The majority of school-age children with or displaying characteristics of a mental health disorder do not independently seek help, often go undiagnosed or undetected, and fail to receive treatment or intervention leaving them susceptible to and at risk for poor school and life outcomes. In response to these concerns and in an effort to improve the…

There is a priority for schools to address students' social and emotional needs as is done for academic learning. Tiered models of prevention provide a framework for teaching social skills and behavioral expectations, as well as academics, with positive, proactive, evidence-based practices. Central to responding to students' needs is accurate…

There is a priority for schools to address students' social and emotional needs as we do academic learning. Tiered models of prevention provide a framework for teaching social skills and behavioral expectations, as well as academics, with positive, proactive, evidence-based practices. Central to responding to students' needs is accurate…

The goal of this paper was to critically review and evaluate five common social-emotional and behavioral screeners: Behavioral and Emotional Screening System (Kamphaus and Reynolds 2007), Behavior Intervention Monitoring Assessment System (McDougal et al. 2011), Social Skills Improvement System Performance Screening Guide (Elliott and Gresham…

Social, emotional, and behavioral (SEB) screening occurs in only two percent of our schools. This is unfortunate because universal screening is linked to prevention and early intervention with emotional and behavioral disorders (EBD) in children and youth, a population who continues to experience a plethora of poor outcomes. The social…

This study describes the benefits of systematic universal screening (US) for school counselors engaged in the creation of effective, multi-tiered systems of support that address academic, social, emotional, and behavioral student concerns. The authors used an action research framework to present a case example of one school district's pilot of US…

Students with emotional and behavioral disorders (EBD) often struggle to be effective writers. Self-regulated strategy development (SRSD) is one approach to writing instruction that has demonstrated success for students with EBD. However, there is little research exploring its utility to teach writing to students with EBD in social studies. The…

We report findings of an exploratory validation study of a revised instrument: the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE). The SRSS-IE was modified to include seven additional items reflecting characteristics of internalizing behaviors, with proposed items generated from the current literature base, review of…

Self-regulated strategy development is an evidence-based practice for use with students with emotional and behavioral disorders (E/BD). This study adds to the current research base by conducting the first investigation in a residential facility for students with E/BD and the first classwide investigation at the elementary level with students with…