SCREENING FOR SOCIAL EMOTIONAL DIFFICULTIES AMONG ELEMENTARY STUDENTS: A COMPARISON OF SCREENING METHODS AND TEACHER PERCEPTIONS

Abstract

The purpose of the proposed study was twofold. First, three methods used for screening students for emotional and behavioral difficulties were compared. These three methods consisted of two methods currently in use in the schools and one systematic universal screening process utilizing a standardized rating scale that was introduced for this research. Second, teacher perceptions about and acceptability of the systematic universal screening process were explored. The sample included 13 teachers from a rural school district in the Midwest who assessed the students in their respective classrooms in addition to completing surveys and participating in focus group interviews at the end of the screening data collection process. The Behavioral Assessment System for Children, Second Edition (BASC-2) Behavioral and Emotional Screening System was completed by teachers regarding the students in their classroom. Students were randomly selected to be further assessed by their teachers using the BASC-2. The BASC-2 rating scales provided information identifying specific types of concerns. Reading achievement data, office discipline referrals, and teacher referral information were collected through record review. The results of this study provide a better understanding of how schools may effectively and accurately screen for students who experience emotional and behavioral problems. Additionally, this study provides information about classroom teachers’ perceptions of using a standardized rating scale for screening purposes that will inform researchers and school practice.