Description

Many school systems are adopting integrated, comprehensive, three-tiered models of prevention to meet the academic, behavioral, and social needs of an increasingly diverse student population (Lane, Kalberg, & Menzies, 2009). Such models provide a structure for identifying and supporting students with, or at risk for, emotional and behavioral disorders (EBD) early in their education in an effort to divert some of them from a path of school failure, dropout, or delinquency (Golly, Sprague, Walker, Beard, & Gorham, 2000). Three-tiered models of prevention are more likely to be effective when adequate identification procedures are in place to identify students in need and effective targeted supports are available (Greenberg, Weissberg, O’Brien, Zins, Fredericks, Resnick, & Elias, 2003). Systematic, school-wide behavior screening procedures are available to schools for identifying students at risk for EBD early in an effort to provide them with the targeted supports they need. This session serves as a guide for using behavior screeners to systematically identify and provide necessary support for students with behavioral challenges. We will provide illustrations of how to use the Systematic Screening for Behavior Disorders (Walker & Severson, 1992); the Student Risk Screening Scale (Drummond, 1994); and the Strengths and Difficulties Questionnaire (Goodman, 2001); as well as practical information on how to conduct these screenings and analyze the information to identify students for targeted supports. *Please bring a school-site team or one other member of your faculty.

For more information, contact Mary Crnobori at (615) 343-0706.