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These valuable skills are sometimes referred to as "21st Century Skills," "Social Emotional Learning," etc. Schools have endless opportunities across the school day to help students develop these skills . A s one teacher put it, "Learning life skills isn't part of my students' day, it IS their day!" Explore (below) to learn more.

Meaningful conversations about the why and how of essential workplace and life skills

Keeping a cool head in a stressful situation, preventing bullying, digital citizenship, and more

Teachers use evidence-based curriculums to frame these conversations

This website is a collaborative resource shared between the Minnesota school districts of Chisago Lakes, East Central, Hinckley-Finlayson, North Branch, Pine City, Rush City, and the St. Croix River Education District .

This website was originally established in 2020 as a "virtual calming room" to support the wellbeing of students, families, and educators during the COVID-19 pandemic. It is maintained by the St. Croix River Education District with input and support from the aforementioned member school districts. ©202 3 St. Croix River Education District . All rights reserved.

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Essential Life Skills for a 21st Century Workforce Communication, teamwork, problem solving, critical thinking, giving and receiving feedback, self-discipline - every year, skills like these become more sought after by employers and colleges. These skills are included in Minnesota's Career and

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Example Grid for CICO-Elementary and Middle/High School

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Example Grid for CICO-Elementary and Middle/High School

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Center on PBIS: Systematic Screening Tools

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Center on PBIS: Systematic Screening Tools

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Center on PBIS | Resource: Systematic Screening Tools: Universal Behavior Screeners

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PDF: A compilation of various screener tools used to assess behavior, social, and/or academic risk.

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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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Information on Strengths and Difficulties Questionnaire (SDQ)

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Information on Strengths and Difficulties Questionnaire (SDQ)

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The SDQ is part of the DAWBA family of mental health measures. Read about DAWBAhere.
As of September 2016, you can search 4000 SDQ-related articles from over 100 countries.
COPYRIGHT NOTICE:
Please note that Strengths and Difficulties Questionnaires, whether in English or in translation, arecopyright documents that are not in the public domain. As such, they may not be modified in any way (e.g. changing the wording of questions, adding questions or administering only subsets of questions). This is to ensure that the SDQ is fully comparable across studies and settings. Similarly, to ensure high quality and consistency, unauthorized translations are not permitted. Paper versions may be downloaded and subsequently photocopied without charge by individuals or non-profit organizations provided they are not making any charge to families.
Users are not permitted to create or distribute electronic versions for any purpose without prior authorization from youth in mind. If you are interested in making translations or creating electronic versions you MUST first contact support@youthinmind.com.

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Information for researchers and professionals about the Strengths & Difficulties Questionnaires

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The SDQ is part of the DAWBA family of mental health measures. Read about DAWBAhere. As of September 2016, you can search 4000 SDQ-related articles from over 100 countries. COPYRIGHT NOTICE: Please note that Strengths and Difficulties Questionnaires, whether in English or in translation, arecopyright documents that are not in the public domain.

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Advance Warning: From Friday 14th October (2pm UTC onwards) to Sunday 16th October (11pm UTC) the SDQ and Dawba systems will be unavailable due to essential server maintenance work. If you have any questions, please contact us at sdqplus@youthinmind.com. We apologize for any inconvenience caused.

COVID-19 - contact-free assessment and monitoring

SDQplus assessments ( https://sdqscore.org/sdqplus/) can reduce physical contact during the pandemic and allow those working remotely to continue providing effective mental health assessment, monitoring and analysis.

During the pandemic we are facilitating adoption and use of SDQplus assessments. New accounts may request starting in advance of initial payment.

We advise using SDQplus as a means of reducing physical contact, saving precious professional time and eliminating transcription errors.

All SDQ and DAWBA services are operating normally. Support staff are working from home as usual. Contact us if you wish to apply for FREE SDQplus TRAINING via videoconference during the pandemic.

Introduction to the SDQ

The Strengths and Difficulties Questionnaire (SDQ), was invented by child psychiatrist Professor Robert Goodman MD PhD (right). The SDQ is the world's most-used instrument for assessing mental health status for people in the age range 2 to 18. Since 1998, over 4500 clinical and academic studies have been based on the SDQ and over 5 million assessments of young people have been carried out on one website alone. The SDQ typically takes 3-5 minutes to complete, can be administered by non-clinical staff and is available in over 75 languages, including sign language. The SDQ will detect symptoms in most of those who have serious mental health disorders.

SDQ Software Applications

Thanks to the generous contributions of SDQ members, longitudinal assessments, improved reports and innovative visualizations of the data have been developed. New variants of the original application, SDQplus and SDQcohort, are available at no additional charge and greatly increase the value of the SDQ in all domains. See the visualistion (right) of SDQplus self-entered assessments of a class of 12 students; the entire assessment took approximately 10 minutes. For those working with young people on a one-to-one basis, the SDQplus offers powerful new software tools for visualising and communicating SDQ metrics.

SDQscore.org is the original, continuously improved, website for transcribing and scoring SDQ paper questionnaires; SDQplus.org is the new site. All sites operate 24 hours a day, 365 days per year from secure servers within the European Union.

The SDQ is Global

The SDQ system is used across the world, including North America, Brazil, the UK and Europe, Qatar, India, Australia and New Zealand. The map (right) shows SDQ and DAWBA activity on Wednesday, 18 December 2019 just after 22:00 GMT.

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Advance Warning: From Friday 14th October (2pm UTC onwards) to Sunday 16th October (11pm UTC) the SDQ and Dawba systems will be unavailable due to essential server maintenance work. If you have any questions, please contact us at sdqplus@youthinmind.com. We apologize for any inconvenience caused.

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4a - Screening Resources for MV2 FInal.docx

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4a - Universal Screener Timeline for MV2 Final.docx

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4b - Best Practices in Universal Screening for SEB Outcomes - An Implementation Guide for MV2 .pdf

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Systematic Screening for Behavior Disorders

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Systematic Screening for Behavior Disorders

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New 2nd Edition • Online • Universal Screening

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Product Details

The BASC-3 Behavioral and Emotional Screening System is designed for schools, mental health clinics, pediatric clinics, communities, and researchers to screen for a variety of behavioral and emotional disorders that can lead to adjustment problems.

Benefits

Assess a wide array of behaviors that represent both behavioral problems and strengths.

Use forms that can be completed in approximately five minutes or less, without the need for specialized training.

Utilize Spanish-language versions of the parent and student self-report forms.

Use Total Score on the report that is a reliable and accurate predictor of a broad range of behavioral, emotional and academic problems.

Explore indexes that identify responses that may be overly negative or inconsistent.

Features

The BASC-3 BESS consists of three brief forms that range from 25 to 30 items and can be completed by teachers, parents, or students.

Teacher form with two levels: Preschool (for ages 3 through 5) and Child/Adolescent (for Grades K through 12)

Student self-report form with one level: Child/Adolescent (for Grades 3 through 12)

Parent form with two levels: Preschool (for ages 3 through 5) and Child/Adolescent (for Grades K through 12)

College Student self-report form with one level: ages 18-25 and is a part of the BASC-3 Q-global BESS Screener Report

Requires no formal training for the raters and can be administered in just 5-10 minutes.

Normed on a representative sample that closely matches recent U.S. Census population characteristics.

BESS College Student Self-Report Form

College and university leaders are increasingly concerned about the mental health needs of their students as they return to campus and encounter a "new normal." Students also are aware of their increasing mental health needs and looking to their colleges and universities to provide support. The BESS College Form provides a quick, efficient, valid, and reliable way for counseling centers and other student health services to screen large numbers of students while guaranteeing security and privacy.

Campus-wide mental health surveillance with the BESS provides information for meeting the individual mental health needs of students and for planning mental health prevention and promotion activities for the entire campus.

Qualification level: B

Completed by: Individual Age-range: 18-25 years

Assesses: Mental well-being

Administration Time: 5-10 minutes

Resources

The following resources are available for BASC-3 BESS:

The following sample reports are available for BASC-3 BESS.

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BASC-3 Behavioral and Emotional Screening System

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The BASC-3 Behavioral and Emotional Screening System (BASC-3 BESS) offers a reliable, quick, and systematic way to determine behavioral and emotional strengths and weaknesses of children and adolescents in preschool through high school.

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Social Behavior Domain (6 items)
Students' ability to understand social norms, empathize, and understand the perspectives of others.

Academic Behavior Domain (6 items)
Skills necessary for students to be prepared for, participate in, and benefit from academic instruction.

Emotional Behavior Domain (7 items)
Students' ability to regulate internal states, adapt to change, and respond to stressful/challenging events.

Importantly, the three SAEBRS domains can be linked to many evidence-based SEL curricula. By utilizing these domains, schools can select appropriate SEL curricula and target areas that meet the unique needs of their students. Download our SEL Implementation Guide for specific curricula recommendations.

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FastBridge SAEBRS - Illuminate Education

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Social Behavior Domain (6 items) Students' ability to understand social norms, empathize, and understand the perspectives of others. Academic Behavior Domain (6 items) Skills necessary for students to be prepared for, participate in, and benefit from academic instruction. Emotional Behavior Domain (7 items) Students' ability to regulate internal states, adapt to change, and respond to stressful/challenging events.

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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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Page 4: Self-Monitoring

Self-monitoring is a strategy that teaches students to self-assess their behavior and record the results. Though it does not create new skills or knowledge, self-monitoring does increase or decrease the frequency, intensity, or duration of existing behavior. It also saves teachers time monitoring students' behavior.

Benefits for All Students

Self-monitoring provides more immediate feedback to students than is possible when teachers evaluate the behavior.

The strategy clearly depicts improvement over time in behavior for both the student and the teacher.

The self-monitoring process engages students.

Self-monitoring facilitates communication between students and their parent.

Students can avoid competition because of the individual nature of the strategy.

Self-monitoring incorporates academic and social skills (e.g., counting, reading, classifying, cooperating).

The strategy increases students' awareness of their own behavior.

Self-monitoring produces positive results.

(Moxley, 1998; Rock, 2005)

Benefits for Students with Disabilities

In addition to the benefits described above, studies on self-monitoring with students with disabilities in inclusive classroom settings have demonstrated positive changes in the following behaviors:

Social behaviors and completion of written classroom work at the high school level

The ability to follow directions in junior high school classes

Less aggressive behavior

Academic engagement and fewer disruptive behaviors for elementary-age students

On-task behavior, less disruptive behavior, and listening skills for grades 7 through 9

Math fluency

(Gumpel & Shlomit, 2000; Hughes, Copeland, Agran, Wehmeyer, Rodi, & Presley, 2002; McDougall & Brady, 1998; Rock, 2005; Wehmeyer, Yeager, Bolding, Agran, & Hughes, 2003)

Though self-monitoring can be used in many ways for many different behaviors, this module will focus on two of the most common and easiest to use. These are self-monitoring of attention (SMA) and self-monitoring of performance (SMP).

Self-Monitoring of Attention

SMA is great for students who might be easily distracted, get up from their seats, bother other students, or fiddle with objects. The student can monitor the frequency or duration of these behaviors.

Self-Monitoring of Performance

SMP is appropriate for students who need to monitor some aspect of academic performance, such as the rate at which they correctly complete class work or the overall accuracy of their performance. It is especially useful for building fluency.

Alexandra has difficulty paying attention during instruction. Ms. Torri has decided to teach Alexandra the strategy known as self-monitoring of attention.

Zach has trouble completing his class assignments, so Ms. Torri has decided to implement self-monitoring of performance with him.

Before Ms. Torri implements these self-monitoring strategies with Alexandra and Zach, she needs to review the five steps in the self-monitoring process.

Steps in Self-Monitoring

Teaching students to self-monitor is a straightforward process. The steps below are the ones teachers should use, and we'll discuss each of them in turn.

To begin the self-monitoring process, select a behavior for a student to self-monitor. One good way to do this is to remember the acronym SOAP.

S pecific means that the teacher can tell the student exactly what behavior(s) he or she will self-monitor. Students must be able to determine easily and accurately whether a behavior has occurred. It's not a good idea to try to self-monitor behaviors like "being good" or "behaving yourself." Instead, use behaviors like "listening to the teacher" or "doing my work," which are easy for the student to understand and identify. However, it would be appropriate for a student to self-monitor "talking out" when the teacher is instructing.

O bservable means that the student can readily identify the target behavior. For example, the student may not be able to easily observe whether he is "doing better in math," but he can easily observe whether he got 7 out of 10 problems correct.

A ppropriate means that the behavior is a good match for the setting and task. For example, it would not be appropriate for a student to self-monitor "talking out" during a small-group discussion on a topic in which participation is encouraged. However, during a time in which the teacher is instructing, self-monitoring of "talking out" would be appropriate.

P ersonal means that the behavior is matched to the student's cognitive and developmental levels. For example, you might expect a seventh-grade student to read independently for one hour, but you would not expect this from a first-grade student.

For Your Information

When students are allowed to help select the behavior to be modified, they are more likely to consider the task important and become more engaged in the self-monitoring process.

Once the target behavior has been identified, the teacher should decide when and where the student should use self-monitoring (e.g., during a 20-minute morning seatwork period). Then the teacher should collect information about the behavior (baseline data) during this setting for several days. She or he can do so in a number of ways, depending on the nature of the target behavior.

This graph, entitled Alexandra's Attention - Baseline, shows the percentage of time Alexandra is paying attention per day. The vertical axis is labeled "Percent of Time Paying Attention" from 0 to 100 in 10 percentage-point increments. The horizontal axis shows the number of days, from Day 1 to Day 5, in one-day increments. A data point is plotted for each day and the points are connected in a line graph. Alexandra pays attention for the following percentage each day: Day 1-20 percent, Day 2-30 percent, Day 3-20 percent, Day 4-20 percent, and Day 5-30 percent.

Duration - A measure of the length of time during which the behavior occurs in a given period. This can be gauged by using a stopwatch, egg timer, or hourglass to determine how long a student:

Stays on task

Remains in his or her seat

Keep in Mind

Duration and frequency can be used to measure many behaviors. Teachers need to decide how to track behavior based on how often it occurs and on the goal for the behavior. Likewise, teachers should consider what the students' skills are in terms of self-monitoring.

Once the baseline data are collected, the teacher should graph the results. Collecting baseline data is a crucial step, but one that is quite often skipped. The data allow the teacher and student to compare the behavior prior to and after the implementation of the self-monitoring strategy. The data can also help the teacher to decide whether the targeted behavior is in fact a problem. Once in a while, a teacher will discover that the behavior was not nearly as serious as he or she initially believed it to be.

The next step is to convince the student to cooperate willingly. Remember, the "self" is the active ingredient in self-monitoring. The teacher will need active and willing cooperation from the student if self-monitoring is to be successful. The best way to win cooperation is to address the problem frankly with the student. Talk about how self-monitoring can benefit the student: "Staying in your seat means you don't lose recess"; "Practicing arithmetic facts each day will help you do better on the test." Don't promise the moon. Students are unlikely to respond to exaggerated claims. The key is to be optimistic but realistic.

This is a self-monitoring form for Alexandra on 4/10/05. Underneath her name and date is the text, "Ask yourself: 'Was I paying attention?'" and the following three bullets: in my seat, working on an assignment, listening to the teacher. Below the bullets is the text, "Circle yes or no each time you hear the beep," and a table numbered 1 through 10 with the options yes or no beside each number. Surrounding the text are Alexandra's doodles of hearts, a peace sign, a smiley face, and a flower.

Now the teacher is ready to begin teaching the self-monitoring procedures. The process is a simple one that usually takes little time to implement. The teacher explains where and when self-monitoring will be used and teaches the actual procedures used in self-monitoring.

The teacher:

Defines the identified behavior specifically (e.g., talking to a neighbor) and the student models the desired behavior (e.g., listening to the teacher)

Models the problem behavior and the target behavior (e.g., talking to a neighbor and listening to the teacher) and lets the student identify which is the desired one

Explains when and how to record the occurrence of the desired behavior on the self-monitoring form or tally sheet. (Show Example Tally Sheet)

Role-plays the above self-monitoring procedures with the student

Specifies when and where the student will self-monitor the behavior

It is important that the student be able to use the procedures effortlessly. Self-monitoring procedures should not be distracting for the student. Rather, they should be almost automatic.

For Your Information

Letting the student personalize the self-monitoring form helps with ownership and makes the process more enjoyable. In addition, tally sheets should be designed to reflect the age, developmental level, and individual needs of the student. SMA (self-monitoring of attention) usually uses cues to remind students to self-assess. For example, a teacher might use an audio tape that contains tones or some other method to signal a time interval. SMP (self-monitoring of performance) usually requires the student to count the occurrence of the behavior.

Now the student is ready to use self-monitoring independently. The first few times the student uses self-monitoring, it is often a good idea for the teacher to remind him or her about using the procedures. The teacher should also check to see that the student is employing the procedures correctly and consistently.

When the student begins to self-monitor, he or she will keep track of the identified behavior on the self-monitoring form. The student or the teacher should plot these data on the same graph on which the baseline data are graphed. This comparison allows the teacher to determine whether self-monitoring is effective. It will also help the student to see the improvement in his or her behavior.

The student and teacher should periodically evaluate the student's progress. If the self-monitoring is effective, the teacher and student should see a marked change in the target behavior in a short time. Booster sessions may be necessary if the behavior deteriorates.

Now that Ms. Torri is familiar with the steps in the self-monitoring process, she is ready to implement this strategy with Alexandra and Zach.

Click on the movie below to see how Ms. Torri implements SMA with Alexandra (time: 2:57).

Transcript: Select a Behavior to Self-Monitor

Narrator: Ms. Torri has decided to implement self-monitoring with Alexandra to help her pay attention in class and focus on her work. Because she's noticed that Alexandra spends a lot of time out of her seat, Ms. Torri has defined "paying attention" for Alexandra as "in her seat," "doing her work," and "listening to the teacher." Next, Ms. Torri needs to collect baseline data on how often Alexandra pays attention. She observed the behavior during math class for five days and determined that Alexandra spends on average only 25 percent of the class period paying attention. Now that Ms. Torri has determined that Alexandra does indeed have a problem paying attention, she needs to obtain Alexandra's cooperation to effectively implement the self-monitoring strategy.

Ms. Torri: Alexandra, I wanted to talk with you today about paying attention in class. I've noticed that you're really having problems staying in your seat and focusing on your work lately. But I think that there may be a way to help you with this. I've used something with kids just like you and it worked well. I think it would really help you to pay attention better. Do you think you'd like to try it?

Alexandra: I guess.

Narrator: The next step is for Ms. Torri to teach Alexandra the procedures for self-monitoring.

Ms. Torri: Okay, let's talk about what it means to pay attention. Here are some things that you need to think about to figure out whether or not you're paying attention: "Was I in my seat, doing my work, and/ or listening to the teacher?" Now, let's pretend that you're doing your math practice in the morning. Show me what you look like when you're paying attention. Good, now tell me what you're doing.

Alexandra: I'm doing my math problems.

Ms. Torri: Good! That's paying attention! Now I'm going to show you how to help yourself pay attention. I'm going to play a tape that has some beeps on it. Every time you hear a beep, you should ask yourself, "Was I paying attention?" Now what do you do when you hear a beep?

Alexandra: Ask myself if I was paying attention.

Ms. Torri: That's right. Then you use the sheet and circle "yes" if you were paying attention and "no" if you were not paying attention.

Narrator: Ms. Torri role-plays with Alexandra. First, Ms. Torri pretends to be the student and then they switch roles. The last thing Ms. Torri needs to do is establish when and where the student will self-monitor the behavior.

Ms. Torri: Now, Alexandra, tomorrow when you do your math work, we will use the beeps to help you do your work. We will do it just like we practiced today.

Narrator: Alexandra self-monitors her attention for several days.

Ms. Torri: Okay, Alexandra, remember to listen to the beeps. Every time you hear a beep, ask yourself, "Was I paying attention?" and mark your sheet.

Narrator: At the end of each math class, Ms. Torri and Alexandra graph how often she was paying attention.
(Close this panel)
Activity
SMP with Zach
Zach hates math. He'd much rather think about riding his bike than practice math, which in turn means that his scores on daily class assignments are poor. He knows his math facts fairly well, but because his assignments are rarely complete he almost never makes passing scores on them.

Click the pictures below to help Ms. Torri implement self-monitoring with Zach to improve his math performance. Bob Reid, PhD, University of Nebraska, an expert in this field, will offer feedback for each step.

Step 1

Step 2

Step 3

Step 4

Step 5

Step 4

Now, tomorrow during math class we'll start doing this for real.

OK Zach, your goal is to complete the assignment and get at least 75% of the problems correct each day.

Now let's practice. I've got a math worksheet. You complete the assignment and when you're done we will count up the number you get correct and write it on your tally sheet.

You will track your progress each day to see if you're meeting your goal. Each day you'll write down on your tally sheet how many problems you get correct on the daily assignment.

Ms. Torri previously obtained Zach's willing cooperation. Now it is important she discusses the desired behavior with Zach.

Next, Ms. Torri models the procedures for Zach. It's important for the student to see the procedures used so that he can understand them.

Then, Ms. Torri has Zach practice completing a math sheet, check his work and record his performance on his tally sheet. While this step may not seem important, it is necessary in order to determine the student understands the procedures and implements it correctly.

Finally, Ms. Torri specifies the class and time periods that Zach will self-monitor the behavior. It's crucial that Ms. Torri gives reminders if Zach forgets to monitor his behavior or is implementing the strategy incorrectly.

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Self-monitoring is a strategy that teaches students to self-assess their behavior and record the results. Though it does not create new skills or knowledge, self-monitoring does increase or decrease the frequency, intensity, or duration of existing behavior. It also saves teachers time monitoring students' behavior.

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