While schools commonly utilize multitiered models of support for academics, practitioners receive less training and experience in developing models for behavioral and emotional support. Universal behavior screening can be utilized as a first step in a multitiered system of support by linking assessment results to evidence-based interventions. This workshop will provide an overview of universal screening for emotional and behavioral risk and how practical and accurate screening methods can help better inform schools about where to focus resources for children who demonstrate a variety of behavioral and emotional concerns. Participants will learn how to implement and utilize school-wide screening and problem identification data to determine how to make decisions about behavioral interventions. Attendees will also learn how to collect and track school-wide academic, discipline, and behavioral data to evaluate the impact of screening and early intervention efforts.

Workshop Objectives:

This session will help participants

1. identify the behavioral and social–emotional needs of K–12 students, as well as how to best conceptualize multitiered considerations for providing school-based mental health services;
2. understand ethical and legal considerations necessary for engaging in effective screening practices; and
3. create a decision-making framework to help participants make data-based decisions for prevention and early intervention services based on behavioral screening data.

Prerequisite Knowledge

Attendees should have general knowledge of the structure of multitiered systems of support (MTSS) and an interest in how to develop effective needs assessment strategies for determining which students would benefit from behavioral interventions to address barriers to learning.

Practical Tools

Attendees will be provided information regarding a wide variety of screening tools and procedures to begin using upon completion of the training. Attendees will also learn several strategies for addressing barriers to screening, including parent consent, limited resources, and access to interventions.