Steps in the Implementation of Universal Screening for Behavioral and Emotional Risk to Support Multi-Tiered Systems of Support: Two Case Studies

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2020-06-24 DOI:10.1080/15377903.2020.1780660

Jorge Verlenden, Shereen C. Naser, Jeffrey Brown

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引用次数: 8

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.

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实施行为和情绪风险普遍筛查以支持多层次支持系统的步骤:两个案例研究

摘要儿童时期经历的行为和社会情感挑战是负面教育和健康结果的风险因素。在学校进行普遍的社会情绪筛查已被确定为识别面临心理健康和行为挑战风险的儿童的有效方法，并与基于数据的决策和心理健康服务提供的分层框架相一致。即便如此，学校筛查的实施仍然有限，许多学校继续依赖办公室纪律转介（ODR）作为识别需要支持的学生的主要来源。本文使用两个案例研究来说明实施普遍筛查过程中的关键步骤。案例研究展示了一种系统的实施方法，以及可以使用普遍筛查来支持多层支持系统（MTSS）举措的方法，强调了使用多学科学校人员团队进行基础规划的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.