Universal School-wide Screening to Identify Students for Tier 2/Tier 3 Interventions

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Universal School-wide Screening to Identify
Students for Tier 2/Tier 3 Interventions
Doug Cheney, Ph.D., Washington PBIS
Coordinator, University of Washington, Seattle,
dcheney_at_u.washington.edu Kimberli Breen, M.S.,
C.A.S., M.A., Technical Assistance Director,
IL-PBIS Network, kimbreen_at_rcn.com Jennifer
Rose, M.Ed., Loyola University Chicago,
jrose4_at_luc.edu

• 2008 National Forum for Implementers of
  School-Wide PBS

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Acknowledgements

• Schools in the Washington PBIS network
• Schools in the Illinois PBIS network
• Paul Rose, Counselor, Cowherd Middle School -
  East Aurora School District prose.cowherd_at_d131.o
  rg
• Dr. Meda Thompson, Principal, B.J. Ward
  Elementary - Valley View School District
  THOMPSONMK_at_365u.will.k12.il.us
• Carolyn Olander, School Psychologist, B.J. Ward
  Elementary - Valley View School District
• carrie.olander_at_hotmail.com

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Session Agenda

• Background and Context for using Screening
• Some evidence from Washington schools using SSBD
• Application of using SSBD in Illinois
• Discussion of using Screening Tools

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Universal Screening

• Reliable Tools available for past 20 years
• Universal screening offers opportunity for
  prevention, yet.
• Schools reluctant to conduct behavioral
  screening
• Fear of stigmatizing kids
• Concerns regarding efficient/effective methods of
  supporting identified youth
• Source Walker, Cheney, Stage, Blum (2005)

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PBIS Systems Often

• Develop behavior support team
• Monitor ODRs and teacher referral
• Use school or ODR criteria (2-5 ODR) to nominate
  students for Tier 2
• Capture externalizing disruptive students

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Universal (school-wide) behavioral screening

• Addresses prevalence of emotional/behavior
  problems among school-age children ranges between
  9-13 (Tier 2 3 Students)
• Provides a valid and reliable approach for
  identifying student behavioral issues
• Externalizing and Internalizing students are
  identified
• Highlights schools as an ideal environment for
  addressing mental health-related issues
• Less stigmatizing than clinics
• Potential to reach large groups of youth and
  families
• Successfully identify kids with internalizing
  behaviors

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Universal Screening

• Behavioral screening viewed as normative, e.g.,
  Vision, Hearing, Literacy
• Good fit with RTI behavior model
• Links to prevention programs reduces need for
  more intensive services later
• Untreated emotional/behavioral issues correlate
  with negative outcomes
• Poor grades personal relationships
• High school dropout Unemployment
• Incarceration, Substance abuse, Suicide

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Systematic Screening for Behavior Disorders
(SSBD Walker Severson, 1992)

• Research in the 1980s on predictors
• Multiple gating procedures following mental
  health model
• Externalizing and Internalizing dimensions
• Evidence for efficiency, effectiveness, cost
  benefits
• Exemplary, evidence-based practice
• US Office of Special Education, Council for
  Children with Behavior Disorders, National
  Diffusion Network

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Multiple Gating Procedure (Severson et al. 2007)
Teachers Rank Order 3 Ext. 3 Int. Students
Gate 1
Pass Gate 1
Teachers Rate Top 3 Students on Critical Events,
Adaptive Maladaptive Scales
Gate 2
Tier 2,3 Intervention
Pass Gate 2
Gate 3
Classroom Playground Observations
Tier 3 Intervention or Special Ed. Referral
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Gating Procedures

• Gate 1 Nomination based on Definitions
• Gate 2 Score and Criteria for
• Critical Events Steals, Tantrums, Assaults
  adults, Damages property, Painful Shyness
• Combined Frequency Index
• Adaptive Behavior Follows rules, Gains peer
  attention positively, Expresses anger
  appropriately, Positive socials with peers
• Maladaptive Behavior Refuses to participate in
  activities, Challenges teacher limits/rules,
  Manipulates peers, pouts/sulks

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SSBD History in Washington

• Used in research over the past 10 years
• 10 districts statewide
• School psychs review adopt for district
• Teachers informed process reviewed in staff
  meeting
• Screening takes 1-2 hours per teacher to complete
• Tier 2 Students identified

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Washington Schools Study 1Walker, Cheney,
Stage, Blum (2005)

• 3 Elem. Schools, 80/80 SET, 1999-2003
• 124 students (70 Ext./54 Int.) Ext. gt 1 s.d. on
  Social Skills and Prob Behs./ Not Int.
• Screening ODR gtODR, gtProb. Behs.
• ScreeningODR increases of at-risk students
• Screening and use of school supports maintains
  students at SST level (Gate 2 Tier 2), and fewer
  FBA/BSP or referred to Special Ed (Gate 3, Tier
  3)

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Study 2Cheney, Stage, Hawken, Lynass, Mielenz,
Waugh (in review)

• 119 Tier 2 CCE Intervention, 86 Comparison
  Students in 18 schools
• 73/119 students (61) graduate within 2 yrs
• SSBD Behavioral Measures differentiate
  graduates, comparisons, nongraduates.
• Graduates lower problem behaviors increase
  social skills in growth curve model.

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SSBD Differentiates Grads , Non-grads, Comparisons
Graduates Non-Graduates Comparison
SSBD Critical Events 5.9 (2.8) 5.4 (3.0) 5.2 (2.8)
SSBD Maladaptive 31.2 (10.5) a 37.2 (5.7) b 32.2 (7.8) a
SSBD Adaptive 32.3 (8.0) a 28.0 (4.8) b 30.6 (6.8) a
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Decrease in Problem Behavior, SSRS
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Universal Screening in Illinois

• 6 school districts, 18 schools
• Spent 1 year focused on creating Secondary
  Tertiary Level Systems
• Specifically Check-in/Check-out
• Emphasis on building system capacity
• Identify youth early
• Support youth with effective interventions
• Exit/transition youth off of interventions
• Progress-monitor
• Individual youth response to interventions
• Interventions themselves

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Universal Screening in Illinois Preparation
Process

• District-level commitment
• Secondary PBIS system in place
• Provides seamless transition from screening to
  intervention
• Logistics of preparation
• SSBD Coordinator
• Overview for all staff
• Schedule organize day of administration

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Universal Screening School Profile

• K-5 Elementary in southwest suburban Chicago
• 65 low income
• Total enrollment of 580 reflects diverse student
• population
• 65 Hispanic
• 17 Black
• 13 White
• 5 Asian/Other
• 24 Mobility
• Truancy concerns

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Universal Screening Illinois Application

• Implemented universal screening in mid-March
• Identified total of 82 students
• Represents 14 of enrollment
• Majority of students classified as externalizers
• 56 of identified students
• However a significant percentage (43) met
  criteria as internalizers

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Universal ScreeningIllinois Application

• Capitalized upon existing system of secondary
  interventions
• Recruited additional adult volunteers for CICO
• Paired 2-4 students for CICO with adults, prior
  to sending permission slips
• Tailored secondary level interventions to meet
  unique needs of internalizers (e.g., using social
  skills groups)
• Contacted parents of internalizers prior to
  sending home permission slips
• Used SWIS/CICO data collection system

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Universal ScreeningIllinois Application

• Lessons learned
• Address slow response for granting permission
• Incorporate area on permission slips for parents
  to request additional information
• Anticipate need for follow-up phone calls,
  sending additional permission slips

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Universal ScreeningIllinois Application

• Lessons learned
• Pair students and teachers based on physical
  proximity
• Increase size of CICO groups
• Keep a reserve of adults to add to CICO
• Review data weekly
• Identify students ready to transition to less
  intensive level of support/students who are not
  responding to CICO

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Resources

• Severson, H.H., Walker, H.M., Hope-Dolittle, J.,
  Kratochwill, T.R., Gresham, F.M. (2007).
  Proactive, early screening to detect behaviorally
  at-risk students Issues, approaches, emerging
  innovations, and professional practices. Journal
  of School Psychology. 45, 193-223.
• Walker, H.M., Severson, H.H. (1992). Systematic
  screening for behavior disorders. Longmont, CO.
  Sopris West.
• Walker, B., Cheney, D., Stage, S., Blum, C.
  (2005). Schoolwide screening and positive
  behavior supports Identifying and supporting
  students at risk for school failure. Journal of
  Positive Behavior Interventions. 7(4) 194-204.