STABILITY AND CHANGE OF BEHAVIORAL AND EMOTIONAL SCREENING SCORES

Universal screening for behavioral and emotional difficulties is integral to the identification of students needing early intervention and prevention efforts. However, unanswered questions regarding the stability of screening scores impede the ability to determine optimal strategies for subsequent screening. This study examined the 2‐year stability of behavioral and emotional risk screening scores and investigated whether change could be predicted based on student characteristics or initial risk scores. As part of a district‐wide screening effort, 863 middle and high school students completed the Behavioral and Emotional Screening System at two time points. Stability coefficients were moderate, with the majority of students remaining in a similar risk category across time. Gender, race/ethnicity, socioeconomic status, grade, school transition, and special education status were not predictive of movement across time. Initial risk score was predictive of movement from normal to at‐risk categorization, with the internalizing domain being the most predictive of change.     

Enhancing School-Based Mental Health Services With a Preventive and Promotive Approach to Universal Screening for Complete Mental Health

Universal screening for complete mental health is proposed as a key step in service delivery reform to move school-based psychological services from the back of the service delivery system to the front, which will increase emphasis on prevention, early intervention, and promotion. A sample of 2,240 high school students participated in a schoolwide universal screening to identify behavioral and emotional distress as well as personal strengths. School psychologists, as part of a multidisciplinary team, coordinated the use of these screening data to engage in preventive consultation with administration to make decisions regarding the refinement and expansion of mental health service delivery options. Schoolwide and individual student prevention and intervention activities were tailored according to screening results. The roles of the school psychologist and multidisciplinary team members are discussed as critical components of this approach to service delivery change. Implications for future consultation research, practice, and training are provided.