Universal Behavioral Health Screening

Length: 20 minutes

Description of content: This module will provide a brief introduction to universal social, emotional, and behavioral (SEB) screening including what it is, SEB screening within the current crisis of racism and inequity in this country, and provide an overview of the remainder of the modules in this screening series. 

Length: 28 minutes

Module 2 describes prerequisites to SEB screening in the form of action steps that school teams should consider prior to rolling out screening administration including: 1) assembling a school mental health team and who should be on that team, including roles and responsibilities, 2) stakeholder buy-in and feedback, 3) identifying screening objectives, 4) using data before and during screening, 5) Identifying how data will be used, 6) developing consent and assent procedures and 7) data sharing.

Length: 54 minutes

Module 3 outlines screening approaches. It goes into further detail about why screening is important and screening approaches that are available. It discusses those approaches in the context of school or district teams considering if the screening approaches are: appropriate, technically adequate, and usable for their communities/populations. It discusses important considerations for evaluating these various screening approaches related to constructs being measured by the approach, informants which refers to who completes the screener, and procedures involved in the approach. 

Length: 14 minutes

Module 4 describes a process to use in selecting a screener. It uses three questions to guide this process related to the: 1) technical adequacy of the screening tool, more specifically is the screener evidence-based?, 2) contextual appropriateness of the screener: does the screener fit our specific needs?, and 3) usability and feasibility of the screener: how easily can the screener be implemented?

Length: 35 minutes

Module 5 discusses details of best practices around screening administration that school and district teams should consider prior to and during administration including informing students and families about screening procedures in advance, obtaining student/parent consent, rolling out initial screening efforts gradually, planning logistics of screening administration, identifying resources for screening administration, a plan for responding to risk of harm to self and others reported by informants who are completing screening, and identifying resources and logistics such as staffing, the choice of informants, timing of administration, and frequency of administration

Length: 23 minutes

Module 6 describes components to consider related to the screening data before administration including how are screening data going to be collected and then stored, how are the screening results going to be accessed after they are collected, how are data going to kept private so that only team members who need to view the data will have access, and how are data going to be shared with stakeholders both at the aggregate level to show overall themes and on a more individual student level related to strengths and needs. Additionally responding to items involving assessment of risk is discussed both for the system and for individual students.

Length: 1 hour, 4 minutes

Module 7 describes processes for using SEB data to inform school-wide processes and individual student level intervention. This module reviews the purpose of screening and describes two processes teams can utilize to guide their use of SEB screening data. The first is a Standardized Targeted Intervention Protocol. It reviews using a resource map to identify existing school resources/interventions available, discusses entry criteria including how we select students to receive each intervention, outcome measures, and exit criteria to indicate whether the student has responded effectively to the intervention. It also discusses collaboration with community providers as a component of responding to needs identified based on screening data. This module also discusses using SEB data in a Problem-Solving Model.