Using Social-Emotional and Behavioral Assessments to Support - PowerPoint PPT Presentation

Using Social-Emotional and Behavioral Assessments to Support Multi-Tiered Systems of Support (MTSS) 0

Today’s Presenters Patti Wilson, Ph.D. Stephen Kilgus , PhD Associate Professor RTI2 Coordinator School Psychology, Clarksville-Montgomery University of Wisconsin-Madison County School System 1 1

Today’s Objectives Social-Emotional & Connecting SEB Screening: SAEBRS & Behavioral (SEB) Assessment to Intervention mySAEBRS Competence: Why is it Important? Using Screening Data to Progress Monitoring: Direct Identify how educators at Guide Interventions Behavior Rating CMCSS are using combined academic and behavior data to better inform instruction and interventions 2

Social-Emotional & Behavioral (SEB) Competence Why is it Important? 3 3

Social-Emotional & Behavioral Competence • Academic success ≠ School success (Taylor & Kilgus, 2014) Academic • SEB Competence (Denham, 2006; Kwon et al., 2012) Skills Display of appropriate behaviors and skills (e.g., • interpersonal skills, study skills, self-regulation, School self-awareness) Social- Emotional Success Skills Limited display of inappropriate behaviors and • skills (e.g., internalizing, externalizing) • SEB Competence = protective factor Behavioral Skills Among ethnic minority students living in low- • income, urban communities (Elias & Haynes, 2008) 4

High-Quality Academic Skill Academic Classroom Growth Achievement SEB Instruction Competence as a Mediator SEB Competence Based upon DiPerna (2006) 5

Multi-Tiered Systems of Support • Positive Behavior Intervention PBIS Approach SEL & Support (PBIS) most common MTSS model Tier 1 Teach & reinforce (80%) school wide expectations ↓ Externalizing problems • ↑ Positive social behavior • Efficient, systematic, & Tier 2 • Can integrate social-emotional continuously available (15%) targeted interventions learning (SEL) as well ↓ Internalizing problems • Tier 3 Intensive & individualized ↑ Social-emotional skills (5%) behavior support plans • 6

SEB Assessment within MTSS Primary goals? Office discipline referrals • • Early identification of at-risk Identify only 20% of those at-risk • • students (Miller et al., 2015) Timely delivery of effective Not sensitive to a wide range of • • interventions concerns (e.g., internalizing; Nelson et al., 2001) Unfortunately, common options • Daily progress reports • are lacking Absence of psychometric data to • Early identification = Office • date discipline referrals Progress monitoring = Daily • *We need alternative methods for early identification and progress monitoring progress reports 7

Connecting SEB Assessment to Inform Intervention FastBridge SEB Assessment 8 8

Universal SAEBRS mySAEBRS screening FastBridge FBL Direct Progress Behavior SEB Assessment monitoring Rating Problem *Coming Analysis soon 9

Universal Screening Why? • Identify students at risk for SEB • Where? difficulty Elementary Middle/High Who? Teacher Primary Secondary • (SAEBRS) Evaluate ALL students in the school Student Secondary Primary • (mySAEBRS) using either SAEBRS or mySAEBRS Use of nomination or referral prior to • the SAEBRS is untested and therefore unsupported When? • 1-3 times per year (Fall, Winter, and Universal Screening • Spring) 10 4-6 weeks into the year •

Progress Monitoring Who? • Students found to be at risk (per • universal screening) Why? • Evaluate student response to • Universal Screening intervention When? • Prior to and during intervention • At least once per week, preferably • multiple times per week Progress Monitoring Where? • In problematic times and settings • 11

Universal Screening SEB Assessment: Tier 2 Intervention Tier 2 or 3 Intervention (Standard Protocol) (Adapted) Procedural Framework Problem Identification Progress Skills Assessment & Monitoring Functional Assessment Responsive Non-Responsive Kilgus, Eklund, & von der Embse, in preparation Kuchle, Edmonds, Danielson, Peterson, & Riley-Tillman, 2015 12

Universal Screening Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) 13 13

SAEBRS Kilgus & von der Embse, 2014 Total Behavior Brief, 19-item teacher rating scale One broad scale and three subscales Social Academic Emotional Behavior Behavior Behavior Total Behavior (19 items) • Social Behavior (6 items) • Academic Behavior (6 items) • Externalizing Attentional Academic Internalizing Emotional Social Skills Problems Problems Enablers Problems Competence Emotional Behavior (7 items) • 14

At-Risk Students (Sensitivity) 100 9 10 10 19 90 80 70 Percent of Students 60 Missed 50 Detected 91 90 90 81 40 30 20 Compared to the BASC-2 Behavioral & Emotional Goal = .80 10 Screening System (BESS) (Carran & Scott, 1992; Metz, 1978; Petscher et 0 Social Academic Emotional Total al., 2011) Kilgus, Eklund, von der Embse, Taylor, & Sims, 15 2016

Not At-Risk Students (Specificity) 100 7 14 16 90 27 80 70 Percent of Students 60 Missed 50 93 Detected 86 84 40 73 30 20 Compared to the BASC-2 Behavioral & Emotional Goal = .70 10 Screening System (BESS) (Hintze & Silberglitt, 2005; Kilgus et al., 2014) 0 Social Academic Emotional Total Kilgus, Eklund, von der Embse, Taylor, & Sims, 16 2016

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mySAEBRS Brief, 20-item student self-report rating scale SAEBRS Social mySAEBRS Social One broad scale and three subscales Arguing I argue with others. Cooperating with peers I get along with others. Total Behavior (20 items) • Temper outbursts I lose my temper. Social Behavior (7 items) • Disruptive behavior I disrupt class. Polite and socially I am respectful. Academic Behavior (6 items) • appropriate responses toward others Emotional Behavior (7 items) • Impulsiveness I have trouble waiting my turn. Items directly aligned with SAEBRS Other people like me. 18

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SAEBRS Individual Report 21

SAEBRS/mySAEBRS Interpretation & Use Start with Total Behavior • Yields most valid, reliable, and accurate • scores If at-risk on Total Behavior, examine • subscale scores Determine nature of risk • Valuable in planning interventions • At-risk students should be… • Considered for Tier 2 intervention • Progress monitored • 22

SAEBRS/mySAEBRS Interpretation & Use Start with Total Behavior • Yields most valid, reliable, and accurate • Total Behavior scores If at-risk on Total Behavior, examine • At-Risk Not-At Risk subscale scores Determine nature of risk • Subscales Valuable in planning interventions • (SB, AB, EB) At-risk students should be… • Considered for Tier 2 intervention • Tier 2 Progress Intervention Monitor Progress monitored • 23

Using Screening Data to Guide Interventions 24 24

Determine the level at which to implement intervention (SEBA Model; Kilgus & Eklund, 2015) Universal Screening School-wide Base School-wide Base School-wide Rate < 20%, Rate < 20% & Base Rate ≥ 20% but Classroom Base Classroom Base Rate Rate ≥ 20% ≤ 20% System Classroom Individual/Small Support Support Group Support (Tier 1) (Tier 2) (Tier 1) 25

System Support (Tier 1) • Start with universal strategies SAEBRS Example: Determine type of risk most • School-wide Base prevalent Rate ≥ 20% Social Behavior: Review and revision of school-wide • expectations or reinforcement plan (ensure integrity) Emotional Behavior: Consider implementation of social • System emotional learning curriculum Support (Tier 1) 26

Classroom base rate >20% # of Teacher Last Teacher First Grade # of students students at- Percent At- Name Name screened risk Risk Shaffer Sarah 5 25 14 56% Triggs Taylor 4 26 13 50% Ells Erica 2 26 7 27% Memphis Marsha 1 28 7 25% Barrett Bob 2 25 5 20% Cassidy Cara 4 21 4 19% Ulrich Uma 4 28 5 18% 27

Classroom Support (Tier 1) Determine the type of risk most prevalent within • School-wide Base the classroom Rate ≥ 20%, but Classroom Base Social Behavior • Rate ≥ 20% Classroom Checkup (Reinke, Herman, & Sprick, 2011) • Good Behavior Game • Academic Behavior • Classroom instruction of various academic enablers • Classroom (e.g., organization, preparedness for instruction) Support (Tier 1) Promote instructional practices (e.g., opportunities to • learn, pace of instruction) 28

Classroom Support Examples Classroom Check-up (Reinke, Herman, & Sprick, 2011) 1. Good Behavior Game 2. Class-wide Function-related Intervention Teams (CW-FIT) 3. SSIS Classwide Intervention Program 4. Classroom Management Self-Assessment 5. 1. Pair with training and performance feedback 29

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