PBIS UNIVERSAL SCREENING Webinar Presented by: The VTPBiS Team

Agenda What is screening? Why would you want it? What does it look like? Can we try? How do we get started?

Materials You will need: -Steps in Implementing SSBD and BASC Checklist -Sample Systematic Screener for Behavior Disorders Form - Sample Basc-2 Form

Negative Outcomes for Unidentified and Untreated Youth Poor grades Impaired personal relationships High school dropout Unemployment Incarceration Substance abuse Suicide

 “Untreated emotional problems have the potential to create barriers to learning that interfere with the mission of schools to educate all children.” (Adelman & Taylor, 2002) “Without early intervention, children who routinely engage in aggressive, coercive actions, are likely to develop more serious anti-social patterns of behaviors that are resistant to intervention.” (Walker, Ramsey, & Gresham, 2004)  Youth who are the victims of bullying and who lack adequate peer supports are vulnerable to mood and anxiety disorders (Deater-Deckard, 2001; Hawker & Boulton, 2000)  “Depressive disorders are consistently the most prevalent disorders among adolescent suicide victims (Gould, Greenberg, Velting, & Shaffer, 2003). Rationale: Poor outcomes associated with delaying intervention

Interventions with an Evidence Base 1.Advance organizers 2.Anger Management Skills Training 3.Behavioral Interventions 4.Choice 5.Class Wide Peer Tutoring 6.Cognitive organizers 7.Cognitive Restructuring 8.Cognitive-Behavioral Therapy 9.Computer-Assisted Instruction 10.Contingency Management 11.Daily Behavior Report Cards 12.Exposure-Based Techniques 13.Family Therapy 14.Functional Assessment 15.Functional Communication Training 16.Integrated Cognitive-Behavioral Therapy 17.Interdependent Group-Oriented Contingency Management 18.Interpersonal Therapy for Adolescents 19.Milieu Language Teaching 20.Mnemonics 21.Modeling 22.Modified Task Presentation Strategies 23.Moral Motivation Training 24.Multimodal Interventions 25.Multisystemic Therapy 26.Opportunities to respond 27.Pacing 28.Parent Training 29.Peer Mediated Interventions 30.Peer tutoring 31.Peer-Mediated Conflict Resolution and Negotiation 32.Picture Exchange Communication System 33.Pivotal Response Training 34.Pre-correction 35.Presentation Strategies 36.Problem Solving 37.Procedural prompts and behavioral momentum 38.Replacement Behavior Training 39.Self instruction 40.Self mediated strategies 41.Self monitoring 42.Self-Management 43.Social Skills Training 44.Task Modification 45.Task Selection Strategies 46.Token Economy System 47.Verbal Mediation 48.Video Modeling Vannest K, Reynolds CR, Kamphaus RW. BASC-2 intervention guide for emotional and behavioral problems. Bloomington, MN: Pearson Assessments; TARGETED INTERVENTIONS

Universally Accepted Types of Screening in School Readiness Academic Vision Hearing Dental Behavior Why not?

Why Universal Screening? To find students whose problems are not immediately obvious and identify problems with a high degree of accuracy Early identification leads to early intervention To be more effective and efficient in selecting interventions based on data.

Aren’t ODRs Enough? Students with externalizing problems? Students with internalizing problems?

Take Five! How does your school determine what interventions to use with students?

Features of Good Universal Screening Accurate Cost efficient AcceptableUseful

Three Pathways Nomination Traditional referrals Behavioral Indicators ODRs Attendance Etc Systematic Screening SSBD BESS Targeted Team

Systematic Screening for Behavior Disorders SSBD: Walker & Severson, 1992

Multiple Gating Procedure (Adapted from Severson et al. 2007) Teachers Rank Order then Select Top 3 Students on Each Dimension (Externalizing & Internalizing) Teachers Rate Top 3 Students in Each Dimension (Externalizing & Internalizing) on Critical Events, Adaptive and/or Maladaptive Scales Gate 1 Gate 2 Pass Gate 1 Pass Gate 2 Tier 2 Intervention

Rank Ordering

Scoring Teachers complete Critical Events Index checklist for top three internalizers and externalizers – Internalizers with four or more and externalizers with five or more critical events immediately pass gate two and are eligible for simple a secondary intervention (i.e., CICO)

Sample of SSBD Critical Events Form

Sample of SSBD CFI Form

BASC- 2 /Behavioral and Emotional Screening System BASC-2/BESS: Kamphaus & Reynolds, 2007

Overview Behavioral and Emotional Screening System (BESS) (Kamphaus & Reynolds, 2007) – Developed as a school-wide (Universal) screening tool for children in grades Pre-K to 12 Similar to annual vision/hearing screenings – Identifies behavioral and emotional strengths and weaknesses Externalizing behaviors (e.g., acting out) Internalizing behaviors (e.g., withdrawn) Adaptive skills (e.g., social and self-care skills)

Sample of BASC-2/BESS Form

Administration & Scoring Criteria The BASC-2/BESS uses T-scores to communicate results relative to the average (mean=50) Identifiers and percentile ranks are provided for ease of interpretation Normal risk level: T-score range Elevated risk level: T-score range Extremely Elevated risk level: T-score range ≥ 71

Universal Screening: SSBD Background Information The Systematic Screening for Behavior Disorders (SSBD) (Walker and Severson, 1992) – Developed as a school-wide (Universal) screening tool for children in grades 1-6 – Identifies behaviors that may impede academic and social functioning – Leads to earlier intervention – May reduce need for formalized “requests for assistance” NOMINATION

Systematic Screener for Behavior Disorders List ExternalizersRank Order Externalizers 1 Richard Boltax 2 Cath Burns2 Jesse Suter 3 Mandy Couturier3 Sherry Schoenberg 4 Kilie Demar4 Ernest Hart 5 Ernest Hart5 Jennifer Repinski 6 Dan Mapes6 Sherri Nichols 7 Sherri Nichols7 Dan Mapes 8 Jennifer Repinski8 Mandy Couturier 9 Sherry Schoenberg9 Kilie Demar 10 Jesse Suter10 Cath Burns 1.Select 10 students 2.Rank order them 3.Choose top 3

Student Internalizing Behavior Screener (2010) StudentsNervousBullied by peers Seems sad Clings to adults Total Score 1 Richard Boltax Cath Burns Mandy Couturier Kilie Demar Ernest Hart Dan Mapes Sherri Nichols Jennifer Repinski Sherry Schoenberg Jesse Suter Rate each student: 0 = Never, 1 = Rarely, 2 = Sometimes, 3 = Frequently 2.Risk Level: Low (0-3), Moderate (4-8), High (9-21)

Multi-Stage & Multi-Gate Approach Stage 3 Stage 2 Stage 1 Universal Screen Elevated? Screen #2 Elevated? Refer to team Not elevated? Done.

Other Risk Factors ODR Forms Attendance Grades Visits to the Nurse What Else? Behavior Indicators

Multi-Stage & Multi-Gate Approach Stage 3 Stage 2 Stage 1 Universal Screen Elevated? Screen #2 Elevated? Refer to team Not elevated? Done.

BASC-2 Approach Vannest (2008) Interventions for Externalizing & Internalizing Behaviors at Tier 2 & Tier 3 Systematic Screening

Stage 1 Stage 2

Results of screens helped teams choose which interventions to develop, use, or expand (4 schools)

PBIS-NH Approach Stage 1 Systematic Screening for Behavior Disorders Teachers rank order students with: Externalizing problems Internalizing problems Choose top 3 Stage 2 BASC-2 BESS Teacher Teachers rate those passed gate 1 Elevated risk Extremely elevated risk Stage 3 Referral to School Team 15 minute meetings for each student who likely needs less intensive Tier 2 supports Invite families Link with appropriate intervention No elevation Exit

Screening Tips Recommended twice / year (October & February) Group administration of Stage 1 Teachers should have known students for at least one month Review definitions / examples of externalizing and internalizing problems

So pretty simple, right? Well… Family’s right to privacy (opt out option) Clear & efficient systems to support process Training & TA Availability of supports Policy and liability issues What else?

NH-PBIS Recommended Steps to Readiness Need identified Approval secured Team formed Supports identified Policies for other screening reviewed Evidence based system identified Policies & procedures developed P&P shared with families (opt out) P&P for notifying families shared Point of contact for oversight Point of contact at SU/SD Resources available

Preparation for Screening Before actual screening–– Have a solid Targeted PBIS system (with interventions) already in place. Tie in to existing PBIS systems (integration, NOT add- on). Identify what your school’s risk factors, or other behavior indicators you will track Create a calendar for when you screenings will occur Provide plan for seamless transition from screening to intervention How to Get Started

Preparation for Screening Select a Coordinator–– Someone with strong: Organizational skills Leadership skills Experience with assessment tools (e.g., BASC, Conners) How to Get Started

Preparation for Screening Before actual screening–– Provide plan for seamless transition from screening to intervention Provide teacher training Provide Parental notification of screening and parental consent to intervene with youth identified by SSBD How to Get Started

What Next? 1.Review Universal Screening Steps to Readiness 2.Where’s your school in this process? 3.Other system tools?

Now What? Visit Pacific Northwest Publishing website Request Demo Visit Pearson website for info on the BASC 2 Talk with your TA or contact Ken Kramberg ( )

Thank You!