Citation

Verlenden J, Naser S, Brown J. J. Appl. Sch. Psychol. 2021; 37(1): 69-107.

Copyright

(Copyright © 2021, Informa - Taylor and Francis Group)

DOI

10.1080/15377903.2020.1780660

PMID

unavailable

Abstract

Behavioral and social-emotional challenges experienced in childhood are risk factors for negative educational and health outcomes. Universal social-emotional screening in schools has been identified as an effective approach to identifying children at risk for mental health and behavioral challenges and is congruent with tiered frameworks for data-based decision-making and mental health service delivery. Even so, implementation of screening in schools has been limited, and many schools continue to rely on office discipline referrals (ODRs) as a primary source for the identification of students needing support. This paper uses two case studies to illustrate key steps in the process of implementing universal screening. The case studies demonstrate a systematic approach to implementation and ways in which universal screening can be used to support multi-tiered systems of support (MTSS) initiatives, highlighting the importance of foundational planning using a multidisciplinary team of school personnel.

Language: en

Keywords

Early intervention; multi-tiered systems of support (MTSS); office discipline referral; school-based mental health; social-emotional and behavioral health; Universal screening