Presenter(s)

• Joshua Blazen, School Psychology PhD Student, University of Washington
• Kristen Missall, Professor, University of Washington

Abstract

The purpose of this study was to assess whether a broad, multiple-gate screener for internalizing behavior was able to accurately identify socially withdrawn preschoolers. Nine preschool students identified by the screener were observed on the playground using partial interval recording. Results indicated that these students spent significantly less time engaged in positive peer interaction than their comparison peers. Follow-up assessment indicated that four (44.44%) of these participants also demonstrated clinically significant levels of socially withdrawn behavior. Implications for school-based screening practices are discussed.