PBIS UNIVERSAL SCREENINGWebinar

Presented by:

The VTPBiS Team

Agenda

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

Vannest K, Reynolds CR, Kamphaus RW. BASC-2 intervention guide for emotional and behavioral problems. Bloomington, MN: Pearson Assessments; 2009.

TARGETED INTERVENTIONS

Universally Accepted Types of Screening in School

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?

Take Five!

How does your school determine what interventions to use with

students?

Features of Good Universal Screening

Three Pathways

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 2Tier 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

SystemBASC-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 10-60• Elevated risk level: T-score range 61-70• 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 Externalizers Rank Order Externalizers

1 Richard Boltax 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

1. Select 10 students2. Rank order them3. Choose top 3

Student Internalizing Behavior Screener (2010)

Students Nervous Bullied by peers

Seems sad

Clings to adults

Total Score

1 Richard Boltax 3 3 3 3 21

2 Cath Burns 0 0 0 0 0

3 Mandy Couturier 0 0 0 0 0

4 Kilie Demar 0 0 0 0 0

5 Ernest Hart 0 0 0 0 0

6 Dan Mapes 0 0 0 0 0

7 Sherri Nichols 0 0 0 0 0

8 Jennifer Repinski 0 0 0 0 0

9 Sherry Schoenberg 0 0 0 0 0

10 Jesse Suter 3 3 3 3 21

1. 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

Other Risk Factors

• ODR Forms• Attendance• Grades• Visits to the Nurse• What Else?

Behavior Indicators

Multi-Stage & Multi-Gate Approach

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

No elevation

No elevation

Exit 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

Preparation for ScreeningBefore 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 websiteRequest Demo

Visit Pearson website for info on the BASC 2Talk with your TA or contact Ken Krambergkenkramberg@gmail.com (802 291 5345)

Thank You!