PBIS UNIVERSAL SCREENING Webinar Presented by: The VTPBiS Team

1. PBIS UNIVERSAL SCREENING Webinar Presented by: The VTPBiS Team

2. Agenda

3. Materials You will need: -Steps in Implementing SSBD and BASC Checklist -Sample Systematic Screener for Behavior Disorders Form - Sample Basc-2 Form

5. Negative Outcomes for Unidentified and Untreated Youth • Poor grades • Impaired personal relationships • High school dropout • Unemployment • Incarceration • Substance abuse • Suicide

6. “Untreated emotional problems have the potential to create barriersto learning that interfere with the mission of schools to educate all children.” (Adelman & Taylor, 2002) “Without early intervention, children who routinely engage in aggressive, coercive actions, are likely to develop more serious anti-social patterns of behaviors that are resistant to intervention.” (Walker, Ramsey, & Gresham, 2004) Youth who are the victims of bullying and who lack adequate peer supports are vulnerable to mood and anxiety disorders (Deater-Deckard, 2001; Hawker & Boulton, 2000) “Depressive disorders are consistently the most prevalent disorders among adolescent suicide victims (Gould, Greenberg, Velting, & Shaffer, 2003) . Rationale: Poor outcomes associated with delaying intervention

7. Interventions with an Evidence Base • Advance organizers • Anger Management Skills Training • Behavioral Interventions • Choice • Class Wide Peer Tutoring • Cognitive organizers • Cognitive Restructuring • Cognitive-Behavioral Therapy • Computer-Assisted Instruction • Contingency Management • Daily Behavior Report Cards • Exposure-Based Techniques • Family Therapy • Functional Assessment • Functional Communication Training • Integrated Cognitive-Behavioral Therapy • Interdependent Group-Oriented Contingency Management • Interpersonal Therapy for Adolescents • Milieu Language Teaching • Mnemonics • Modeling • Modified Task Presentation Strategies • Moral Motivation Training • Multimodal Interventions • Multisystemic Therapy • Opportunities to respond • Pacing • Parent Training • Peer Mediated Interventions • Peer tutoring • Peer-Mediated Conflict Resolution and Negotiation • Picture Exchange Communication System • Pivotal Response Training • Pre-correction • Presentation Strategies • Problem Solving • Procedural prompts and behavioral momentum • Replacement Behavior Training • Self instruction • Self mediated strategies • Self monitoring • Self-Management • Social Skills Training • Task Modification • Task Selection Strategies • Token Economy System • Verbal Mediation • Video Modeling TARGETED INTERVENTIONS Vannest K, Reynolds CR, Kamphaus RW. BASC-2 intervention guide for emotional and behavioral problems. Bloomington, MN: Pearson Assessments; 2009.

8. Universally Accepted Types of Screening in School Why not?

9. Why Universal Screening? • To find students whose problems are not immediately obvious and identify problems with a high degree of accuracy • Early identification leads to early intervention • To be more effective and efficient in selecting interventions based on data.

10. Aren’t ODRs Enough?

11. Take Five! How does your school determine what interventions to use with students?

12. Features of Good Universal Screening

13. Three Pathways

14. Systematic Screening for Behavior Disorders SSBD: Walker & Severson, 1992

15. Multiple Gating Procedure (Adapted from Severson et al. 2007) Teachers Rank Order then Select Top 3 Students on Each Dimension (Externalizing & Internalizing) Gate 1 Pass Gate 1 Teachers Rate Top 3 Students in Each Dimension (Externalizing & Internalizing) on Critical Events, Adaptive and/or Maladaptive Scales Gate 2 Tier 2 Intervention Pass Gate 2

16. Rank Ordering

17. Scoring • Teachers complete Critical EventsIndex checklist for top three internalizers and externalizers • Internalizers with four or more and externalizers with five or more critical events immediately pass gate two and are eligible for simple a secondary intervention (i.e., CICO)

18. Sample of SSBD Critical Events Form

19. Sample of SSBD CFI Form

20. BASC-2/Behavioral and Emotional Screening System BASC-2/BESS: Kamphaus & Reynolds, 2007

21. Overview Behavioral and Emotional Screening System (BESS) (Kamphaus & Reynolds, 2007) Developed as a school-wide (Universal) screening tool for children in grades Pre-K to 12 Similar to annual vision/hearing screenings Identifiesbehavioral and emotional strengths and weaknesses Externalizing behaviors (e.g., acting out) Internalizing behaviors (e.g., withdrawn) Adaptive skills (e.g., social and self-care skills)

22. Sample of BASC-2/BESS Form

23. Administration & Scoring Criteria • The BASC-2/BESS uses T-scores to communicate results relative to the average (mean=50) • Identifiers and percentile ranks are provided for ease of interpretation • Normal risk level: T-score range 10-60 • Elevated risk level: T-score range 61-70 • Extremely Elevated risk level: T-score range ≥ 71

24. Universal Screening: SSBD Background Information NOMINATION The Systematic Screening for Behavior Disorders (SSBD) (Walker and Severson, 1992) – Developed as a school-wide (Universal) screening tool for children in grades 1-6 – Identifies behaviors that may impede academic and social functioning – Leads to earlier intervention – May reduce need for formalized “requests for assistance”

25. Systematic Screener for Behavior Disorders • Select 10 students • Rank order them • Choose top 3

26. Student Internalizing Behavior Screener (2010) • Rate each student: 0 = Never, 1 = Rarely, 2 = Sometimes, 3 = Frequently • Risk Level: Low (0-3), Moderate (4-8), High (9-21)

27. Multi-Stage & Multi-Gate Approach

28. Other Risk Factors Behavior Indicators • ODR Forms • Attendance • Grades • Visits to the Nurse • What Else?

29. Multi-Stage & Multi-Gate Approach

30. BASC-2 Approach Systematic Screening Vannest (2008) Interventions for Externalizing & Internalizing Behaviors at Tier 2 & Tier 3

31. Stage 1Stage 2

32. Results of screens helped teams choose which interventions to develop, use, or expand (4 schools)

33. PBIS-NH Approach No elevation No elevation Exit Exit

34. Screening Tips • Recommended twice / year (October & February) • Group administration of Stage 1 • Teachers should have known students for at least one month • Review definitions / examples of externalizing and internalizing problems

35. So pretty simple, right? Well… • Family’s right to privacy (opt out option) • Clear & efficient systems to support process • Training & TA • Availability of supports • Policy and liability issues • What else?

36. NH-PBIS Recommended Steps to Readiness

37. Preparation for Screening How to Get Started Before actual screening–– • Have a solid Targeted PBIS system (with interventions) already in place. • Tie in to existing PBIS systems (integration, NOT add-on). • Identify what your school’s risk factors, or other behavior indicators you will track • Create a calendar for when you screenings will occur • Provide plan for seamless transition from screening to intervention

38. Preparation for Screening How to Get Started Select a Coordinator–– Someone with strong: • Organizational skills • Leadership skills • Experience with assessment tools (e.g., BASC, Conners)

39. Preparation for Screening How to Get Started Before actual screening–– • Provide plan for seamless transition from screening to intervention • Provide teacher training • Provide Parental notification of screening and parental consent to intervene with youth identified by SSBD

40. What Next? Review Universal Screening Steps to Readiness Where’s your school in this process? Other system tools?

41. Now What? Visit Pacific Northwest Publishing website Request Demo Visit Pearson website for info on the BASC 2 Talk with your TA or contact Ken Kramberg kenkramberg@gmail.com (802 291 5345)

42. Thank You!