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Systematic Screening: Considerations and Commitment to Continued Inquiry
We are fielding questions coming from across the United States about systematic screenings designed to detect students with initial signs of internalizing (e.g., extremely shy, anxious, and/or social withdrawn) and externalizing (e.g., noncompliant, aggressive, and/or defiant) behavior patterns. These data are used to plan positive instructional experiences, moving away from previous wait-to-fail approaches. We have provided guidance for selecting, installing, and using screening data within Comprehensive, Integrated, Three-Tiered (Ci3T) models of prevention on the page below and now, respectfully offer these considerations. Our sincere thanks to our trusted partners for engaging in this important inquiry with us for more than 15 years to date. - September 9, 2020

Stay tuned! Resources on this page related to COVID-19 considerations will be moved into this accordion soon.

The Student Risk Screening Scale - Internalizing and Externalizing (SRSS-IE) - is an adapted version of the SRSS (Drummond, 1994) and is available free-access. The SRSS-IE modifies the original 7-item SRSS with the inclusion of 5 new items characteristics of internalizing behaviors. The SRSS-IE includes the original seven items and the new five items with all items rated on the same 4-point Likert-type scale: never = 0, occasionally = 1, sometimes = 2, frequently = 3.

Cut scores for externalizing and internalizing behaviors are available for elementary and secondary (i.e., middle and high) schools (see table below). Please also see articles listed below for full details on how cut scores were established at the elementary and secondary levels. Please note the item peer rejection is included in the SRSS-E7 and SRSS-I6 when used at the middle and high school level. The two subscale scores are used for decision making.

Student Risk Screening Scale - Internalizing and Externalizing (SRSS-IE)
Elementary School Middle and High School

SRSS-E7 SRSS-I5 SRSS-E7 SRSS-I6

(1) steal;
(2) lie, cheat, sneak;
(3) behavior problem;
(4) peer rejection;
(5) low academic achievement;
(6) negative attitude;
(7) aggressive behavior

(8) emotionally flat;
(9) shy, withdrawn;
(10) sad, depressed;
(11) anxious;
(12) lonely

(1) steal;
(2) lie, cheat, sneak;
(3) behavior problem;
(4) peer rejection;
(5) low academic achievement;
(6) negative attitude;
(7) aggressive behavior

(4) peer rejection;
(8) emotionally flat;
(9) shy, withdrawn;
(10) sad, depressed;
(11) anxious;
(12) lonely

0-3 = low risk
4-8 = moderate risk
9-21 = high risk

0-1 = low risk
2-3 = moderate risk
4-15 = high risk

0-3 = low risk
4-8 = moderate risk
9-21 = high risk

0-3 = low risk
4-5 = moderate risk
6-18 = high risk

School level teams use these scores along with other school-collected data (e.g., curriculum-based measures of reading, math, and writing; course failures; office discipline referrals; attendance patterns) to inform instruction and make decisions regarding student needs for more intensive supports (i.e., Tier 2 or Tier 3; see Lane, Oakes, Ennis & Hirsh, 2014).
Download the SRSS-IE in MS-Excel format.
Note: This file has been updated to include two recommended additional questions related to instructional delivery (in-person, hybrid, and remote) and attendance when screening in the COVID-19 era. These are not items, but two questions to consider when analyzing and interpreting your screening data (see the last two columns).
SRSS-IE Installation Resources
For more information about launching and conducting systematic screening efforts with the SRSS-IE, we invite you to access the Screening Coordinator Training Manual: A Guide for Installing the SRSS-IE in your School or District (available as downloadable PDF or browser-based eBook), as well as two accompanying screening protocols:

After screening, Ci3T Leadership Teams may wish to create screening reports to facilitate use of data and for sharing information with stakeholders in aggregate format. The below PowerPoint template provides a customizable structure to assist in reporting these data:

We also encourage you to read the following articles to learn more about how to use the SRSS-IE at elementary as well as middle and high schools.
Elementary School Level:
Lane, K. L., Oakes, W. P., Swogger, E. D., Schatschneider, C., Menzies, H., M., & Sanchez, J. (2015). Student risk screening scale for internalizing and externalizing behaviors: Preliminary cut scores to support data-informed decision making. Behavioral Disorders, 40(3), 159-170. https://doi.org/10.17988/0198-7429-40.3.159
Middle and High School Levels:
Lane, L. K., Oakes, W. P., Cantwell, E. D., Schatschneider, C., Menzies, H., Crittenden, M., & Messenger, M. (2016). Student Risk Screening Scale for internalizing and externalizing behaviors: Preliminary cut scores to support data-informed decision making in middle and high schools. Behavioral Disorders, 42(1), 271-284. https://doi.org/10.17988/bd-16-115.1

SRSS-EC

The Student Risk Screening Scale - Early Childhood (SRSS-EC) is a free-access screening tool modeled after the Student Risk Screening Scale (SRSS; Drummond, 1994) and the Student Risk Screening Scale - Internalizing and Externalizing (SRSS-IE; Drummond, 1994; Lane & Menzies, 2008). The SRSS-EC has 11 items split across two subscales representing characteristics of externalizing (SRSS-EC E7) and internalizing (SRSS-EC I4) behaviors of young children. To complete the SRSS-EC, educators independently rate each student on each item using the following 4-point Likert-type scale: never = 0, occasionally = 1, sometimes = 2, frequently = 3.

Preliminary cut scores for externalizing and internalizing behaviors are now available (see table below). We have conducted four studies to date, published in Lane et al. (2015) and Lane et al. (in 2020). The latter study reports findings used to develop the current cut scores. Click here to download a research brief of current findings on the SRSS-EC. We will continue to post new lessons as they are learned.

Student Risk Screening Scale - Early Childhood (SRSS-EC)
SRSS-EC E7 (Externalizing) SRSS-EC I4 (Internalizing)

* Tantrums
* Active, restless
* Rejected by peers
* Ignores teacher and class rules
* Negative attitude
* Aggressive behavior
* Lies

* Shy, timid
* Sad, tearful
* Worried, fearful
* Physical complaints

0-5 = low risk
6-7 = moderate risk
8-21 = high risk

0-2 = low risk
3-4 = moderate risk
5-12 = high risk

Download the updated SRSS-EC in MS-Excel format.

Download the SRSS-EC Coaching Protocol, which provides instructions on how to set up and conduct systematic screenings in your early childhood center.

Download the updated SRSS-EC in MS-Excel format.

Download the SRSS-EC Screening Report Template, which provides a customizable template for using and sharing these data in an aggregate format.
Studies of the SRSS-EC:
Lane, K. L., Buckman, M. M., Common, E. A., Oakes, W. P., Lane, N. A., Schatschneider, C., Perez-Clark, P., Sherod, R. L., & Menzies, H. M., (2020). The Student Risk Screening Scale for Early Childhood: Additional validation studies. Topics in Early Child Special Education. https://doi.org/10.1177/0271121420922299

Lane, K. L., Oakes, W. P., Menzies, H. M., Major, R., Allegra, L., Powers, L., & Schatschneider, C. (2015). The Student Risk Screening Scale for Early Childhood: An initial validation study. Topics in Early Childhood Special Education 34(4), 234-259. https://doi.org/10.1177/0271121414544801

Student Risk Screening Scale (SRSS)

SRSS Video TRANSCRIPT

The STUDENT RISK SCREENING SCALE (SRSS) is a free-access tool, originally developed to detect elementary students at risk of anti-social behavior patterns (Drummond, 1994). Students are individually rated on seven items using a 4-point Likert-type scale: never = 0, occasionally = 1, sometimes = 2, frequently = 3. These items are: (1) steal; (2) lie, cheat, sneak; (3) behavior problem; (4) peer rejection; (5) low academic achievement; (6) negative attitude; and (7) aggressive behavior. Once the items are summed for each student, the student's total score falls into one of three categories of risk: low (0-3), moderate (4-8), or high (9-21). Supports (secondary, tertiary) are considered for students based on the category of their individual score. Students in the moderate or high risk categories should be considered by educators for additional supports and interventions at the school-site. Additionally, aggregated SRSS data can be utilized to monitor the level of risk over time within grade levels, school buildings, or a district (Lane, Kalberg, Bruhn, Mahoney, & Driscoll, 2008). Since its initial development, the SRSS has been validated for use at the elementary (e.g., Drummond, Eddy, & Reid, 1998), middle (Lane, Parks, Kalberg, & Carter, 2007) and high (Lane, Kalberg, Parks, & Carter, 2008; Lane, Oakes, Ennis, Cox, Schatschneider, & Lambert, 2013) school levels. Furthermore, this screening tool has been found to be socially valid (e.g., Lane, Bruhn, Eisner, & Kalberg, 2010) and psychometrically sound (Lane, Little, et al., 2009). Specifically, Lane, Little, et al., (2009) found the SRSS total scores improved chance estimates by 45% for detecting students with externalizing (e.g., aggressive, noncompliant) behavior patterns and 30% for detecting students with internalizing (e.g., anxious, socially withdrawn) behavior patterns. The SRSS has been used widely in studies to (a) determine the responsiveness of students within the context of multi-tiered models of prevention, (b) illustrate how a school's risk shifts over time, and (c) to identify students in need of secondary (Tier 2) or tertiary (Tier 3) supports.

For more information, examples, and a voiced-over PowerPoint presentation by Kathleen Lane, visit Michigan's integrated behavior and learning support initiative site.

Behavior Assessment System for Children 3rd Edition: Behavioral and Emotional Screening System (BASC-3: BESS)

The BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN 2ND EDITION: BEHAVIORAL & EMOTIONAL SCREENING SYSTEM (BASC-3: BESS; Kamphaus & Reynolds, 2007) is a brief, universal screening system for measuring behavioral and emotional strengths and weaknesses in children and adolescents preK-12 in a reliable, quick, systematic way. Forms can be scored by hand or completed as part of AIMSweb assessment and data management system. The BASC-2: BESS was designed to identify kids with behavioral or emotional patterns that impact academic achievement or social relationships. Keeping in mind that students behave differently for different people and in different settings or contexts, the BASC-3: BESS relies on multiple informants (teacher, parent, student) to obtain a comprehensive understanding of student strengths and weaknesses. Behavioral areas assessed include (a) Internalizing problems, (b) Externalizing problems, (c) School problems, and (d) Adaptive skills. The BASC-3: BESS includes three forms that can be used individually or in combination (Spanish-language versions available for parent and student forms): (a) Teacher: Preschool and Child/Adolescent, (b) Student self-report: Child/Adolescent, and (c) Parent: Preschool and Child/Adolescent.

Social, Academic, & Emotional Behavior Risk Screener (SAEBRS)

The SOCIAL, ACADEMIC, & EMOTIONAL BEHAVIOR RISK SCREENER (SAEBRS; Kilgus, Chafouleas, Riley-Tillman, & von der Embse, 2013) is a brief (1-3 minutes per student) universal screening tool for behavioral and emotional risk designed for use across the K-12 grade span. The measure consists of 19 items divided between 3 scales: social behavior (6 items), academic behavior (6 items), emotional behavior (7 items). Research suggests the SAEBRS may be used to evaluate overall general behavior, as assessed by the total of the items Total Behavior (19 items). Raters identify how frequently the student has displayed behaviors during the previous month using the following 4-point Likert-type scale: 0 = Never, 1 = Sometimes, 2 = Often, 3 = Almost Always. Prior to scoring, negatively worded items are reversed scored.

For more information, please consider reading the SAEBRS brief or review the provided PowerPoint Show.

- Strengths and Difficulties Questionnaire (SDQ)

The STRENGTHS AND DIFFICULTIES QUESTIONNAIRE (SDQ; Goodman, 1997) is a validated and widely used free-access systematic screening tool with elementary and secondary versions for use with students ages 2 to 17 (as of June 2014; based on the performance of the SDQ with 17-year-olds being similar to that in 15- and 16-year-olds and good psychometric properties in 2-year-olds; see SDQinfo.com for more information). Appropriate use of screening tools such as the SDQ allow schools to determine how students are progressing over time and to collect reliable data to draw accurate conclusions about how different types of students (e.g., students receiving general education, students receiving special education) are responding (Lane, Wehby, Robertson, & Rogers, 2007). The 25-item SDQ screening tool is available in many languages and assesses a broad set of behavioral domains and comes in an early years version (ages 2-4) and a standard version for elementary (ages 4-10) or secondary (ages 11-17). One page is completed on each student, asking for about 25 positive (e.g., "Considerate of other people's feelings") and negative (e.g., "Fears or easily scared") attributes rated on a 3-point Likert-type scale where 0 = not true, 1 = somewhat true, and 2 = certainly true to determine occurrence of each behavior during the last six months or the current school year. The 25 attributes divide between five scales:

1. Emotional Symptoms
2. Conduct Problems
3. Hyperactivity / Inattention
4. Peer Relationship Problems
5. Prosocial Behavior and Total Difficulties (sum of first four scales)

The SDQ considers input from multiple stakeholders, seeking teacher, parent, and student perspectives to assess a given individual's behavioral performance (Lane, Menzies, Oakes, & Kalberg, 2012).

Systematic Screening for Behavior Disorders (SSBD, 2nd Edition)
SSBD Video TRANSCRIPT
The SYSTEMATIC SCREENING FOR BEHAVIOR DISORDERS (SSBD; Walker, Severson, & Feil, 2014) 2 nd edition is validated for grades PK-9 and a widely used multi-gated universal screening tool designed to find students who have either internalizing or externalizing patterns of behavior. Many consider the SSBD to be the "gold standard" in screening. This teacher completed tool has three stages: (1) nomination and rank ordering, (2) behavior scales, and (3 optional for universal screening purposes) the School Archival Records Search (SARS) and direct observations of student behavior (classroom and playground). With the updated 2014 2 nd edition, screening with the SSBD is available online or in a paper format. Screening a class of students takes less than one hour to complete. In stage one, the classroom teacher considers all students' behavior patterns using the descriptions of internalizing and externalizing behavior dimensions, selecting the three students with behaviors most like the each description. These six students (three for externalizing and three for internalizing) pass through Gate 1 on to stage two. In stage two, the six students are then rated by the teacher on behavior scales: Critical Events Index and Combined Frequency Index of Adaptive and Maladaptive Behavior. Students who exceed normative criteria on these two indices pass through Gate 2 on to stage three. In stage 3, a trained professional directly observes students in an instructional settings (academic engaged time) and on the playground (positive social behavior). The preschool scales (Early Screening Project, ESP) vary slightly in terms of behavior scales and observation setting.

Social Skills Improvement System - Performance Screening Guide (SSIS-PSG)

The SOCIAL SKILLS IMPROVEMENT SYSTEM - PERFORMANCE SCREENING GUIDE (SSiS-PSG; Elliott & Gresham, 2008) is an efficient screening tool for Preschool-Secondary. The SSiS-PSG is one tool in a family of products for screening, assessment, instruction, and intervention. The SSiS-PSG screens four skill domains: Prosocial Behavior, Motivation to Learn, Reading Skills, and Math Skills. Educators rate each student's skills using a 5-level descriptive criterion. Educators are able to quickly assess results corresponding to the color band for each domain - green band indicating the student is at or above expected levels of functioning for their age, yellow band indicating moderate concern, and red band indicating a high level of concern. Then educators list, on the last page of the screening tool, the students in each of the yellow and red risk band and determine appropriate interventions with the support of their school teams.

STUDENT RISK SCREENING SCALE - INTERNALIZING AND EXTERNALIZING (SRSS-IE)
SETTING UP TO SCREEN IN YOUR DISTRICT OR SCHOOL

* Download MS-Word format (24 KB)
* Download PDF format (503 KB)

STUDENT RISK SCREENING SCALE - INTERNALIZING AND EXTERNALIZING (SRSS-IE)
SITE-LEVEL COACHING PROTOCOL

* Download MS-Word format (23 KB)
* Download PDF format (301 KB)

STUDENT RISK SCREENING SCALE - INTERNALIZING AND EXTERNALIZING (SRSS-IE)

* Download MS-Excel format (53 KB) Note (08/05/2020): This file has been updated to include two recommended additional questions related to instructional delivery (in-person, hybrid, and remote) and attendance when screening in the COVID-19 era. These are not items, but two questions to consider when analyzing and interpreting your screening data (see the last two columns). This file contains 3 tabs, one for elementary schools, one for middle/high schools, and one containing important notes.
* The SRSS-IE retains the original 7 items of the SRSS (Drummond, 1994). For more information on the SRSS, examples, and a voiced-over PowerPoint presentation by Kathleen Lane, please visit Michigan's integrated behavior and learning support initiative site.
* Please exercise caution when using the preliminary cutting scores for internalizing behaviors. Please review currently available information to guide your implementation decisions. For more information on the new secondary level (middle and high school) preliminary cut scores, please consider reading the SRSS-IE MS HS Brief.

STUDENT RISK SCREENING SCALE - INTERNALIZING AND EXTERNALIZING (SRSS-IE) RESULTS: ELEMENTARY VERSION

Educators may use this sheet to record student names and SRSS-IE scores in the moderate and high-risk categories. Note: the moderate and high-risk category score ranges in this document for the internalizing subscale (Items 8-12) are only applicable to ELEMENTARY students.

* Download MS-Word format (22KB)
* Download PDF format (294 KB)

STUDENT RISK SCREENING SCALE - INTERNALIZING AND EXTERNALIZING (SRSS-IE) RESULTS: MIDDLE AND HIGH SCHOOL VERSION

Educators may use this sheet to record student names and SRSS-IE scores in the moderate and high-risk categories. Note: the moderate and high-risk category score ranges in this document for the internalizing subscale (Items 8-12) are only applicable to MIDDLE AND HIGH SCHOOL students.

* Download MS-Word format (25 KB)
* Download PDF format (254 KB)

SRSS-IE Coordinator Resources

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Systematic Screening: Considerations and Commitment to Continued Inquiry We are fielding questions coming from across the United States about systematic screenings designed to detect students with initial signs of internalizing (e.g., extremely shy, anxious, and/or social withdrawn) and externalizing (e.g., noncompliant, aggressive, and/or defiant) behavior patterns.

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CICO Guiding Questions for Problem Solving

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CICO Guiding Questions for Problem Solving

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Possible Modifications for CICO Non-Responders

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Possible Modifications for CICO Non-Responders

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If you have used DBR, we would love to hear from you! Click here to give us your feedback. Some content on this page may require the use of a plug-in,…

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Guiding Questions for Intervention Installation

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Guiding Questions for Intervention Installation

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Location: KU via Zoom
Information: See flyer below
Registration: Follow links in flyer

ACTIVE SUPERVISION (POSTED March 30, 2017)

Active supervision can be used as a low-intensity, teacher-delivered strategy to support students meeting behavior by frequently and proactively monitoring students during specific settings or times. Active supervision is defined as the use of "Specific and overt behaviors (scanning, escorting, interacting) designed to prevent problem behavior and promote rule-following behavior" (Colvin, Sugai, Good, & Lee, 1997, p. 346). Its effectiveness is increased with the use of precorrections (Lane, Menzies, Ennis, & Oakes, 2005). Active supervision incorporates distinct elements (De Pry & Sugai, 2002; Haydon & Scott, 2008): established expectations, frequent scanning of context, positive interactions (verbal and nonverbal precorrections and prompts), reinforcement of desired behavior, and when necessary, correction to help success. Download all documents for Active Supervision, or download individual items:

BEHAVIOR CONTRACTS (POSTED DECEMBER 15, 2015)

Behavioral Contracts Behavior contracts, or contingency contracts, are written agreements between at least two individuals in which one or both agree upon certain behaviors. The contract document specifies an agreed-upon cause and effect between the completion of a behavior and the earning of a reinforcer. Most behavior contracts include three components: the behavior, the reinforcer, and the reporting sheet. There are many types of behavior contracts that can lead to positive behavioral change. Contracts can support behaviors students would like to change on their own, as well as agreements between teacher, student, and parent where each party agrees upon a certain individual behavioral goal. In these materials, you will learn about behavior contracts, how they are effective, the research supporting their use, benefits and challenges, and how to evaluate treatment integrity and social validity. Download all documents for behavior contracts, or download individual items:

The Behavior Education Program (BEP)/ Check In- Check Out (CICO) (POSTED November 11, 2016)

Check-in/Check-out, also referred to as the Behavior Education Program (BEP; Crone et al., 2004), is a low-intensity intervention that can be used as a support for students who require additional support to meet school-wide behavior expectations. The intervention consists of three primary components: a scheduled check-in with a school staff member at the beginning of each day, a Daily Progress Note, and a scheduled check-out with the same staff member at the end of the day. These three components are designed to provide opportunities for building positive relationships, access to adult attention, instructive feedback on the student's behavior throughout the day, and positive reinforcement for behavioral successes (Lane, Capizzi, Fisher, & Ennis, 2012). Download all documents for BEP/CICO, or download individual items: For more information, please consider Responding to Problem Behavior in Schools: The Behavior Education Program (2nd Edition). For resources and materials, please visit the Michigan's Integrated Behavior and Learning Support Initiative (MIBLSI) website or visit pbis.org and search for Check-In Check-Out or the Behavior Education Program.

BEHAVIOR-SPECIFIC PRAISE (POSTED AUGUST 20, 2015)

Behavior-Specific Praise TRANSCRIPT Behavior-specific praise is an essential component of Tier 1 (primary) prevention frameworks used to teach a range of new behaviors and ensure continued use of established behaviors using positive reinforcement. In addition to being a core component of Tier 1 efforts, behavior-specific praise (BSP) can also be used as a targeted support at Tier 2 and as an element of Tier 3 supports. In these materials we invite you to learn more about the how and why of behavior-specific praise. Background: Creating a positive school climate and safe classroom environments where students feel connected to a caring adult can begin with the simple act of acknowledging appropriate behavior. Using general praise statements is most likely a part of every teacher's repertoire of behavioral strategies, but the form of praise that has proven to be most effective is behavior specific praise, or praise statements that include reference to the specific behavior for which the student is being recognized. Behavior-specific praise statements are statements that praise the student and clearly state what desirable behavior has been performed, such as "Bob, great job showing your work on your math homework," or, "I like the way you pushed in your chair as we got ready to go to lunch. That keeps the walkways safe." Behavior-specific praise can be used to acknowledge the appropriate behavior of an individual student or multiple students engaging in academic and non-academic tasks. It is a simple and effective strategy that is cost-free and time-efficient. For more information and resources on this strategy, please see Chapter 3 inSupporting Behavior for School Success: A Step-by-Step Guide to Key Strategies (Lane, Menzies, Ennis, & Oakes, 2015) available from Guilford Press. Download all documents for behavior specific praise, or download individual items:

DIRECT BEHAVIOR RATING (UPDATED January 09, 2020)

Direct Behavior Rating (DBR; Chafouleas, Riley-Tillman, Christ, & Sugai, 2009), also known as Daily Behavior Report Card (DBRC; Chafouleas, Riley-Tillman, Sassu, LaFrance, & Patwa, 2007), is an intervention and progress-monitoring tool that uses teacher feedback and home-school communication to help students meet behavior expectations to facilitate school success. There are two primary components of DBR: (a) frequent, structured teacher feedback to the student about his/her behavior, and (b) a DBR form used to rate one or more specific behaviors and share this information with other stakeholders, such as a student's parents (Music, Riley-Tillman, & Chafouleas, 2010). DBRs are flexible tools that can be used to target one or more behaviors across one or more time periods per day. For more information, DBR training, and materials please visit: http://dbr.education.uconn.edu.

Download all documents for DBR, or download individual items:

HIGH-P REQUEST SEQUENCE (HIGH-P) (POSTED November 03, 2016)

High-p TRANSCRIPT High- p Request Sequence (High- p) is a positive behavior support strategy that is relatively easy to implement with a little planning. High- p is an antecedent-based strategy, meaning it is both a proactive and preventative strategy which promotes success and does not require a problem behavior to occur before responding. The high- p strategy builds behavior momentum to increase responding to low- p behavior. High- p is used to engage learners while reducing the chance of reinforcing noncompliant behavior. At the same time, this strategy offers students high rates of reinforcement for appropriate responding. While there are different strategies associated with behavior momentum and high- p requests, we look to the definition offered by Cooper, Heron, and Heward (2007), which defines high- p strategy as "an antecedent intervention in which two to five easy tasks with a known history of learner compliance (the high- p requests) are presented in quick succession immediately before requesting the target task, the low- p requests" (p. 697). In these materials, you will learn about high- p strategy; how it is effective; the research supporting its use; benefits and challenges; and how to design, implement, and evaluate high- p strategy in your classroom including treatment integrity and social validity. For more information and resources on this strategy, you may also read Chapter 6 in Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies (Lane, Menzies, Ennis, & Oakes, 2015) available from Guilford Press. Download all documents for High-P, or download individual items:

REPEATED READINGS (POSTED DECEMBER 28, 2015)

Repeated readings is an instructional strategy used to support students in developing oral reading fluency. Students have multiple opportunities to practice the reading aloud of passages at their independent level, meaning they are able to read the text with at least 95% accuracy. When using repeated reading as an instructional strategy, identify a tutor (e.g., teacher, paraprofessional, peer), appropriate text (i.e., passages, Readers Theater, class texts), and other materials for implementation (e.g., timer, graph for student and tutor progress recording). The student and tutor set a fluency goal and monitor progress toward the goal, increasing the rate until the student is reading at the expected rate. Tutors provide instructive feedback to the student as necessary, focusing on accurate word decoding, prosody (e.g., intonation), and rate of reading. The use of repeated readings enables students to develop reading fluency, as the repetitive process increases familiarity with the text as well as comprehension through multiple exposures. In these materials you will learn more about the use of repeated readings, why it is effective, the research that supports repeated readings, benefits and challenges, and how to evaluate treatment integrity and social validity. Download all documents for repeated readings, or download individual items:

SELF-MONITORING (POSTED AUGUST 11, 2015)

Self Monitoring TRANSCRIPT Self-monitoring is a versatile intervention that can be used to address behavioral, social, or academic needs. In addition, it is relatively simple to implement. When teaching a student to improve self-monitoring, two processes must occur: observing and recording. The observation component requires that a student be able to determine whether a given behavior occurred. This requires that the student be very clear as to the exact definition of the required behavior. At the end of a given interval, the student must make a determination as to whether or not he or she was engaged during that entire period. Then the student needs to record his or her behavior - the second process of self-monitoring. Some students may require an external reinforce that meets the function of the behavior. In brief, people engage in behaviors to either obtain or avoid attention, activity, or sensory experiences. However, for other students, the act of monitoring and recording their behavior is reinforcing enough to increase the future probability of the target behavior occurring.

Download all documents for self-monitoring, or download individual items:

SELF-REGULATED STRATEGIES DEVELOPMENT (SRSD) FOR WRITING (POSTED APRIL 22, 2016)

Self-regulated strategies development (SRSD) for writing (Harris & Graham, 1992) is an evidence-based strategy to teach genre-specific and general writing, and the knowledge needed to use these strategies. This model is designed to teach the elements of the writing process across six stages of instruction. The number and duration of lessons varies because each stage of the model is taught to mastery (Harris, Graham, Mason, & Friedlander, 2008). The subsequent materials provide teachers a procedural checklist for implementing SRSD for writing as an intervention, sample writing cues, treatment integrity checklist, and pre/post-intervention social validity measures for students and teachers. For more information and resources on this strategy, please see Powerful Writing Strategies for all Students (Harris, Graham, Mason, & Friedlander, 2008). Download all documents for SRSD, or download individual items: For more information and resources, such as assessments, unit plans, and mini-lessons, visit theThink SRSD website ( http://www.thinksrsd.com/srsd/) or to view an IRIS Center module on SRSD click here or visit http://iris.peabody.vanderbilt.edu/module/srs/.

TIER 3: INDIVIDUALIZED DE-ESCALATION SUPPORT PLAN for MANAGING THE ACTING OUT CYCLE (POSTED AUGUST 10, 2016)

Intervention grid: PDF or MS-Word

Individualized De-escalation Support Plan TEMPLATE: PDF or MS-Word

Individualized De-escalation Support Plan SAMPLE: PDF or MS-Word

For more information and examples of how to use this strategy, please see the following references: Colvin, G. (2010). Defusing disruptive behavior in the classroom. Thousand Oaks, CA: Corwin. Colvin, G., & Scott, T. (2015). Managing the cycle of acting-out behavior in the classroom (2 nd Edition). Thousand Oaks, CA: Corwin.

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Location: KU via Zoom Information: See flyer below Registration: Follow links in flyer Active supervision can be used as a low-intensity, teacher-delivered strategy to support students meeting behavior by frequently and proactively monitoring students during specific settings or times.

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Function-Based Support Throughout the Continuum: New Guidance from the U.S. Department of Education

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Check out new guidance on function-based support and our five key take aways and main messages from their guidance.

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Center on PBIS | Resource: Tier 3 Data Collection Systems Brief: Data For Team-Based Decision Making

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PDF: The purpose of this practice brief is to provide guidance on how collecting and using data in a Tier 3 data system can benefit individual student-focused teams, Tier 3 school-level teams, and district PBIS teams.

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Supporting and Responding to Student's Needs

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Supporting and Responding to Student's Needs

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Self-Check Behavior Checklist Maker | Intervention Central

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We are fielding questions coming from across the United States about systematic screenings designed to detect students with initial signs of internalizing (e.g., extremely shy, anxious, and/or social withdrawn) and externalizing (e.g., noncompliant, aggressive, and/or defiant) behavior patterns. These data are used to plan positive instructional experiences, moving away from previous wait-to-fail approaches. We have Read More ...

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We are fielding questions coming from across the United States about systematic screenings designed to detect students with initial signs of internalizing (e.g., extremely shy, anxious, and/or social withdrawn) and externalizing (e.g., noncompliant, aggressive, and/or defiant) behavior patterns. These data are used to plan positive instructional experiences, moving away from previous wait-to-fail approaches.

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Check & Connect Implementation Training- Winter 2026

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Check & Connect Implementation Training- Winter 2026

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Check & Connect Mentor Training- Spring 2026

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Check & Connect Mentor Training- Spring 2026

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Updated TIPS Meeting Minutes Form 2025 (1)

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Download and make your own copy of this Google sheet to log your weekly data. It should graph automatically for you!