Interventionist
Counselor
Third Grade Teacher
Fourth Grade Teacher
Focus Room Teacher *
Administrators *
Each team meets the 2nd
and 4th Tuesday of the
month.
Tier I – Before School
Tier II – After School
* Crossover membership
What Does the Administrator Do?
• Ongoing evaluation of PBS
• Communication
– Staff (Email, faculty meeting shout outs, surveys, etc.)
– Families (Newsletters, announcements, surveys, etc.)
– District (Administrator Meetings, Board Reports, etc.)
• Reallocate Resources
– Staff (Counselor/Librarian schedules, CICO volunteers, etc.)
– Schedule (Monday morning meetings, coverage for trainings, etc.)
•
•
•
•
Buy In
Building Access
Review referrals
Part of the decision making process
Review of Referrals
• Referrals for 2011-12
What about the students
with repeated behaviors?
What Can We Do From Day 1?
Triage
Student Placement
Dig Deeper...
Strengths & Difficulties Questionnaire
• Review of data
• During summer trainings, heard about the
SDQ
• Tier II team decided to see if the building
would be interested in piloting
• Received consensus from the staff
• Communicated to families about the
screening tool and its purpose
Strengths & Difficulties Questionnaire
• School counselor and librarian administered
the screening
– Beginning of the year, during specials
– About 20 minutes
– Netbooks
– Paper/pencil
Strengths & Difficulties Questionnaire
• Overview of results were considered and
individual results were set aside for a time
• As the Tier II team began to receive teacher
referrals, the individual results were then
considered for further support
Consideration for Support
Additional supports considered based on ODRs,
think sheets, minors, other concerns
Triage
Social Groups
Environmental Interventions
Check In, Check Out
Student Referrals ~ Comparison
Total Referrals ~ Comparison
50
45
40
35
30
2011-12
25
2012-13
20
15
10
5
0
Aug
Sept
Oct
Nov
Dec
Jan
Feb
400
300
200
100
0
2011-12
2012-13
Mar
Apr
May
Additional Examples
• Parents complete rating questionnaire during
Kindergarten registration
• Parents and/or students complete ratings when new
family registers for school
• Incoming 9th graders complete screening
questionnaire when they create course schedule; risk
scores used to assign advisory courses
• Classroom teacher screenings in the spring prior to
transition to new building
MO SW-PBS
Resources
• Screening Instruments at a Glance
– Name of Instrument
– Description / Use
– Age of Students
– Method
– Time to Administer
– Cost
– Ordering Information
MO SW-PBS
Resources
• Screening Considerations
– Documented Purpose & Policy
– Clearly Defined Procedures
– Availability of Supports
• Universal Screening – General Requirements
– Federal regulations
• Example Parent Notification Letter
MO SW-PBS
Resources
• Tier 2 Workbook
• http://pbismissouri.org/archives/1816
– Screening Handouts
• http://www.youthinmind.info
– Information and protocols for SDQ
– Complete questionnaire on-line
MO SW-PBS
Contact Information
• MO SWPBS Regional and/or Tier 2/3
Consultant
• Amber Crane, Principal, Van-Far Elementary
– acrane@vf.k12.mo.us
• Lucinda Varner, Assistant Principal, Hawthorn
Elementary
– lvarner@camdentonschools.org
MO SW-PBS