Establishing Evidence-Based Behavioral Screening Practices in U.S. Schools

• Published in: School psychology review 2018-12, Vol.47 (4), p.396-402
• Main Authors: Volpe, Robert J., Briesch, Amy M.
• Format: Article
• Language: English
• Subjects: Accuracy; Affective Behavior; Analysis; Antisocial Behavior; At risk students; Behavior; Behavior Disorders; Behavior Problems; Behavior Rating Scales; Costs; Decision Making; Educational Environment; Educational Facilities Improvement; Educational Legislation; Emotional Problems; Endorsements; Evaluation Methods; Evidence; Evidence Based Practice; Evidence-based medicine; Hyperactivity; Inservice training; Interpersonal Competence; Mental disorders; Mental Health; Mental health screening; Methods; Outcomes of Treatment; Peer Relationship; Positive Behavior Supports; Prosocial Behavior; Psychological aspects; Psychological Patterns; Psychometrics; Psychopathology; Quantitative psychology; Schools; Screening Tests; Special education; Student Behavior; Students; Teacher Evaluation; Teachers; Teaching; Teaching Methods
• ISSN: 0279-6015; 2372-966X; 2372-966X
• DOI: 10.17105/SPR-2018-0047.V47-4

The purpose of this commentary is to discuss articles in the special issue focused on improving procedures for universal screening for social-emotional and behavioral problems. Based on work by Hunsley and Mash (2007) , we examine factors to consider for those seeking to establish evidence-based behavioral screening practices in school settings. Discussed are the selection of appropriate constructs for a given assessment task, the selection of instruments and methods to inform the decision-making process, the accuracy and utility of the decision-making process, the cost of the assessment process, and the impact the assessment has on the outcomes of students. Finally, we discuss factors to consider for the maximization of screening usage.