The Influence of Social–Emotional Functioning on Academic and Behavioral Outcomes (PO342)

  • PMD: 4,5
  • Skill Level: Introduction
  • Session 2: Promoting Social and Emotional Development
  • Live Chat:
    Tuesday, February 23, 2021
    2:45 PM–3:45 PM
    (Posters available on demand at any time during the convention week and for sixty days thereafter.)

Learner Objectives

This session will help participants…

  1. learn about the influence of SEB functioning on student outcomes, with a particular emphasis on positive SEB functioning as a protective factor against academic and behavioral challenges.
  2. learn how SEB universal screening data can be integrated with other data sources to derive more robust conclusions regarding student functioning.
  3. learn about the observed growth rates in universal screening data within and across years, and what implications these findings might have for expectations regarding school-wide changes in SEB functioning.


Schools are increasingly screening for student social–emotional and behavioral (SEB) risk. Yet, though research suggests screening scores predict various academic and behavioral outcomes, studies have yet to consider whether change in scores over time contributes to prediction. Accordingly, the purposes of this study were to (a) document common trajectories of SEB functioning, and (b) determine whether these trajectories differ with regard to their prediction of future negative outcomes. Implications for screening practice will be discussed.



Stephen P. Kilgus, PhD, University of Wisconsin-Madison
Madison M. Weist, University of Wisconsin-Madison
Miranda R. Zahn, University of Wisconsin-Madison
Katie Eklund, PhD, University of Wisconsin-Madison


Shuzi Meng

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