School Building Administrator Reports of Screening Practices Across Academic, Behavioral, and Health Domains

Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing an impetus for the current survey study. A total of 475 K–Grade 12 school building administrators representing 409 unique s...

Full description

Saved in:
Bibliographic Details
Published in:Journal of positive behavior interventions 2022-10, Vol.24 (4), p.266-277
Main Authors: Briesch, Amy M., Chafouleas, Sandra M., Dineen, Jennifer N., McCoach, D. Betsy, Donaldson, Aberdine
Format: Article
Language:English
Subjects:
Academic Achievement
Administrator Evaluation
Administrator Role
Assistant Principals
At Risk Students
Best Practices
Data Use
Disability Identification
Educational Practices
Elementary Secondary Education
Emotional Problems
Health
Incidence
Interpersonal Competence
Intervention
Measurement Techniques
Online Surveys
Principals
School Buildings
School Districts
Screening Tests
Special Education
Students with Disabilities
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing an impetus for the current survey study. A total of 475 K–Grade 12 school building administrators representing 409 unique school districts across the United States completed an online survey, which assessed current school-based screening practices across domains from the point of data collection to intervention selection. Whereas 70% to 81% of the respondents reported the use of universal screening across health and academic domains, respectively, only 9% of the respondents endorsed the use of universal social, emotional, and behavioral screening. In addition, discrepancies were identified across domains with regard to such factors as (a) who reviews screening data, (b) how screening data are used to determine student risk, and (c) how interventions are designed for those students demonstrating risk. The lack of consensus in practice calls for dissemination concerning best practices in the implementation of social, emotional, and behavioral screening; risk identification; and Tier 1 intervention.
ISSN:1098-3007
1538-4772
DOI:10.1177/10983007211003335