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Schoolwide Screening and Positive Behavior Supports

Identifying and Supporting Students at Risk for School Failure

University of Washington, Seattle

Douglas Cheney

University of Washington, Seattle

Scott Stage

University of Washington, Seattle

Craig Blum

University of Washington, Seattle

Robert H. Horner

As schoolwide positive behavior supports (PBS) become more commonplace in public schools, efficiently and effectively identifying and supporting students who are at risk for school failure has become increasingly important. This descriptive study examines the functioning of 72 students identified as at risk in 3 elementary schools with established PBS systems, using schoolwide screening, rating scale instruments, and office discipline referrals. The students were identified through the use of the Systematic Screening for Behavior Disorders (Walker & Severson, 1992) administered in the fall. School teams matched the identified students to existing supports and tracked their functioning twice monthly. Teachers completed the Social Skills Rating System (Gresham & Elliot, 1990) on each of the students in the following spring. The number of office discipline referrals for each student was monitored, as was the number of students referred to school-based support teams—such as a Student Study Team, a Functional Behavior Assessment Team—and the number of students who qualified for special education that year. Results suggest that students at risk for school failure are best identified by monitoring office discipline referrals and the use of a systematic schoolwide screening process.

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