Department of Special Education and Communication Disorders
Document Type
Learning Object
Date of this Version
3-2017
Citation
Strategy brief
Building and Sustaining Student Engagement series (April 2015; updated March 2017)
Barkley Center, University of Nebraska-Lincoln, Lincoln, Nebraska, United States
Abstract
Conclusion
Regardless of which screening tool they choose, schools and school systems are urged to implement behavior screening procedures. While the task of universal screening can appear daunting, it is clear that research supports the use of employing behavior screening in schools and the positive outcomes it can produce assisting students, saving resources, and better learning outcomes. School personnel are urged to examine the research and practical considerations for administering behavioral and emotional screeners since they vary in cost, administration time, and psychometric data. Careful selection an appropriate screener that suits the needs of key stakeholders (e.g., administrators, parents, and teachers) and students is crucial. These tools assist in focusing tiered behavior supports and interventions to high risk students in order to prevent or ameliorate behavior and mental health problems. Proper screening procedures, delivery of appropriate interventions to identified students, as well as progress monitoring and follow-up, must be completed in order to effect positive outcomes for the students and the schools.