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| School-wide Screening and Assessment |
| Sunday, May 30, 2004 |
| 10:30 AM–11:50 AM |
| Clarendon |
| Area: EDC; Domain: Applied Research |
| Chair: K. Richard Young (Brigham Young University) |
| Discussant: Richard P. West (Utah State University) |
| Abstract: . |
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| The Importance of School-wide Screening to Identify At-Risk Students |
| K. RICHARD YOUNG (Brigham Young University), Michelle Marchant (Brigham Young University), Darlene H. Anderson (Brigham Young University), Lynnette Christensen (Brigham Young University) |
| Abstract: The purpose of this presentation is to describe the advantages of conducting school-wide screening and to explain its important role in preventing poor student outcomes. For example, research suggests: (a) intervention with at-risk children is more effective when it occurs early and is implemented comprehensively. (b) Growing numbers of preschoolers and young school-age children are engaging in forms of unacceptable behavior that would have been rare just a few years ago. (c) The current system for identifying children and youth at risk for academic and social failure is primarily reactive. (d) Because aggressive behavior can appear threatening to others, delaying intervention for students with externalizing problem behavior (e.g., physical and verbal aggression, noncompliance) can be especially problematic. (e) Not only children who exhibit overt problem behavior, but those with internalizing problems are in need of identification and early intervention. (f) Behavioral problems tend to worsen over time, and commonly require increasingly complex and more intrusive strategies as children grow older. |
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| Conducting School-wide Screening for the Identification of Behavior Disorders in Elementary and Secondary School Settings |
| LYNNETTE CHRISTENSEN (Brigham Young University), Darlene H. Anderson (Brigham Young University), K. Richard Young (Brigham Young University), Michelle Marchant (Brigham Young University) |
| Abstract: This presentation will overview the screening and evaluation process currently in use by the Peaceable Schools Staff at the elementary level and will describe the pilot program to be implemented at the secondary level. Instruments found to be effective in identifying and assessing students at risk for emotional and behavioral disorders will be explained. Assessments include: the Systematic Screening for Behavior Disorders (SSBD), the Internalizing Symptom Scale for Children (ISSC) the Internalizing Symptom Scale for Adolescents (ISSA), Preschool and Kindergarten Behavior Scales (PKBS), School Social Behavior Scales (SSBS) and functional behavioral assessment.The process for determining whether a child is at risk for having a disorder or whethera child already has the disorder will be discussed. Efforts to refine and improve the screening, assessment and referral process will be described. |
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| Extending School-wide Screening to the District Level |
| MICHELLE MARCHANT (Brigham Young University), K. Richard Young (Brigham Young University), Lynnette Christensen (Brigham Young University), Darlene H. Anderson (Brigham Young University) |
| Abstract: After successfully implementing a Positive Behavior Support (PBS) model in one school, district personnel made the decision to implement the model in all elementary schools and to pilot the model in secondary schools. The school-wide screening procedure for behavior disorders is viewed as a key component of the model. Its significance stems from its potential impact on the social and emotional development of students at risk for school failure. The school district's progressive stance with respect to school-wide screening may be unprecedented. While there are many advantages to implementing the procedures district-wide, it is anticipated the broadened scope will bring with it additional challenges. The results of working in partnership with the district to meet the implementation challenges will be discussed. Suggestions for future expansion will be provided. Data showing the impact of the model on school climate will be shared. |
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