SCHOOL-BASED UNIVERSAL SCREENING FOR EMOTIONAL AND BEHAVIORAL RISK : PREVALENCE AND BARRIERS

Abstract

This study examines possible barriers associated with behavior screening implementation in schools. Behavior screenings involve the systematic evaluation of all students to help identify children with possible emotional or behavioral difficulties. Based on previous research, behavior screenings currently are not implemented with high frequency. This affects the long-term behavioral success of children in schools, which may ultimately negatively impact overall life success. By surveying current teachers, school administrators, and school staff on current resource availability and the importance of resources for behavior screenings, this study sought to identify possible barriers to behavior screening implementation. There were no statistical findings between the current use of a behavior screener in the schools and the reported access to specific resources. However, when analyzing the current access with certain demographic characteristics of a school, the overall model was significant, suggesting that while individual barriers may not play a role in the implementation of behavior screeners, the effects of multiple barriers and certain demographic characteristics may prevent successful implementation.