School Building Administrator Reports of Screening Practices across Academic, Behavioral, and Health Domains

Autor/inn/en	Briesch, Amy M.; Chafouleas, Sandra M.; Dineen, Jennifer N.; McCoach, D. Betsy; Donaldson, Aberdine
Titel	School Building Administrator Reports of Screening Practices across Academic, Behavioral, and Health Domains
Quelle	In: Journal of Positive Behavior Interventions, 24 (2022) 4, S.266-277 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/10983007211003335
Schlagwörter	Elementary Secondary Education; School Districts; Screening Tests; Administrator Role; Best Practices; Emotional Problems; Interpersonal Competence; Health; Academic Achievement; Educational Practices; At Risk Students; Data Use; Intervention; Students with Disabilities; Disability Identification; Incidence; Measurement Techniques; Special Education; Principals; Assistant Principals + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Screening-Verfahren; Interpersonale Kompetenz; Gesundheit; Schulleistung; Bildungspraxis; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Vorkommen; Messtechnik; Special needs education; Sonderpädagogik; Sonderschulwesen; Principal; Schulleiter; Principals; Stellvertretende Schulleitung
Abstract	Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing an impetus for the current survey study. A total of 475 K-Grade 12 school building administrators representing 409 unique school districts across the United States completed an online survey, which assessed current school-based screening practices across domains from the point of data collection to intervention selection. Whereas 70% to 81% of the respondents reported the use of universal screening across health and academic domains, respectively, only 9% of the respondents endorsed the use of universal social, emotional, and behavioral screening. In addition, discrepancies were identified across domains with regard to such factors as (a) who reviews screening data, (b) how screening data are used to determine student risk, and (c) how interventions are designed for those students demonstrating risk. The lack of consensus in practice calls for dissemination concerning best practices in the implementation of social, emotional, and behavioral screening; risk identification; and Tier 1 intervention. [For the corresponding grantee submission, see ED614736.] (As Provided).
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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01