Abstract
This chapter summarizes important future directions for research and practice in child mental health screening in schools. Some areas discussed include: longitudinal studies of risk and outcomes over time, information on consequential validity, linking screening to intervention, cost/benefit analyses of screening, public perceptions of child mental health screening, and screening among culturally and linguistically diverse groups of students.
Keywords
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Achenbach, T. M. (1991). Integrative Guide to the 1991 CBCL/4-18, YSR, and TRF Profiles. Burlington: University of Vermont, Department of Psychology.
Ahram, R., Fergus, E., & Noguera, P. (2011). Addressing racial/ethnic disproportionality in special education: Case studies of suburban school districts. Teachers College Record, 113(10), 2233–2266.
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
August, G. J., Ostrander, R., & Bloomquist, M. J. (1992). Attention deficit hyperactivity disorder: Epidemiological screening method. American Journal of Orthopsychiatrics, 62, 387–396.
Barlas, S. (2004). Illinois passes controversial child screening plan. Psychiatric Times, 21. http://www.psychiatrictimes.com/articles/illinois-passes-controversial-child-screening-plan. Accessed 26 June 2015.
Bryan, J., Day-Vines, N. L., Griffin, D., & Moore-Thomas, C. (2012). The disproportionality dilemma: Patterns of teacher referrals to school counselors for disruptive behavior. Journal of Counseling and Development, 90(2), 177–190.
Christenson, S., Ysseldyke, J. E., Wang, J. J., & Algozzine, B. (1983). Teachers’ attributions for problems that result in referral for psychoeducational evaluation. The Journal of Educational Research, 76, 174–180.
Coutinho, M. J., & Oswald, D. P. (2005). State variation in gender disproportionality in special education findings and recommendations. Remedial and Special Education, 26(1), 7–15.
Dever, B. V., Raines, T. C., & Barclay, C. M. (2012). Chasing the unicorn: Practical implementation of universal screening for behavioral and emotional risk. School Psychology Forum, 6(4), 108–118.
Dever, B. V., Dowdy, E., Raines, T. C., & Carnazzo, K. (In Press). Stability and change of behavioral and emotional screening scores. Psychology in the Schools.
Dowdy, E., Dever, B. V., DiStefano, C., & Chin, J. (2011). Screening for emotional and behavioral risk among students with limited English proficiency. School Psychology Quarterly, 26, 14–26.
Dowdy, E., Kamphaus, R. W., Twyford, J., & Dever, B. V. (2014a). Culturally competent screening approaches and treatments. In M. Weist, N. Lever, C. Bradshaw, & J. Owens (Eds). Handbook of School Mental Health (2nd ed.). New York: Springer.
Dowdy, E., Nylund-Gibson, K., Felix, E., Morovati, D., Carnazzo, K., & Dever, B. V. (2014b). Long-term stability of screening for behavioral and emotional risk. Educational and Psychological Measurement, 74(3), 453–472. doi:10.1177/0013164413513460.
Essex, M. J., Kraemer, H. C., Slattery, M. J., Burk, L. R., Boyce, W. T., Woodward, H. R., & Kupfer, D. J. (2009). Screening for childhood mental health problems: Outcomes and early identification. Journal of Child Psychology and Psychiatry, 50(5), 562–570.
Flanagan, K. S., Bierman, K. L., & Kam, C. M. (2003). Identifying at-risk children at school entry: the usefulness of multibehavioral problem profiles. Journal of Clinical Child and Adolescent Psychology, 32, 396–407.
Gardner, N. (2011). Potentials and impediments to universal, school-based screening for behavioral and emotional risk: A critical discourse analysis of current case law. (Unpublished doctoral dissertation). Georgia State University, Atlanta, GA.
Glover, T. A., & Albers, C. A. (2007). Considerations for evaluating universal screening assessments. Journal of School Psychology, 45(2), 117–135.
Goodman, R., Ford, T., Simmons, H., Gatward, R., & Meltzer, H. (2003). Using the strengths and difficulties questionnaire (SDQ) to screen for child psychiatric disorders in a community sample. International Review of Psychiatry, 15, 166–172.
Gould, M. S., Marrocco, F. A., Kleinman, M., Thomas, J. G., Mostkoff, K., Cote, J., & Davies, M. (2005). Evaluating iatrogenic risk of youth suicide screening programs. Journal of the American Medical Association, 293, 1635–1643.
Greer, F. W., Wilson, B. S., DiStefano, C., & Liu, J. (2012). Considering social validity in the context of emotional and behavioral screening. School Psychology Forum, 6(4), 148–159.
Gross, D., Fogg, L., Young, M., Ridge, A., Cowell, J. M., Richardson, R., & Sivan, A. (2006). The equivalence of the Child Behavior Checklist/1 1/2–5 across parent race/ethnicity, income level, and language. Psychological Assessment, 18(3), 313–323.
Hosp, J. L., & Reschly, D. J. (2003). Referral rates for intervention or assessment a meta-analysis of racial differences. The Journal of Special Education, 37(2), 67–80.
Hosp, J. L., & Reschly, D. J. (2004). Disproportionate representation of minority students in special education: Academic, demographic, and economic predictors. Exceptional Children, 70(2), 185–199.
Jasper, A. D., & Bouck, E. C. (2013). Disproportionality among African American students at the secondary level: Examining the MID disability category. Education and Training in Autism and Developmental Disabilities, 48(1), 31–40.
Kamphaus, R. W., & Frick, P. J. (2002). Clinical assessment of child and adolescent personality and behavior (2nd ed.). Boston: Allyn & Bacon.
Kelleher, K. J., Moore, C. D., Childs, G. E., Angelilli, M. L., & Comer, D. M. (1999). Patient race and ethnicity in primary care management of child behavior problems. Medical Care, 37, 1092–1104.
Kim, S., & Rowe, E. (2004, April). Similar risks, dissimilar outcomes: Rethinking risk in educational context. Paper presented at the annual conference of the American Educational Research Association, San Diego, CA.
Kobak, K. A., Taylor, L. vH., Dottl, S. L., Greist, J. H., Jefferson, J. W., Burroughs, D., Katzelnick, D. J., & Mandell, M. (1997). Computerized screening for psychiatric disorders in an outpatient community mental health clinic. Psychiatric Services, 48, 1048–1057.
Lane, K. L., Kalberg, J. R., Bruhn, A. L., Driscoll, S. A., Wehby, J. H., & Elliott, S. N. (2009). Assessing social validity of school-wide positive behavior support plans: Evidence for the reliability and structure of the primary intervention rating scale. School Psychology Reviewer, 38, 135–144
Leon, A. C., Kathol, R., Portera, L., Farber, L., Olfson, M., Lowell, K. N., & Sheehan, D. V. (1999). Diagnostic errors of primary care screens for depression and panic disorder. International Journal of Psychiatry in Medicine, 29, 1–11.
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.
Loeber, R., Green, S. M., & Lahey, B. B. (1990). Mental health professionals’ perceptions of the utility of children, mothers, and teachers as informants on childhood psychopathology. Journal of Clinical Child Psychology, 19, 136–143.
Loeber, R., Green, S. M., Lahey, B. B., Stouthamer-Loeber, M. (1991). Differences and similarities between children, mothers, and teachers as informants on disruptive child behavior. Journal of Abnormal Child Psychology, 19, 75–95.
MacMillan, D. L., & Reschly, D. J. (1998). Overrepresentation of minority students the case for greater specificity or reconsideration of the variables examined. The Journal of Special Education, 32(1), 15–24.
McFall, R. M. (2005). Theory and utility—key themes in evidence-based assessment: Comment on the special section. Psychological Assessment, 17, 312–323.
McGrew, K. S., & Woodcock, R. W. (2001). Technical manual. Woodcock-Johnson III. Itasca: Riverside Publishing.
Meehl, P. E. (1992). Factors and taxa, traits and types, differences of degree and differences in kind. Journal of Personality, 60(1), 117–174.
Meehl, P. E., & Rosen, A. (1955). Antecedent probability and the efficiency of psychometric signs, patterns, or cutting scores. Psychological Bulletin, 52, 194–216.
Merrell, K. W., McClun, L. A., Kempf, K. G., & Lund, J. (2002). Using self-report assessment to identify children with internalizing problems: Validity of the internalizing symptoms scale for children. Journal of Psychoeducational Assessment, 20(3), 223–239.
Pagano, M. E., Cassidy, L. J., Little, M., Murphy, J. M., & Jellinek, M. S. (2000). Identifying psychosocial dysfunction in school aged children: The Pediatric Symptom Checklist as a self-report measure. Psychology in the Schools, 37, 91–106.
Parisi, D. M., Ihlo, T., & Glover, T. A. (2014). Screening within a multitiered early prevention model: Using assessment to inform instruction and promote students’ response to intervention. In R. J. Kettler, T. A. Glover, C. A. Albers, & K. A. Feeney-Kettler (Eds.), Universal screening in educational settings: Evidence-based decision making for schools (pp. 19–46). Washington, DC: American Psychological Association.
Raines, T. C. (2011). Screening as the great equalizer: Eliminating disproportionality in special education referrals. (Unpublished doctoral dissertation). Georgia State University, Atlanta, GA.
Saunders, S. M. & Wojcik, J. V. (2004). The reliability and validity of a brief self-report questionnaire to screen for mental health problems: the health dynamics inventory. Journal of Clinical Psychology in Medical Settings, 11, 233–241.
Schmidt, N. B., Kotov, R., & Joiner, T. E. (2004). Taxometrics: Toward a new diagnostic scheme for psychopathology. Washington, DC: American Psychological Association.
Schmitz, N., Kruse, J., Heckrath, C., Alberti, L., & Tress, W. (1999). Diagnosing mental disorders in primary care: the General Health Questionnaire (GHQ) and the Symptom Check List (SCL-90-R) as screening instruments. Social Psychiatry and Psychiatric Epidemiology, 34, 360–367.
Simonian, S. J., & Tarnowski, K. J. (2001). Utility of the pediatric symptom checklist for behavioral screening of disadvantaged children. Child Psychiatry and Human Development, 31, 269–278.
Skiba, R. J., Simmons, A. B., Ritter, S., Gibb, A. C., Rausch, M. K., Cuadrado, J., & Chung, C. (2008). Achieving equity in special education: History, status, and current challenges. Exceptional Children, 74(3), 264–288.
Smith, S. R. (2007). Making sense of multiple informants in child and adolescent psychopathology: A guide for clinicians. Journal of Psychoeducational Assessment, 25, 139–149.
Tarnopolsky, A., Hand, D. J., McLean, E. K., Roberts, H., & Wiggins, R. D. (1979). Validity and uses of a screening questionnaire (GHQ) in the community. British Journal of Psychiatry, 134, 508–515.
VanDeventer, M. C. (2008). Universal emotional and behavioral screening for children and adolescents. Unpublished doctoral dissertation.
Vannest, K. J. (2012). Implementing interventions and progress monitoring subsequent to universal screening. School Psychology Forum, 6(4), 119–136.
Vannest, K. J., Reynolds, C. R., & Kamphaus, R. W. (2008). BASC-2: Intervention guide. Circle Pines: Pearson.
Walker, B. A. (2010). Effective schoolwide screening to identify students at risk for social and behavioral Problems. Intervention in School and Clinic, 46, 104–110.
Walker, H. M., & McConnell, S. R. (1995). Walker-McConnell scale of social competence and school adjustment, elementary version: User’s manual. San Diego: Singular Publishing Group, Inc.
Walker, H. M., & Severson, H. H. (1992). Systematic screening for behavior disorders (SSBD). Longmont: Sopris West.
Walker, H. M., Small, J. W., Severson, H. H., Seeley, J. R., & Feil, E. G. (2014). Multiple-gating approaches in universal screening within school and community settings. In R. J. Kettler, T. A. Glover, C. A. Albers, & K. A. Feeney-Kettler (Eds.), Universal screening in educational settings: Evidence-based decision making for schools (pp. 47–75). Washington, DC: American Psychological Association.
Wallace, J. M., Goodkind, S., Wallace, C. M., & Bachman, J. G. (2008). Racial, ethnic, and gender differences in school discipline among U.S. high school students: 1991–2005. Negro Education Review, 59(1–2), 47–62.
Winter, L. B., Steer, R. A., Jones-Hicks, L., & Beck, A. T. (1999). Screening for major depression disorders in adolescent medical outpatients with the Beck Depression Inventory for primary care. Journal of Adolescent Health, 24, 389–394.
World Health Organization. (1993). The ICD-10 classification of mental and behavioural disorders: Diagnostic criteria for research. World Health Organization. Geneva: Author.
Yates, T., Ostroskly, M. M., Cheatham, G. A., Fettig, A., Shaffer, L., & Santos, R. M. (2008). Research synthesis on screening and assessing social-emotional competence. The Center on the Social and Emotional Foundations for Early Learning. Retrieved from Vanderbilt.edu/csefel.
Youngstrom, E., Loeber, R., & Stouthamer-Loeber, M. (2000). Patterns and correlates of agreement between parent, teacher, and male adolescent ratings of externalizing and internalizing problems. Journal of Consulting and Clinical Psychology, 68, 1038–1050.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Stiffler, M., Dever, B. (2015). Current Issues and Future Directions in Mental Health Screening. In: Mental Health Screening at School. Contemporary Issues in Psychological Assessment. Springer, Cham. https://doi.org/10.1007/978-3-319-19171-3_8
Download citation
DOI: https://doi.org/10.1007/978-3-319-19171-3_8
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-19170-6
Online ISBN: 978-3-319-19171-3
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)