Ellie L. Young

Validation of the Systematic Screening for Behavior Disorders in Middle and Junior High School

The Systematic Screening for Behavior Disorders (SSBD), a multistage screening system designed to identify elementary school—age children at risk for emotional and behavioral disorders, was evaluated for use with middle and junior high school students. During SSBD Stage 1, teachers identified 123 students in grades 6 through 9 with characteristics of internalizing and externalizing disorders. Teachers then completed SSBD Stage 2 behavior rating scales, the Teacher Report Form, and the Social Skill Rating System on 119 of these students identified as at-risk during Stage 1. Office discipline referrals and cumulative grade point averages for at-risk students were compared to those of students not designated by teachers. SSBD Stage 2 scores were compared with scores from the Teacher Report Form and Social Skill Rating System. Internal consistency and interrater reliability of the SSBD were also examined. Results provide evidence for the reliability and validity of SSBD ratings of early adolescent students.

The Effects of School-Wide Positive Behavior Support on Middle School Climate and Student Outcomes.

Abstract This study investigated the effects of school-wide positive behavior support (SWPBS) on middle school climate and student outcomes. Data consisted of more than 300 teacher responses and 10,000 student responses in two middle schools in the western United States. This study used a quasi-experimental (non-equivalent two-group, pretest-posttest) design. One school implemented a SWPBS intervention over a period of four years, while the other served as a control. The SWPBS intervention included school-wide teaching of social skills, praise notes from teachers to students, posting of school rules, proactive screening for students at risk for emotional and behavioral disorders, and referrals of at-risk students for targeted interventions. The treatment school showed statistically significant improvements in teacher ratings of school climate, while the control school tended to stay the same or worsen. Statistically significant decreases were also evident in students’ tardiness, unexcused absences, and office discipline referrals when compared to the control school. Implications and limitations of this study are addressed.

Gender Differences and Similarities in a Screening Process for Emotional and Behavioral Risks in Secondary Schools

Few research studies have examined how screening outcomes may be different or similar for males and females, despite evidence that male students outnumber female students in special education populations and are more likely to experience school failure. During the 3 years of this study, 15,932 students in Grades 6 through 9 were screened with the use of a modified version of the Systematic Screening for Behavior Disorders (SSBD). Within this period, 1,065 nominations were collected for students identified as at risk for internalizing and externalizing problems, of which 77.4% were male. The average ratio of males to females nominated was approximately 5:1 for externalizing behaviors, 2:1 for internalizing behaviors, and 3:1 for total nominations. Reliability coefficients on the Adaptive and Maladaptive scales from the SSBD Stage 2 were comparable for both genders as determined by Fisher’s z tests. On the Adaptive scale, female students tended to be rated higher by their teachers. A multivariate analysis (general linear model) was conducted to examine gender socioeconomic status, and the internalizing—externalizing dimension at SSBD Stage 1 as predictors of scores on the three SSBD Stage 2 scales (Critical Events, Adaptive, and Maladaptive).

Implementing Strong Teens for Adolescent Girls in Residential Treatment: A Quasi-Experimental Evaluation

ABSTRACT Adolescents in residential treatment centers (RTCs) often have a severe mental illness as well as significant deficits in their social competencies. Strong Teens is a social and emotional learning (SEL) curriculum designed to decrease internalizing disorders by promoting emotional resilience and social competence. The curriculum has shown promising effects in educational settings. This study is the second to implement Strong Teens in residential treatment with high-risk adolescents. Using a quasi-experimental wait-list control design, therapists implemented Strong Teens with 36 adolescent girls in an RTC during group therapy. The researchers assessed changes in social and emotional knowledge, internalizing symptoms, and resilience using a split-plot repeated measures ANOVA, paired samples t-tests, and effect sizes. Although results indicated that Strong Teens did not affect the girls’ social and emotional knowledge, the intervention did show evidence of reducing their internalizing symptoms and increasing their resilience. In a social validity survey, most group therapists agreed with the goals and procedures of the curriculum but were less certain regarding the outcomes. We recommend that future studies of this population investigate which SEL topics are most suitable, identify the most favorable lesson times for RTC implementation, and explore student perspectives and experiences with Strong Teens.