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Wood BJ, Ellis F. Universal Mental Health Screening Practices in Midwestern Schools: A Window of Opportunity for School Psychologist Leadership and Role Expansion? CONTEMPORARY SCHOOL PSYCHOLOGY 2022:1-11. [PMID: 36217533 PMCID: PMC9534464 DOI: 10.1007/s40688-022-00430-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Accepted: 09/22/2022] [Indexed: 11/20/2022]
Abstract
The conducting of universal mental health screening is one widely endorsed practice suitable for use within P-12 school settings to more proactively identify children and young people experiencing or displaying characteristics of a mental health disorder. Absent routine screening, many school-age youth with mental health concerns, especially those of an internalizing nature, may go unidentified and left without timely treatment, support, and services. The current study, which employed survey methodology with principal respondents from four Midwestern states, primarily sought to contribute to and update the literature on the universal mental health screening practice habits of P-12 schools. Most principal respondents reported that their school does not currently conduct universal mental health screening and cited barriers (e.g., money, time, lack of support system in place) to screening commonly documented in prior studies. Many principals reported at least a moderate degree of interest in their school beginning to conduct universal screening in their buildings; however, a similar majority reported little to no knowledge about this important practice. Fortunately, principal respondents were generally interested in and receptive to support from their school psychologist in exploring and eventually implementing the conducting of universal mental health screening in their building. Implications for practice and future research, along with the potential for school psychologist leadership and role expansion, are discussed.
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Affiliation(s)
- Brandon J. Wood
- School of Intervention and Wellness, University of Toledo, 2801 W. Bancroft St, Toledo, OH 43606 USA
| | - Faith Ellis
- School of Intervention and Wellness, University of Toledo, 2801 W. Bancroft St, Toledo, OH 43606 USA
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Gao R, Raygoza A, Distefano C, Greer F, Dowdy E. Assessing measurement equivalence of PSC-17 across teacher and parent respondents. SCHOOL PSYCHOLOGY INTERNATIONAL 2022. [DOI: 10.1177/01430343221108874] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The Pediatric Symptom Checklist-17 (PSC-17) is a popular screening instrument used by parents and clinicians to assess children's behavioral functioning. However, more schools are examining the potential of the PSC-17 as part of a Multi-Tier System of Support framework. To investigate the potential of the PSC-17 in the schools, a sample of 1,779 U.S. preschool and kindergarten-aged children rated by parents (n = 667) and teachers (n = 1,112) was used to assess the measurement invariance of the PSC-17 across respondent groups. Multiple-group Confirmatory Factor Analysis supported partial scalar invariance for the PSC-17, indicating functional equivalence across teacher and parent respondents. Latent mean testing revealed teachers rated children as exhibiting a lower level of Externalizing Problems relative to parents; however, no significant differences in children's Internalizing Problems and Attention Problems were found between teacher and parent ratings.
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Affiliation(s)
- Ruiqin Gao
- College of Education, University of South Carolina, United States
| | - Alyssa Raygoza
- College of Education, University of South Carolina, United States
| | | | - Fred Greer
- College of Education, University of South Carolina, United States
| | - Erin Dowdy
- Department of Counseling, Clinical, and school psychology, University of California at Santa Barbara, United States
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Murrieta I, Eklund K. Universal Screening to Detect Emotional and Behavioral Risk Among English Language Learners. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2021.1984169] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Translating ACE Research into Multi-tiered Systems of Supports for At-risk High-school Students. JOURNAL OF PEDIATRIC NEUROPSYCHOLOGY 2020. [DOI: 10.1007/s40817-020-00093-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Dever BV, Gaier K. Psychometric Properties of the Behavior Assessment System for Children-3 Behavioral and Emotional Screening System Student-Report Form among a Predominantly Latinx Elementary School Sample. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2020. [DOI: 10.1177/0734282920951065] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
School-based universal screening for behavioral/emotional risk is a necessary first step in the identification of students who might need services within a behavioral response to intervention model. When choosing among the available screening measures, psychometric information such as reliability and validity of the scores is critical to inform such decisions. The purpose of the present study was to examine the reliability and validity of the Behavior Assessment System for Children (BASC)-3 Behavioral and Emotional Screening System (BESS) Student-report screening measure within a predominantly Latinx sample of 210 elementary school students. The proposed three-factor structure was generally upheld. The results supported adequate to strong test–retest reliability and internal consistency of both the overall score and the subscales (self-regulation, internalizing, and personal adjustment). Finally, the BASC-3 BESS Student also correlated to concurrent and future academic and behavioral outcomes, although the strength varied by domain.
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Aitken M, Martinussen R, Childs R, Tannock R. Profiles of Co-Occurring Difficulties Identified Through School-Based Screening. J Atten Disord 2020; 24:1355-1365. [PMID: 28006996 DOI: 10.1177/1087054716684377] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Objective: This study used latent class analysis to identify patterns of co-occurrence among common childhood difficulties (inattention/hyperactivity, internalizing, externalizing, peer problems, and reading difficulties). Method: Parents and teachers of 501 children ages 6 to 9 provided mental health and social ratings, and children completed a reading task. Results: Four latent classes were identified in the analysis of parent ratings and reading: one with inattention/hyperactivity, externalizing, peer problems, and internalizing difficulties; one with inattention/hyperactivity and reading difficulties; one with internalizing and peer problems; and one normative class. The analysis of teacher ratings and reading also identified four latent classes: one with inattention/hyperactivity and externalizing, one with inattention/hyperactivity and reading difficulties, one with internalizing problems, and one normative class. Children in latent classes characterized by one or more difficulties were more impaired than children in the normative latent class 1 year later. Conclusion: The results highlight the need for multifaceted interventions.
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Affiliation(s)
| | | | | | - Rosemary Tannock
- University of Toronto, Ontario, Canada.,The Hospital for Sick Children, Toronto, Ontario, Canada
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Kilpatrick KD, Maras MA, Brann KL, Kilgus SP. Universal Screening for Social, Emotional, and Behavioral Risk in Students: DESSA-mini Risk Stability Over Time and Its Implications for Screening Procedures. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2017-0069.v47-3] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Tanner N, Eklund K, Kilgus SP, Johnson AH. Generalizability of Universal Screening Measures for Behavioral and Emotional Risk. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2017-0044.v47-1] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Dever BV, Dowdy E, DiStefano C. Examining the Stability, Accuracy, and Predictive Validity of Behavioral–Emotional Screening Scores Across Time to Inform Repeated Screening Procedures. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2017-0092.v47-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Brann KL, Maras MA, Smith-Millman M, Splett JW, Kilpatrick K. Evaluating Universal Screening with Community-Oriented Collaboration on Students’ Receipt of Social, Emotional, and Behavioral Intervention. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2019. [DOI: 10.1080/10474412.2019.1654882] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Iaccarino S, von der Embse N, Kilgus S. Interpretation and Use of the Social, Academic, and Emotional Behavior Risk Screener: A Latent Transition Approach. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2018. [DOI: 10.1177/0734282918766650] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Aitken M, Martinussen R, Tannock R. Incremental Validity of Teacher and Parent Symptom and Impairment Ratings when Screening for Mental Health Difficulties. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2017; 45:827-837. [PMID: 27448434 DOI: 10.1007/s10802-016-0188-y] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Although universal screening for mental health difficulties is increasingly recognized as a way to identify children who are at risk and provide early intervention, little research exists to inform decisions about screening, such as the choice of informants and the type of information collected. The present study examined the incremental validity of teacher- and parent-rated (primarily mothers) symptoms and impairment in a non-referred sample of early elementary school children (n = 320, 49 % boys, ages 6 to 9) in terms of predicting impairment as rated by a different teacher 1 year later. Teacher-rated symptoms and impairment and parent-rated impairment were each unique predictors of later impairment; however, parent-rated symptoms did not contribute to the prediction of later impairment above and beyond these other indicators. The results indicate that, when screening for mental health difficulties in the school system, impairment ratings collected across settings add useful information, but it may not be necessary to use parent symptom ratings when teacher symptom ratings are available.
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Affiliation(s)
- Madison Aitken
- Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, 9th floor, Toronto, ON, M5S 1V6, Canada.
| | - Rhonda Martinussen
- Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, 9th floor, Toronto, ON, M5S 1V6, Canada
| | - Rosemary Tannock
- Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, 9th floor, Toronto, ON, M5S 1V6, Canada.,Neurosciences and Mental Health, The Hospital for Sick Children, 555 University Avenue, Toronto, ON, M5G 1X8, Canada
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Warmbold-Brann K, Maras MA, Splett JW, Smith-Millman M, Dinnen H, Flaspohler P. Examining the Long-Term Stability of a Strengths-Based Screener Over 2 Years. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2017. [DOI: 10.1177/0734282917720564] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The success of universal screening for effective school mental health programs is dependent on the availability of usable measures as well as empirically based recommendations for use. The current study examined the long-term stability of a strengths-based social-emotional screening tool, the Devereux Student Strengths Assessment-Mini (DESSA-Mini). Elementary teachers rated students ( N = 273; kindergarten and first grade at Time 1) 3 times per year over 2 years to identify students for early intervention. Stability coefficients were moderate to large for continuous and categorical data but lower between years, and a transition matrix demonstrated greater movement across categories compared with prior research. A latent profile analysis with all six time-point T-Scores indicated four stability profiles. Three patterns were stable across all times while one profile improved over time. Profile results were compared with covariates of free and reduced-price lunch, special education, and intervention status as well as outcomes of reading achievement and behavior referrals. Practice implications and areas for future research are discussed.
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