- Screening: I need to identify who is in need of extra help


Student Risk Screening Scale (SRSS)

The Student Risk Screening Scale is a brief, no-cost, user-friendly screening tool designed to identify school-aged students with externalizing problems. The SRSS includes the following seven items: (a) steal; (b) lie, cheat, sneak; (c) behavior problem; (d) peer rejection; (e) low academic achievement; (f) negative attitude; and (g) aggressive behavior. These items are rated on a four-point Likert-type scale (never = 0, occasionally = 1, sometimes = 2, frequently = 3). Total scores are summed (range = 0–21, with higher scores indicating higher risk) and used to classify students into one of three risk categories established by publishers: low (0–3), moderate (4–8), or high (9–21). The SSRS can be completed by teachers 6-8 weeks after the onset of the academic years and requires approximately 10 to 15 minutes to rate all students within a classroom.

Brief for the Student Risk Screening Scale (SRSS)

Strengths and Difficulties Questionnaire (SDQ)

The SDQ is a brief behavioral screener for 4-17 year olds created by Goodman in 1997. This measure can be used as a screener for risk for psychiatric disorders. The SDQ focuses on positive attributes as well as risk symptoms regarding the child or adolescent’s behavior in the past six months. There are multiple versions of the measure: teacher report for ages 4-11 and 11-17, parent report for ages 4-17, and child self-report for 11-17 year olds. Additionally, there is an early childhood SDQ for 2-4 year olds. Each questionnaire includes 25 items. An overall Total Difficulties Score is produced, along with five subscale scores: Emotional Symptoms, Conduct Problems, Hyperactivity/Inattention, Relationship Problems, and Prosocial Behavior. Optional Internalizing and Externalizing scales may also be produced. An optional impact supplement is also included on the longer form version which provides further information about chronicity, distress, social impairment, and burden to others. There are also follow-up versions of the questionnaire, which include additional questions along with a shorter time period to detect change after intervention. The SDQ has been translated into over ninety languages.

EBI Brief for Strengths and Difficulties Questionnaire (SDQ)

Behavioral and Emotional Screening System (BESS)

The Behavior and Emotional Screening System is an instrument designed to assist school personnel and other care providers determine the behavioral and emotional strengths and weaknesses of students between the ages of 3 and 18. This instrument is part of the Behavior Assessment System for Children 2nd Edition (Kamphaus & Reynolds, 2007). The measure consists of items relating to four dimensions of behavioral and emotional functioning including, Adaptive Skills, Externalizing Problems, Internalizing Problems, and School Problems. There are parent, teacher, and student forms available with each ranging from 25 to 30 items. Though it is possible to obtain student information on each dimension of the measure, a total score is typically used to identify those students with and at-risk for developing behavioral, emotional, and academic problems. The total score is computed by taking the sum of all responses though it is important to note that a raw total score can be difficult to interpret. As such, the scores are converted in to a standard score that allows the responses to be more readily compared to the broader population. Raters do not require formal training and there are methods of support to assist students and parents with reading needs.

EBI Brief for Behavioral and Emotional Screening System (BESS)

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

The SAEBRS is a brief tool supported by research for use in universal screening for behavioral and emotional risk. The measure falls within a broad class of highly efficient tools, suitable for teacher use in evaluating and rating all students on common behavioral criteria (Severson, Walker, Hope-Doolittle, Kratochwill, & Gresham, 2007). The SAEBRS is designed for use in the K-12 setting. It is grounded within a conceptual model, which states that a student’s success in school is not only related to his or her academic achievement, but also success within multiple behavioral domains. Research suggests the SAEBRS may be used to evaluate student functioning in terms of overall general behavior, as assessed by a broad Total Behavior (19 items). Research further suggests the SAEBRS may be used to evaluate student behavior within multiple inter-related narrow domains, as assessed by the Social Behavior (6 items), Academic Behavior (6 items), and Emotional Behavior (7 items) subscales.

EBA Brief for Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) 

SAEBRS – Teacher Form