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Transcript
Session Agenda
• Introductions & Overview of need for Screening (Barb; 20 min)
• Approximately 1 in every 4 to 5 youth in the U.S. meets criteria for a mental disorder with severe impairment across their lifetime (Merikangas et al., 2010).
• Among those affected only 30% actually receive services (U.S. Public Health Service, 2000)
MO SW-PBS
What Do We Know?
• The most common conditions include– Anxiety (31.9%) – Behavior disorders (19.1%) – Mood disorders (14.3%)– Substance use disorders (11.4%)
• Approximately 40% of individuals meet criteria for multiple disorders.
(Merikangas et al., 2010)MO SW-PBS
What Do We Know?• The median age of onset occurs during school-
age years–6 years for anxiety–11 years for behavior–13 years for mood –15 years for substance use disorders.
(Merikangas et al., 2010)
MO SW-PBS
• Academic success is linked with social & behavioral skills
• Early identification with intervention can decrease the likelihood of academic failure– Prevent onset
• Preventive supports reduce the need for more intensive supports later.– Minimize impact of risk
What Do We Know?
MO SW-PBS
Outcomes• By the end of this session participants will be
able to…– Explain the advantages of screening for
emotional and behavioral concerns.
–Describe basic procedures for conducting a universal screening.
–Ask questions about implementation of a comprehensive identification process.
MO SW-PBS
Externalizing Behaviors• Aggression to others or things• Hyperactivity• Non-compliance• Disruptive• Arguing• Defiance• Stealing • Not following directions• Calling out
Who is At-Risk?
MO SW-PBS
Internalizing Behaviors• Exhibits unusual sadness • Sleeps a lot• Is teased or bullied by peers• Does not participate in games• Very shy or timid• Acts fearful• Does not stand up for self• Withdrawn• Avoids social interactions
Who is At-Risk?
MO SW-PBS
• Teacher nomination• Existing school data• Universal screening instrument
Allows for early intervention?Identifies internalizing & externalizing?
Identification Process
MO SW-PBS
• Advantages – Fast, efficient, and respectful– Include all children and youth of interest– If we make an error, the error tends to identify
students who are not at-risk– Informs schools about the student population– Find groups of students with common needs– Facilitates resource mapping of services
(University of Oregon Institute on Violence and Destructive Behavior)
Systematic Screening
MO SW-PBS
• Not common because…– History of being reactive rather than proactive
Impression that kids will “grow out of it”
– Concern about profiling/stigmatizing
– Fear of costs and potential to identify large number of EBD students
Systematic Screening
MO SW-PBS
• Not Common Because – Easier to screen vision & hearing because
response falls in the realm of the parents
– Political realities of managing parent reactions to behavior screenings; confidentiality
– Systems skill set • Do we know how to respond to behavior with
the same confidence that we respond to academic concerns?
Systematic Screening
MO SW-PBS
• Teacher, parent or student ratings• Ages 4-10 or 11-17• Respond to 25 items for each student
– Administered and scored by hand or on-line
– No cost
Strengths & Difficulties Questionnaire
MO SW-PBS
Strengths & Difficulties Questionnaire
• Results indicate level of risk–Close to average– Slightly raised–High –Very high
MO SW-PBS
Strengths & Difficulties Questionnaire
• Also includes information about signs reported. – emotional distress, – behavioral difficulties, – hyperactivity and attention difficulties, – difficulties getting along with other children, – impact of difficulties on the child’s life,– extent to which the child demonstrates kind and
helpful behavior.
MO SW-PBS
Van-Far Elementary School Vandalia, Missouri
Strengths & Difficulties Questionnaire (SDQ) – Teacher Version