Steps in the Implementation of Universal Screening for Behavioral and Emotional Risk to Support Multi-Tiered Systems of Support: Two Case Studies. Issue 1 (2nd January 2021)

• Record Type: Journal Article
• Authors: Verlenden, Jorge; Naser, Shereen; Brown, Jeffrey
• Is Part Of: Journal of applied school psychology. Volume 37:Issue 1(2021)
• Page Start: 69
• Page End: 107
• Publication Date: 2021-01-02
• Subjects: Early intervention -- multi-tiered systems of support (MTSS) -- office discipline referral -- school-based mental health -- social-emotional and behavioral health -- Universal screening; Educational psychology -- Periodicals; Education, Special -- Periodicals; 370.15
• DOI: 10.1080/15377903.2020.1780660
• Languages: English
• ISSNs: 1537-7903

Abstract

Abstract: Behavioral and social-emotional challenges experienced in childhood are risk factors for negative educational and health outcomes. Universal social-emotional screening in schools has been identified as an effective approach to identifying children at risk for mental health and behavioral challenges and is congruent with tiered frameworks for data-based decision-making and mental health service delivery. Even so, implementation of screening in schools has been limited, and many schools continue to rely on office discipline referrals (ODRs) as a primary source for the identification of students needing support. This paper uses two case studies to illustrate key steps in the process of implementing universal screening. The case studies demonstrate a systematic approach to implementation and ways in which universal screening can be used to support multi-tiered systems of support (MTSS) initiatives, highlighting the importance of foundational planning using a multidisciplinary team of school personnel.