Abstract
Universal behavioral screening in the school setting plays a vital role in the prevention and early intervention of child difficulties. While universal screening methods have evolved, measures appear to examine child characteristics based on data collected primarily from teachers and children. Parents may also have important information to contribute to screening efforts; however, the extent to which parents are regularly involved in the screening process is somewhat unknown. This study investigated the behavioral screening literature in major school psychology journals from 2004 to 2014 to determine the frequency to which families and caregivers participate in the screening of child behavioral difficulties in schools. Results indicated very few research articles utilized families as screening informants. In addition, the majority of articles either did not mention families directly or only mentioned families briefly throughout the study. Implications for the inclusion of families within the screening process are discussed.
Similar content being viewed by others
References
Augustyniak, K. M., Cook-Cottone, C. P., & Calabrese, N. (2004). The predictive validity of the Phelps kindergarten readiness scale. Psychology in the Schools, 41(5), 509–516.
Balagna, R. M., Young, E. L., & Smith, T. B. (2013). School experiences of early adolescent Latinos/as at risk for emotional and behavioral disorders. School Psychology Quarterly, 28(2), 101–121.
Belsito, L., Ryan, B. A., & Brophy, K. (2005). Using behavioral and academic indicators in the classroom to screen for at-risk status. Psychology in the Schools, 42(2), 151–158.
Bourdon, K. H., Goodman, R., Rae, D. S., Simpson, G., & Koretz, D. K. (2005). The Strengths and Difficulties Questionnaire: U.S. normative data and psychometric properties. Journal of the American Academy of Child & Adolescent Psychiatry, 44(6), 557–564. https://doi.org/10.1097/01.chi.0000159157.57075.c8.
Chafouleas, S. M., Kilgus, S. P., Jaffery, R., Riley-Tillman, C., Welsh, M., & Christ, T. J. (2013). Direct behavior rating as a school-based behavior screener for elementary and middle grades. Journal of School Psychology, 51(3), 367–385.
Chaparro, E. A., Smolkowski, K., Baker, S. K., Hanson, N., & Ryan-Jackson, K. (2012). A model for system-wide collaboration to support integrated social behavior and literacy evidence-based practices. Psychology in the Schools, 49(5), 465–482.
Costello-Wells, B., McFarland, L., Reed, J., & Walton, K. (2003). School-based mental, health clinics. Journal of Child and Adolescent Psychiatric Nursing, 16(20), 60–70.
Daniels, B., Volpe, R. J., Briesch, A. M., & Fabiano, G. A. (2014). Development of a problem-based behavioral screener linked to evidence-based intervention. School Psychology Quarterly, 29(4), 438–451.
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, 108–118.
DiPerna, J. C., & Volpe, R. J. (2005). Self-report on the social skills rating system: Analysis of reliability and validity for an elementary sample. Psychology in the Schools, 42(4), 345–354.
DiStefano, C., & Morgan, G. B. (2010). Evaluation of the BESS TRS-CA using the Rasch rating scale model. School Psychology Quarterly, 25(4), 202–212.
Dowdy, E., & Kim, E. (2012). Choosing informants when conducting a universal screening for behavioral and emotional risk. School Psychology Forum, 6, 1–10. https://doi.org/10.1037/e601682013-001.
Dowdy, E., Ritchey, K., & Kamphaus, R. W. (2010). School-based screening: a population- based approach to inform and monitor children’s mental health needs. School Mental Health, 2(4), 166–176. https://doi.org/10.1007/s12310-010-9036-3.
Dowdy, E., Kamphaus, R. W., Abdou, A. S., & Twyford, J. M. (2013). Detection of symptoms of prevalent mental health disorders of childhood with the parent form of the Behavioral and Emotional Screening System. Assessment for Effective Intervention, 38(3), 192–198. https://doi.org/10.1177/1534508412447009.
Eaves, R. C., & Williams Jr., T. O. (2006). The reliability and construct validity of ratings for the autism behavior checklist. Psychology in the Schools, 43(2), 129–142.
Elliott, S. N., Huai, N., & Roach, A. T. (2007). Universal and early screening for educational difficulties: Current and future approaches. Journal of School Psychology, 45(2), 137–161.
Feeney-Kettler, K. A., Kratochwill, T. R., & Kettler, R. J. (2011). Identification of preschool children at risk for emotional and behavioral disorders: development and validation of a universal screening system. Journal of School Psychology, 49(2), 197–216. https://doi.org/10.1016/j.jsp.2011.02.001.
Feindler, E. L., & Engel, E. C. (2011). Assessment and intervention for adolescents with anger and aggression difficulties in school settings. Psychology in the Schools, 48(3), 243–253.
Glover, T. A., & Albers, C. A. (2007). Considerations for evaluating universal screening assessments. Journal of School Psychology, 45, 117–135. https://doi.org/10.1016/j.jsp.2006.05.005.
Goodman, R. (1997). The Strengths and Difficulties Questionnaire: a research note. Journal of Child Psychology and Psychiatry, 38, 581–586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.x.
Goodman, R., Ford, T., Simmons, H., Gatward, R., & Meltzer, H. (2000). Using the Strengths and Difficulties Questionnaire (SDQ) to screen for child psychiatric disorders in a community sample. The British Journal of Psychiatry, 177(6), 534–539. https://doi.org/10.1192/bjp.177.6.534.
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.
Gresham, F. M., Lane, K. L., & Beebe-Frankenberger, M. (2005). Predictors of hyperactive-impulsive-inattention and conduct problems: A comparative follow-back investigation. Psychology in the Schools, 42(7), 721–736.
Hill, L. G., Lochman, J. E., Coie, J. D., Greenberg, M. T., & The Conduct Problems Prevention Research Group. (2004). Effectiveness of early screening for externalizing problems: issues of screening accuracy and utility. Journal of Consulting and Clinical Psychology, 72(u), 809–820. https://doi.org/10.1037/0022-006X.72.5.809.
Juechter, J. I., Dever, B. V., & Kamphaus, R. W. (2012). Mental health screening and academic outcomes in elementary school. School Psychology Forum, 6(4), 137–147.
Kamphaus, R. W. (2012). Screening for behavioral and emotional risk: constructs and practicalities. School Psychology Forum, 6(4), 89–97.
Kamphaus, R. W., & Reynolds, C. R. (2007). BASC-2 Behavioral and Emotional Screening System. Minneapolis: Pearson Assessments.
Kamphaus, R. W., DiStefano, C., Dowdy, E., Eklund, K., & Dunn, A. R. (2010). Determining the presence of a problem: Comparing two approaches for detecting youth behavioral risk. School Psychology Review, 29(3), 395–407.
Kellam, S. G., Branch, J. D., Agrawal, K. C., & Ensminger, M. E. (1975). Mental health and going to school: the Woodlawn program of assessment, early intervention, and evaluation. Chicago: University of Chicago Press.
Kettler, R. J., & Elliott, S. N. (2010). A brief broadband system for screening children at risk for academic difficulties and poor achievement test performance: validity evidence and applications to practice. Journal of Applied School Psychology, 26(4), 282–307. https://doi.org/10.1080/15377903.2010.518584.
Kilgus, S. P., Chafouleas, S. M., & Riley-Tillman, T. C. (2013). Development and initial validation of the social and academic behavior risk screener for elementary grades. School Psychology Quarterly, 28(3), 210–226.
Kilgus, S. P., Chafouleas, S. M., Riley-Tillman, T. C., & Welsh, M. E. (2012). Direct behavior rating scales as screeners: A preliminary investigation of diagnostic accuracy in elementary school. School Psychology Quarterly, 27(1), 41–50.
Kilgus, S. P., Riley-Tillman, T. C., Chafouleas, S. M., Christ, T. J., & Welsh, M. E. (2014). Direct behavior rating as a school-based behavior universal screener: Replication across sites. Journal of School Psychology, 51(1), 63–82.
Lane, K. L., Oakes, W. P., Menzies, H. M., Oyer, J., & Jenkins, A. (2013). Working within the context of three-tiered models of prevention: Using schoolwide data to identify high school students for targeted supports. Journal of Applied School Psychology, 29(2), 203–229.
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. https://doi.org/10.1016/j.jsp.2006.11.005.
Lyons, M. D., Otis, K. L., Scott Huebner, E., & Hills, K. J. (2014). Life satisfaction and maladaptive behaviors in early adolescents. School Psychology Quarterly, 29(4), 553–566.
McIntosh, K., Horner, R. H., Chard, D. J., Boland, J. B., & Good III, R. H. (2006). The use of reading and behavior screening measures to predict nonresponse to school-wide positive behavior support: A longitudinal analysis. School Psychology Review, 35(2), 275–291.
Minuchin, P. (1985). Families and individual development: provocations from the field of family therapy. Child Development, 56, 289–302.
Morgan, J., Robinson, D., & Aldridge, J. (2002). Parenting stress and externalizing child behavior. Child & Family Social Work, 7, 219–225. https://doi.org/10.1046/j.1365- 422002.00242.x.
National Association of School Psychologists. (2006). School psychology: a blueprint for training and practice III. Bethesda: National Association of School Psychologists.
National Association of School Psychologists. (2010a). Model for comprehensive and integrated school psychological services. Bethesda: National Association of School Psychologists.
National Association of School Psychologists. (2010b). Principles for Professional Ethics. Bethesda: National Association of School Psychologists.
National Institutes of Mental Health (2015). Any disorder among children. Retrieved from: http://www.nimh.nih.gov/health/statistics/prevalence/any-disorder-among-children.shtml
O’Connell, M. E., Boat, T., & Warner, K. E. (2009). Prevention mental, emotional, and behavioral disorders among young people: progress and possibilities (p. 221). Washington, DC: National Academies Press.
Patterson, G. R., De Baryshe, B., & Ramsey, E. (1990). A developmental perspective on antisocial behavior. American Psychologist, 44, 329–335.
Perfect, M. M., Levine-Donnerstein, D., Archbold, K., Goodwin, J. L., & Quan, S. F. (2014). The contribution of sleep problems to academic and psychosocial functioning. Psychology in the Schools, 51(3), 273–295.
Predy, L., McIntosh, K., Frank, J. L., & Flitchcock, J. (2014). Utility of number and type of office discipline referrals in predicting chronic problem behavior in middle schools. School Psychology Review, 43(4), 472–489.
Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goel, N. (2011). Supporting children’s mental health in schools: teacher perceptions of needs, roles and barriers. School Psychology Quarterly, 26(1), 1–13. https://doi.org/10.1037/a0022714.
Richardson, M. J., Caldarella, P., Young, B. J., Young, E. L., & Young, K. R. (2009). Further validation of the systematic screening for behavior disorders in middle and junior high school. Psychology in the Schools, 46(7), 605–615.
Sadeh, S. S., Burns, M. K., & Sullivan, A. L. (2012). Examining an executive function rating scale as a predictor of achievement in children at risk for behavior problems. School Psychology Quarterly, 27(4), 236–246.
Schanding, G. T., & Nowell, K. P. (2013). Universal screening for emotional and behavioral problems: Fitting a population-based model. Journal of Applied School Psychology, 29(1), 104–119.
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. https://doi.org/10.1016/j.jsp.2006.11.003.
Smith, S. R. (2007). Making sense of multiple informants in child and adolescent psychopathology: a guide for clinicians. Journal of Psychoeducational Assessment, 25(2), 139–149. https://doi.org/10.1177/0734282906296233.
Snyder, J., Cramer, A., Afrank, J., & Patterson, G. R. (2005). The contributions of ineffective discipline and parental hostile attributions of child misbehavior to the development of conduct problems at home and school. Developmental Psychology, 41, 30–41. https://doi.org/10.1037/0012-1649.41.1.30.
Stormshak, E. A., Fosco, G. M., & Dishion, T. J. (2010). Implementing interventions with families in schools to increase youth school engagement. School Mental Health, 2(2), 82–92. https://doi.org/10.1007/s12310-009-9025-6.
U.S. Department of Education (2004). The Individuals with Disabilities Education Improvement Act of 2004. Retrieved from http://idea.ed.gov
Vanderbleek, L. M. (2004). Engaging families in school-based mental health treatment. Journal of Mental Health Counseling, 26(3), 211–224. https://doi.org/10.17744/mehc.26.3.xbwbr27wqhcptlmk.
Volpe, R. J., Briesch, A. M., & Chafouleas, S. M. (2010). Linking screening for emotional and behavioral problems to problem-solving efforts: an adaptive model of behavioral assessment. Assessment for Effective Intervention, 35(4), 240–244. https://doi.org/10.1177/1534508410377194.
Volpe, R. J., Briesch, A. M., & Gadow, K. D. (2011). The efficiency of behavior rating scales to assess inattentiveoveractive and oppositional-defiant behaviors: Applying generalizability theory to streamline assessment. Journal ofSchool Psychology, 49(1), 131–155.
Volpe, R. J., DiPerna, J., Hintze, J. M., & Shapiro, E. S. (2005). Observing students in classroom settings: A review of seven coding schemes. School Psychology Review, 34(4), 454–474.
Weis, R., Crockett, T. E., & Vieth, S. (2004). Using MMPI-A profiles to predict success in a military-style residential treatment program for adolescents with academic and conduct problems. Psychology in the Schools, 41(5), 563–574.
Wiesner, M., & Schanding, G. T. (2013). Exploratory structural equation modeling, bifactor models, and standard confirmatory factor analysis models: Application to the BASC-2 Behavioral and emotional screening system teacher form. Journal of School Psychology, 51(6), 751–763.
Funding
No funding was received for the preparation of this manuscript.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
The authors declare that they have no conflicts of interest.
Human and Animals Rights
This article does not contain any studies with human participants or animals performed by any of the authors.
Additional information
Elise Hendricker, School of Arts and Sciences, University of Houston-Victoria; Stacy L. Bender, College of Education and Human Development, University of Massachusetts-Boston; Jenna Ouye, Children’s Hospital Los Angeles
Rights and permissions
About this article
Cite this article
Hendricker, E., Bender, S.L. & Ouye, J. Family Involvement in School-Based Behavioral Screening: A Review of Six School Psychology Journals from 2004 to 2014. Contemp School Psychol 22, 344–354 (2018). https://doi.org/10.1007/s40688-017-0163-9
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40688-017-0163-9