Effective Schoolwide Screening to Identify Students at Risk for Social and Behavioral Problems

Autor/in	Walker, Bridget A.
Titel	Effective Schoolwide Screening to Identify Students at Risk for Social and Behavioral Problems
Quelle	In: Intervention in School and Clinic, 46 (2010) 2, S.104-110 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451210374989
Schlagwörter	Student Needs; Academic Achievement; At Risk Students; Behavior Problems; Antisocial Behavior; Student Personnel Services; Intervention; Behavior Modification; Screening Tests; Prevention; Skill Development; Program Effectiveness + Suchen Sie Ihr Suchwort? Schulleistung; Behaviour modification; Verhaltensänderung; Screening-Verfahren; Prävention; Vorbeugung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Many schools are developing a continuum of services and supports for students who may be struggling in school, whether through a response to intervention (RTI) model or a schoolwide positive behavior supports (SWPBS) model. Study results suggest that schools will not be effective if they focus solely on identifying and responding to student concerns in one area only, whether it is academic or social/behavioral. Instead, schools must recognize that student success in school is based on the interaction of all factors. In this context, the use of a proactive, systematic process for identifying student need across both academic and social/behavioral areas allows schools to provide needed support and skill development across these areas before a student develops a more serious or prolonged problem that requires more intensive and formalized supports. Proactive screening for students with or at risk for developing social and behavioral problems can be both effective and efficient. B. Walker, Cheney, Stage, and Blum (2005) found that a systematic screening process to identify students with social or behavioral problems assisted elementary schools involved in an SWPBS initiative in making crucial decisions regarding the use of limited school resources such as counseling, prosocial skills training, and academic supports. They also found that the emphasis on preventive supports that is built into an effective screening process reduced the number of students who needed more intensive supports later. For a comprehensive screening to be effective, school staff need to be ready to move away from a reactive system of responding only to long-standing, high-level student needs that are common in schools today. Given these parameters, it is likely that screening will be most effective when implemented in the context of a comprehensive model of RTI and/or SWPBS. However, there is more to completing a successful process than simply reading the directions and completing the process as described. This article provides schools with an outline for successfully implementing the screening process and integrating the results into a meaningful schoolwide initiative to support social and academic success for all students. (Contains 2 figures and 1 table.) (ERIC).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10