Abstract
Universal screening is one strategy to enhance the early identification of behavioral and emotional problems among youth. Although it appears to be effective, it is unclear if universal screening is more or less effective than current teacher referral practices. Thus, the purpose of this study was to compare the effectiveness of a teacher-rated, universal screener and typical teacher-referral methods in identifying youth at risk for emotional and behavioral problems. Results indicated that of the 24 students identified as at-risk by the universal screening measure, only 11 were previously identified through current teacher referral practices — highlighting the potential benefit of universal screening to enhance early identification. Furthermore, results indicated that academic achievement and student engagement outcomes were significantly correlated with at-risk status by identification method. The strengths and limitations of this study, as well as implications for practice, are discussed.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Bradley, R., Doolittle, J., & Bartolotta, R. (2008). Building on the data and adding to the discussion: The experiences and outcomes of students with emotional disturbance. Journal of Behavioral Education, 17, 4–23.
Catalano, R.F., Haggerty, K.P., Osterle, S., Fleming, C.B., & Hawkins, J.D. (2004). The importance of bonding to school for healthy development: Findings from the social development research group. Journal of School Health, 74, 252–261.
Cauce, A.M., Domenech-Rodriguez, M., Paradise, M., Cochran, B.N., Shea, J.M., Serbnik, D., & Baydar, N. (2002). Cultural and contextual influences in mental health help seeking: A focus on ethnic minority youth. Journal of Consulting and Clinical Psychology, 70(1), 44–55.
Duncan, B., Forness, S.R., & Hartsough, C. (1995). Students identified as seriously emotionally disturbed in day treatment: Cognitive, psychiatric, and special education characteristics. Behavioral Disorders, 20, 238–252
Fox, J. K., Halpern, L. F., & Forsyth, J. P. (2008). Mental health checkups for children and adolescents: A means to identify, prevent, and minimize suffering associated with anxiety and mood disorders. Clinical Psychology: Science and Practice, 15(3), 182–211.
Glover, T.A., & Albers, C.A. (2007). Considerations for evaluating universal screening assessments. Journal of School Psychology, 45, 117–135.
Gottlieb, G. (1991). Experiential canalization of behavioral development: Theory. Developmental Psychology, 27, 4–13.
Kamphaus, R.W., & Reynolds, C.R. (2007). BASC-2 Behavioral and Emotional Screening System Manual. Circle Pines, MN: Pearson.
Kratochwill, T.R., Albers, C.A., & Shernoff, E. (2004). School-based interventions. Child and Adolescent Psychiatric Clinicals of North America, 13, 885–903.
Lane, K.L., & Menzies, H.M (2003). A school-wide intervention with primary and secondary levels of support for elementary students: Outcomes and considerations. Education and Treatment of Children, 26, 431–451.
Levitt, J.M., Saka, N., Romanelli, L.H., & Hoagwood, K. (2007). Early identification of mental health problems in schools: The status of instrumentation. Journal of School Psychology, 45, 163–191.
Report of the Alliance for School Mental Health (2005). Center of Child and Adolescent Mental Health, Columbia University.
Reinke, W.M., Herman, K.C., Petras, H., Ialongo, N.S. (2008). Empirically derived subtypes of child academic and behavior problems: Co-occurrence and distal outcomes. Journal of Abnormal Child Psychology, 36, 759–770.
Ringel, J., & Sturm, R. (2001). National estimates of mental health utilization and expenditure for children in 1998. Journal of Behavioral Health Services and Research, 28, 319–332.
Severson, H.H., & Walker, H.M. (2002). Pro-active approaches for identifying children at risk for socio-behavioral problems. In. K.L. Lane, F.M. Gresham, & T.E. O’Shaughnessy (Eds.), Interventions for children with or at-risk for emotional and behavioral disorders, (pp. 33–54). Boston: Allyn & Bacon.
Severson, H.H., Walker, H.M., Hope-Doolittle, J., Kratochwill, T.R., & Gresham, F.M. (2007). Proactive, early screening to detect behaviorally at-risk students: Issues, approaches, emerging innovations, and professional practices. Journal of School Psychology, 45, 193–223.
United States Public Health Service (2000). Report of the surgeon general’s conference on children’s mental health: A national agenda. Washington, DC: Department of Health and Human Services.
Walker, H.M., Nishioka, V.M., Zeller, R., Severson, H.H., & Feil, E.G. (2000). Causal factors and potential solutions for the persistent under-identification of students having emotional or behavioral disorders in the context of schooling. Assessment for Effective Intervention, 26, 29–40.
Walker, H.M., & Shinn, M.R. (2002). Structuring school-based interventions to achieve integrated primary, secondary, and tertiary prevention goals for safe and effective schools. In M.R. Shinn, H.M. Walker, & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventative and remedial approaches, (pp. 1–25). Bethesda, MD: National Association of School Psychologists.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Eklund, K., Renshaw, T.L., Dowdy, E. et al. Early Identification of Behavioral and Emotional Problems in Youth: Universal Screening versus Teacher-Referral Identification. Contemp School Psychol 14, 89–95 (2009). https://doi.org/10.1007/BF03340954
Published:
Issue Date:
DOI: https://doi.org/10.1007/BF03340954