1. PBIS UNIVERSAL SCREENING
Webinar
Presented by:
The VTPBiS Team
Welcome! Approximate time of the Webinar is 1.5 hours. Please make sure you have copies of the materials so you and your team can familiarize yourself with them.

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

3. With the number of behaviors that occur in the classroom on a daily basis, it can sometimes be difficult to formulate an accurate measure of the real challenges and needs if we rely solely on anecdotal, gut reactions. It can also sometimes be a challenge to figure out where to start when there can be so many variations in the types of behaviors.

4. 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) .

5. Interventions with an Evidence Base
Advance organizers
Opportunities to respond
Anger Management Skills Training
Pacing
Behavioral Interventions
Parent Training
Choice
Peer Mediated Interventions
Class Wide Peer Tutoring
Peer tutoring
Cognitive organizers
Peer-Mediated Conflict Resolution and Negotiation
Cognitive Restructuring
Cognitive-Behavioral Therapy
Picture Exchange Communication System
Computer-Assisted Instruction
Pivotal Response Training
Contingency Management
Pre-correction
Daily Behavior Report Cards
Presentation Strategies
Exposure-Based Techniques
Problem Solving
Family Therapy
Procedural prompts and behavioral momentum
Functional Assessment
Replacement Behavior Training
Functional Communication Training
Self instruction
Integrated Cognitive-Behavioral Therapy
Self mediated strategies
Interdependent Group-Oriented Contingency Management
Self monitoring
Self-Management
Interpersonal Therapy for Adolescents
Social Skills Training
Milieu Language Teaching
Task Modification
Mnemonics
Task Selection Strategies
Modeling
Token Economy System
Modified Task Presentation Strategies
Verbal Mediation
Moral Motivation Training
Video Modeling
Multimodal Interventions
Multisystemic Therapy
TARGETED INTERVENTIONS
How do we know which intervention to use for each child? We need to have a formalized way to determine what type of intervention is most appropriate for each student. Just like in an RTI model where we use Universal academic assessments to identify students at risk and to provide early intervention. We need to do the same behaviorally and ensure that we are being more intentional with our intervention selection.
Vannest K, Reynolds CR, Kamphaus RW. BASC-2 intervention guide for emotional and behavioral problems. Bloomington, MN: Pearson Assessments; 2009.
Vannest, K.J. (2009)

6. Universally Accepted Types of Screening in School
Readiness
Academic
Vision
Hearing
Dental
Why not?
Behavior
We already do regular screenings throughout the school year. Universal Screening for behavior should be planned for the same times of year as other benchmark and progress monitoring assessments. At least two to three times per year.

7. Universal Screening for Behavior is…
Early Identification of Students at Risk of School Failure Due to Social, Emotional and/or Behavior Problems: Nomination and Activation of Secondary Prevention (Targeted) Behavior Supports within a Positive Behavioral Interventions and Supports (MTSS-B) Framework

8. Why Universal Screening?
To find students whose problems are not immediately obvious.
To identify problems with a high degree of accuracy.
Early identification leads to early intervention.
To select interventions based on results of rating scales on the screening tools. This is most effective and efficient.
As we already said, we’re doing a multitude of screenings in schools anyway. Just like with our other screenings, early identification leads to early intervention. Using formalized screening measures allows schools to select interventions that are based on results of rating scales rather than guesses.

9. Take Five!
How does your school determine what interventions to use with students?
Take 5 minutes as your team to discuss with each other.
At the Targeted Level your schools should be implementing CICO. Remember, CICO works exceptionally well for students who are motivated by adult attention. Screenings will allow you to more accurately determine which students would benefit from CICO or may need another type of targeted intervention or something even more intensive.

10. Students with externalizing problems?
Aren’t ODRs Enough?
Students with externalizing problems?
Students with internalizing problems?
Students exhibiting anxiety, depression or other internalizing behaviors are not as easily recognizable. Although ODRs give descriptions of behavior incidents that occurred, they do not assess the motivating factors behind behavior and often times miss the less externalizing student who don’t typically “Act Out.”
Bristol: n some cases, students were scoring extremely high risk on BESS but were not referred to the Tier II team and had no referral data.  Others were considered normal risk but they had received many referrals, either major or minor. We thought it would be helpful for teachers to see this and be able to reflect on their students needs.

11. Features of Good Universal Screening
Accurate
Cost efficient
Acceptable
Useful
As far as accuracy, whenever using any screening or assessment tool you want to make sure it is normed based on the student population that you work with. So you’ll want to select an evidence based, norm-referenced screening tool in order to get the most accurate results.
Efficiency, Effectiveness.

12. Three Pathways Nomination Traditional referrals Behavioral Indicators
ODRs
Attendance
Etc
Systematic Screening
SSBD
BESS
Targeted Team
We use the term nomination instead of Referral because the word referral is often connected with special education. We’re not referring students for special education and we certainly aren’t intending to identify students as having a disability. We’re merely seeking early identification of “risk” factors. Using the term nomination is far more sensitive to potential parents, who by the way we will be seeking consent to do the screenings from.

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

14. What screening tools are available?
See Lane, Menzies, Oakes, and Kalberg (2012)
What screening tools are available?
SSBD – Ssystematic Screening for Behavior Disorders
Basc 2 BESS
Strengths and Difficulties Questiionnaire
SSIS – Social Skills Improvement System
SRSS – Student Risk Screening Scale – FREE?
Lane & Oakes

15. Systematic Screener for Behavior Disorders
(SSBD; Walker & Severson, 1992)
Systematic Screener for Behavior Disorders

16. 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”
The SSBD is developed for grades 1-6. The tool we would recommend using is the SSBD Rank ordering form for internalizing and externalizing forms.
Teachers select 10 students in their classroom and rank order them by who they see as having higher degrees and more frequency of behaviors. This is where teachers do need to rely on their gut instincts so we recommend that you wait at least four weeks before doing the screening so teachers have time to get to know the students.

17. SSBD Screening Process
Pool of Regular Classroom Students
TEACHER SCREENING
on Internalizing and Externalizing Behavioral Dimensions
3 Highest Ranked Pupils on Externalizing and on Internalizing Behavior Criteria
TEACHER RATING
on Critical Events Index and Combined Frequency Index
Exceed Normative Criteria on CEI of CFI
DIRECT OBSERVATION
of Process Selected Pupils in Classroom and on Playground
Exceed Normative Criteria on AET and PSB
PASS GATE 1
PASS GATE 2
PASS GATE 3
Pre-referral Intervention(s)
Child may be referred to Child Study Team
(Lane & Oakes, 2012)
Lane and Oakes 2013

18. Multiple Gating Procedure
(Adapted from Severson et al. 2007)
Teachers Rate Top 3 Students in Each Dimension on (Externalizing & Internalizing) Behavior Criteria
Gate 1

19. Rank Ordering

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

21. Multiple Gating Procedure
(Adapted from Severson et al. 2007)
Teachers Rank Order then Select Top 3 Students on Each Dimension (Externalizing & Internalizing)
Gate 1
Pass Gate 1
Teachers Rate Top 3 Students in Each Dimension (Externalizing & Internalizing) on Critical Events Index and Combined Frequency Index
Gate 2
Tier 2
Intervention
Pass Gate 2

22. Scoring
Teachers complete Critical Events Index checklist and Combined Frequency Index 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)

23. Sample of SSBD Critical Events Form

24. Sample of SSBD CFI Form

25. SSBD Screening Process
Pool of Regular Classroom Students
TEACHER SCREENING
on Internalizing and Externalizing Behavioral Dimensions
3 Highest Ranked Pupils on Externalizing and on Internalizing Behavior Criteria
TEACHER RATING
on Critical Events Index and Combined Frequency Index
Exceed Normative Criteria on CEI of CFI
DIRECT OBSERVATION
of Process Selected Pupils in Classroom and on Playground
Exceed Normative Criteria on AET and PSB
PASS GATE 1
PASS GATE 2
PASS GATE 3
Pre-referral Intervention(s)
Child may be referred to Child Study Team
The system closely aligns with the three-tier service delivery system of RTI.
Advantages: Strong reliability and validity evidence, as well as endorsements from experts in the field
Identifies students who may be under-identified (i.e., students with internalizing behaviors)
Manual provides reproducible forms
Disadvantages:
Quite complex, with the different stages, forms, raters, and observers.
Substantial training may be required
Parents are not involved in any of the stages
Does not allow teachers to identify students who display both internalizing and externalizing behaviors
May be time consuming for teachers
Does not allow for progress monitoring
(Lane & Oakes, 2012)
Lane and Oakes 2013

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

27. 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)
Designed for children and adolescents (ages 3-18), and to obtain information from parents and teachers
Part of AIMSweb Behavior system
Approximately 5 minutes to complete
Individual or group
All students or a subset
Every other grade
New students
Not designed for individual progress monitoring
Three forms, items each
Student, one form, grades 3-12
Teacher and Parent, two forms each
Preschool (ages 3-5)
Child/adolescent (grades K-12) 27

28. BESS Sample questions: Pays attention (T-Form)
Is well organized (T-Form)
I am good at making decisions (S-Form)
Even when I try hard, I fail (S-Form)
Worries (P-Form)
Tries to bring out the best in other people (P-Form)

29. Sample of BASC-2/BESS Form

30. 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 10-60
Elevated risk level: T-score range 61-70
Extremely Elevated risk level: T-score range ≥ 71

31. BASC-2 Approach
Systematic
Screening
There are several excellent Norm-referenced screening tools on the market which are very comprehensive. Examples are the Achenbach or the Comprehensive Behavior Checklist or CBCL. The CBCL has 118 scored items.
BASC-2 created an assessment which gives just as comprehensive results with only 26 scored items.
Vannest (2008) Interventions for Externalizing & Internalizing Behaviors at Tier 2 & Tier 3

32. 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 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
No elevation
Exit
Exit

33. List of Screeners Student Risk Screening Scale (Drummond)
Strengths and Difficulties Questionnaire
Child Behavior Checklist
Systematic Screening for Behavior Disorders:
BASC™-2 Behavioral and Emotional Screening System (BASC-2 BESS)

34. Other Risk Factors ODR Forms Attendance Grades Visits to the Nurse
Behavior Indicators
ODR Forms
Attendance
Grades
Visits to the Nurse
What Else?
Your school needs to determine what additional behavior indicators you want to track. You may want to include no homework as an indicator or students who are not eating meals. It is up to your school to decide and prioritize what the risk factors for your school will be.

35. Stage 1 Stage 2 Behavior Assessment System for Children 2 /
Behavioral and Emotional Screening System
27 Items
Externalizing = 6
Internalizing = 9
School Problems = 6
Adaptive Skills = 6

36. Results of screens helped teams choose which interventions to develop, use, or expand (4 schools)
Research of Kimberly J. Vannest, Ph.D.

37. 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

38. 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?

39. 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

40. Preparation for Screening
How to Get
Started
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

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

42. Preparation for Screening
How to Get
Started
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 screener

43. Great Resource!

44. What’s Next? Review Universal Screening Steps to Readiness
Where is your school in this process?
Review and select tools?

45. Other Resources Vermont PBIS http://pbisvermont.org
PBIS National TA Center for PBIS:

46. Thank You!
Don’t forget you can call your school’s PBIS Implementation Coach or Technical Assistant for support.