Who shall be served? Issues in screening for emotional and behavioral problems in school

Abstract

The major issues involved in the design and implementation of effective school screening programs are addressed, using data from a longitudinal study following over 500 children from preschool through third grade. The article identifies early characteristics of children that are related to later behavioral and emotional problems, assesses the accuracy of a comprehensive screening procedure for identifying such problems, and compares two models using preschool and kindergarten data. Characteristics of children missed by the models are presented, and labeling issues are addressed. Implications for future screening efforts, policy, and research are discussed.

Screening Revisited: A Survey of U.S. Requirements

“…Results of our longitudinal study have led to recommendations of a screening system consisting of ongoing monitoring and referral, with multiple raters and multiple assessments in content areas found to be predictive of later difficulties (Reinherz et al, 1983). The findings suggest that such a system detects problems more effectively than do one-time or one-rater screening models.…”

“…As noted above, the last three areas are covered by screening programs in a number of states, but information on family socioeconomic status is collected in only 4 states and parent-education data are gathered in only 9 states. A number of studies have shown that early behavioral problems are related not only to later social and emotional difficulties but also to academic functioning, the primary concern of schools (Gallerani et al, 1982;Kohn, 1977;Reinherz et al, 1983). In spite of such findings, the behavioral domain is required or recommended by only 16 states.…”

“…Among the variables found to predict such problems are socioeconomic status; gender; mother's educational level; and problems with cognitive skills, behavior, and speech development (Gallerani, O'Regan, & Reinherz, 1982;Reinherz et al, 1983). As noted above, the last three areas are covered by screening programs in a number of states, but information on family socioeconomic status is collected in only 4 states and parent-education data are gathered in only 9 states.…”

“…Early screening for physical, emotional, behavioral, and learning problems has been the subject of much debate and the focus of many studies (extensively discussed elsewhere; for a review, see Reinherz, Gordon, Morris, and Anastas, 1983). Many of these studies have reported on the use of a given screening instrument or system (often one of the authors' own design).…”

Preschool children at social risk: Chronicity and timing of maternal depressive symptoms and child behavior problems at school and at home

“…A cut-off score of 93 or above on the total score, obtained by 5% of the normative sample, was found to best differentiate normal children from already identified behaviorally and/or emotionally disturbed children (Reinherz & Gracey, 1983). Parent ratings of 4-year-olds on the SBCL have also been found to have significant predictive relationships with subsequent measures of child adjustment at age 8, including teachers' ratings of classroom behavior and receipt of guidance services (Reinherz, Gordon, Morris, & Anastas, 1983). The factor structure of the SBCL is complex, yielding 11 factors that could not be further simplified (Reinherz & Gracey, 1983).…”