Analysis of State-Level Guidance Regarding School-Based, Universal Screening for Social, Emotional, and Behavioral Risk
Abstract Despite recommendations to extend prevention and early intervention related to behavioral health into school settings, limited research has been directed toward understanding how these recommendations have been translated by states into education policies and initiatives. This macro-level i...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Briesch, Amy M. [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2017 |
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| Schlagwörter: |
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| Anmerkung: |
© Springer Science+Business Media, LLC 2017 |
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| Übergeordnetes Werk: |
Enthalten in: School mental health - New York, NY [u.a.] : Springer, 2009, 10(2017), 2 vom: 04. Nov., Seite 147-162 |
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| Übergeordnetes Werk: |
volume:10 ; year:2017 ; number:2 ; day:04 ; month:11 ; pages:147-162 |
| Links: |
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| DOI / URN: |
10.1007/s12310-017-9232-5 |
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| Katalog-ID: |
SPR02489639X |
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| 520 | |a Abstract Despite recommendations to extend prevention and early intervention related to behavioral health into school settings, limited research has been directed toward understanding how these recommendations have been translated by states into education policies and initiatives. This macro-level information is important toward understanding the priorities that have influence on the processes and practices occurring in local school settings. The current paper describes the findings of a systematic review of state-level Web sites to identify the extent to which state departments of education have provided specific guidance with regard to the who, what, where, when, and why of universal social, emotional, and/or behavioral screening practices. Although most state Web sites were found to include some mention of universal screening, in nearly half of the cases, either this was limited to a brief definition or the information provided was not necessarily specific to social, emotional, and/or behavioral domains. For those state-produced documents which did reference universal screening for social, emotional, and/or behavioral risk, those documents were found to be largely informational in nature (e.g., describing what universal screening is, how it might be conducted) as opposed to providing specific recommendations or mandates for implementation. Furthermore, documents varied widely with regard to the level of specificity provided, from those briefly mentioning universal screening as an essential component of MTSS to those specifically describing how universal screening for social, emotional, and/or behavioral risk may be conducted. Implications of these findings for future research, policy, and practice are discussed. | ||
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| 650 | 4 | |a Universal screening |7 (dpeaa)DE-He213 | |
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| 650 | 4 | |a School-based behavior assessment |7 (dpeaa)DE-He213 | |
| 700 | 1 | |a Chafouleas, Sandra M. |4 aut | |
| 700 | 1 | |a Chaffee, Ruth K. |4 aut | |
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10.1007/s12310-017-9232-5 doi (DE-627)SPR02489639X (SPR)s12310-017-9232-5-e DE-627 ger DE-627 rakwb eng Briesch, Amy M. verfasserin aut Analysis of State-Level Guidance Regarding School-Based, Universal Screening for Social, Emotional, and Behavioral Risk 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer Science+Business Media, LLC 2017 Abstract Despite recommendations to extend prevention and early intervention related to behavioral health into school settings, limited research has been directed toward understanding how these recommendations have been translated by states into education policies and initiatives. This macro-level information is important toward understanding the priorities that have influence on the processes and practices occurring in local school settings. The current paper describes the findings of a systematic review of state-level Web sites to identify the extent to which state departments of education have provided specific guidance with regard to the who, what, where, when, and why of universal social, emotional, and/or behavioral screening practices. Although most state Web sites were found to include some mention of universal screening, in nearly half of the cases, either this was limited to a brief definition or the information provided was not necessarily specific to social, emotional, and/or behavioral domains. For those state-produced documents which did reference universal screening for social, emotional, and/or behavioral risk, those documents were found to be largely informational in nature (e.g., describing what universal screening is, how it might be conducted) as opposed to providing specific recommendations or mandates for implementation. Furthermore, documents varied widely with regard to the level of specificity provided, from those briefly mentioning universal screening as an essential component of MTSS to those specifically describing how universal screening for social, emotional, and/or behavioral risk may be conducted. Implications of these findings for future research, policy, and practice are discussed. Social, emotional, and behavior screening (dpeaa)DE-He213 Universal screening (dpeaa)DE-He213 K12 education policies (dpeaa)DE-He213 School-based behavior assessment (dpeaa)DE-He213 Chafouleas, Sandra M. aut Chaffee, Ruth K. aut Enthalten in School mental health New York, NY [u.a.] : Springer, 2009 10(2017), 2 vom: 04. Nov., Seite 147-162 (DE-627)595715222 (DE-600)2487769-4 1866-2633 nnns volume:10 year:2017 number:2 day:04 month:11 pages:147-162 https://dx.doi.org/10.1007/s12310-017-9232-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 10 2017 2 04 11 147-162 |
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10.1007/s12310-017-9232-5 doi (DE-627)SPR02489639X (SPR)s12310-017-9232-5-e DE-627 ger DE-627 rakwb eng Briesch, Amy M. verfasserin aut Analysis of State-Level Guidance Regarding School-Based, Universal Screening for Social, Emotional, and Behavioral Risk 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer Science+Business Media, LLC 2017 Abstract Despite recommendations to extend prevention and early intervention related to behavioral health into school settings, limited research has been directed toward understanding how these recommendations have been translated by states into education policies and initiatives. This macro-level information is important toward understanding the priorities that have influence on the processes and practices occurring in local school settings. The current paper describes the findings of a systematic review of state-level Web sites to identify the extent to which state departments of education have provided specific guidance with regard to the who, what, where, when, and why of universal social, emotional, and/or behavioral screening practices. Although most state Web sites were found to include some mention of universal screening, in nearly half of the cases, either this was limited to a brief definition or the information provided was not necessarily specific to social, emotional, and/or behavioral domains. For those state-produced documents which did reference universal screening for social, emotional, and/or behavioral risk, those documents were found to be largely informational in nature (e.g., describing what universal screening is, how it might be conducted) as opposed to providing specific recommendations or mandates for implementation. Furthermore, documents varied widely with regard to the level of specificity provided, from those briefly mentioning universal screening as an essential component of MTSS to those specifically describing how universal screening for social, emotional, and/or behavioral risk may be conducted. Implications of these findings for future research, policy, and practice are discussed. Social, emotional, and behavior screening (dpeaa)DE-He213 Universal screening (dpeaa)DE-He213 K12 education policies (dpeaa)DE-He213 School-based behavior assessment (dpeaa)DE-He213 Chafouleas, Sandra M. aut Chaffee, Ruth K. aut Enthalten in School mental health New York, NY [u.a.] : Springer, 2009 10(2017), 2 vom: 04. Nov., Seite 147-162 (DE-627)595715222 (DE-600)2487769-4 1866-2633 nnns volume:10 year:2017 number:2 day:04 month:11 pages:147-162 https://dx.doi.org/10.1007/s12310-017-9232-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 10 2017 2 04 11 147-162 |
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10.1007/s12310-017-9232-5 doi (DE-627)SPR02489639X (SPR)s12310-017-9232-5-e DE-627 ger DE-627 rakwb eng Briesch, Amy M. verfasserin aut Analysis of State-Level Guidance Regarding School-Based, Universal Screening for Social, Emotional, and Behavioral Risk 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer Science+Business Media, LLC 2017 Abstract Despite recommendations to extend prevention and early intervention related to behavioral health into school settings, limited research has been directed toward understanding how these recommendations have been translated by states into education policies and initiatives. This macro-level information is important toward understanding the priorities that have influence on the processes and practices occurring in local school settings. The current paper describes the findings of a systematic review of state-level Web sites to identify the extent to which state departments of education have provided specific guidance with regard to the who, what, where, when, and why of universal social, emotional, and/or behavioral screening practices. Although most state Web sites were found to include some mention of universal screening, in nearly half of the cases, either this was limited to a brief definition or the information provided was not necessarily specific to social, emotional, and/or behavioral domains. For those state-produced documents which did reference universal screening for social, emotional, and/or behavioral risk, those documents were found to be largely informational in nature (e.g., describing what universal screening is, how it might be conducted) as opposed to providing specific recommendations or mandates for implementation. Furthermore, documents varied widely with regard to the level of specificity provided, from those briefly mentioning universal screening as an essential component of MTSS to those specifically describing how universal screening for social, emotional, and/or behavioral risk may be conducted. Implications of these findings for future research, policy, and practice are discussed. Social, emotional, and behavior screening (dpeaa)DE-He213 Universal screening (dpeaa)DE-He213 K12 education policies (dpeaa)DE-He213 School-based behavior assessment (dpeaa)DE-He213 Chafouleas, Sandra M. aut Chaffee, Ruth K. aut Enthalten in School mental health New York, NY [u.a.] : Springer, 2009 10(2017), 2 vom: 04. Nov., Seite 147-162 (DE-627)595715222 (DE-600)2487769-4 1866-2633 nnns volume:10 year:2017 number:2 day:04 month:11 pages:147-162 https://dx.doi.org/10.1007/s12310-017-9232-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 10 2017 2 04 11 147-162 |
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10.1007/s12310-017-9232-5 doi (DE-627)SPR02489639X (SPR)s12310-017-9232-5-e DE-627 ger DE-627 rakwb eng Briesch, Amy M. verfasserin aut Analysis of State-Level Guidance Regarding School-Based, Universal Screening for Social, Emotional, and Behavioral Risk 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer Science+Business Media, LLC 2017 Abstract Despite recommendations to extend prevention and early intervention related to behavioral health into school settings, limited research has been directed toward understanding how these recommendations have been translated by states into education policies and initiatives. This macro-level information is important toward understanding the priorities that have influence on the processes and practices occurring in local school settings. The current paper describes the findings of a systematic review of state-level Web sites to identify the extent to which state departments of education have provided specific guidance with regard to the who, what, where, when, and why of universal social, emotional, and/or behavioral screening practices. Although most state Web sites were found to include some mention of universal screening, in nearly half of the cases, either this was limited to a brief definition or the information provided was not necessarily specific to social, emotional, and/or behavioral domains. For those state-produced documents which did reference universal screening for social, emotional, and/or behavioral risk, those documents were found to be largely informational in nature (e.g., describing what universal screening is, how it might be conducted) as opposed to providing specific recommendations or mandates for implementation. Furthermore, documents varied widely with regard to the level of specificity provided, from those briefly mentioning universal screening as an essential component of MTSS to those specifically describing how universal screening for social, emotional, and/or behavioral risk may be conducted. Implications of these findings for future research, policy, and practice are discussed. Social, emotional, and behavior screening (dpeaa)DE-He213 Universal screening (dpeaa)DE-He213 K12 education policies (dpeaa)DE-He213 School-based behavior assessment (dpeaa)DE-He213 Chafouleas, Sandra M. aut Chaffee, Ruth K. aut Enthalten in School mental health New York, NY [u.a.] : Springer, 2009 10(2017), 2 vom: 04. Nov., Seite 147-162 (DE-627)595715222 (DE-600)2487769-4 1866-2633 nnns volume:10 year:2017 number:2 day:04 month:11 pages:147-162 https://dx.doi.org/10.1007/s12310-017-9232-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 10 2017 2 04 11 147-162 |
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10.1007/s12310-017-9232-5 doi (DE-627)SPR02489639X (SPR)s12310-017-9232-5-e DE-627 ger DE-627 rakwb eng Briesch, Amy M. verfasserin aut Analysis of State-Level Guidance Regarding School-Based, Universal Screening for Social, Emotional, and Behavioral Risk 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer Science+Business Media, LLC 2017 Abstract Despite recommendations to extend prevention and early intervention related to behavioral health into school settings, limited research has been directed toward understanding how these recommendations have been translated by states into education policies and initiatives. This macro-level information is important toward understanding the priorities that have influence on the processes and practices occurring in local school settings. The current paper describes the findings of a systematic review of state-level Web sites to identify the extent to which state departments of education have provided specific guidance with regard to the who, what, where, when, and why of universal social, emotional, and/or behavioral screening practices. Although most state Web sites were found to include some mention of universal screening, in nearly half of the cases, either this was limited to a brief definition or the information provided was not necessarily specific to social, emotional, and/or behavioral domains. For those state-produced documents which did reference universal screening for social, emotional, and/or behavioral risk, those documents were found to be largely informational in nature (e.g., describing what universal screening is, how it might be conducted) as opposed to providing specific recommendations or mandates for implementation. Furthermore, documents varied widely with regard to the level of specificity provided, from those briefly mentioning universal screening as an essential component of MTSS to those specifically describing how universal screening for social, emotional, and/or behavioral risk may be conducted. Implications of these findings for future research, policy, and practice are discussed. Social, emotional, and behavior screening (dpeaa)DE-He213 Universal screening (dpeaa)DE-He213 K12 education policies (dpeaa)DE-He213 School-based behavior assessment (dpeaa)DE-He213 Chafouleas, Sandra M. aut Chaffee, Ruth K. aut Enthalten in School mental health New York, NY [u.a.] : Springer, 2009 10(2017), 2 vom: 04. Nov., Seite 147-162 (DE-627)595715222 (DE-600)2487769-4 1866-2633 nnns volume:10 year:2017 number:2 day:04 month:11 pages:147-162 https://dx.doi.org/10.1007/s12310-017-9232-5 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 10 2017 2 04 11 147-162 |
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Briesch, Amy M. |
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Analysis of State-Level Guidance Regarding School-Based, Universal Screening for Social, Emotional, and Behavioral Risk Social, emotional, and behavior screening (dpeaa)DE-He213 Universal screening (dpeaa)DE-He213 K12 education policies (dpeaa)DE-He213 School-based behavior assessment (dpeaa)DE-He213 |
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analysis of state-level guidance regarding school-based, universal screening for social, emotional, and behavioral risk |
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Analysis of State-Level Guidance Regarding School-Based, Universal Screening for Social, Emotional, and Behavioral Risk |
| abstract |
Abstract Despite recommendations to extend prevention and early intervention related to behavioral health into school settings, limited research has been directed toward understanding how these recommendations have been translated by states into education policies and initiatives. This macro-level information is important toward understanding the priorities that have influence on the processes and practices occurring in local school settings. The current paper describes the findings of a systematic review of state-level Web sites to identify the extent to which state departments of education have provided specific guidance with regard to the who, what, where, when, and why of universal social, emotional, and/or behavioral screening practices. Although most state Web sites were found to include some mention of universal screening, in nearly half of the cases, either this was limited to a brief definition or the information provided was not necessarily specific to social, emotional, and/or behavioral domains. For those state-produced documents which did reference universal screening for social, emotional, and/or behavioral risk, those documents were found to be largely informational in nature (e.g., describing what universal screening is, how it might be conducted) as opposed to providing specific recommendations or mandates for implementation. Furthermore, documents varied widely with regard to the level of specificity provided, from those briefly mentioning universal screening as an essential component of MTSS to those specifically describing how universal screening for social, emotional, and/or behavioral risk may be conducted. Implications of these findings for future research, policy, and practice are discussed. © Springer Science+Business Media, LLC 2017 |
| abstractGer |
Abstract Despite recommendations to extend prevention and early intervention related to behavioral health into school settings, limited research has been directed toward understanding how these recommendations have been translated by states into education policies and initiatives. This macro-level information is important toward understanding the priorities that have influence on the processes and practices occurring in local school settings. The current paper describes the findings of a systematic review of state-level Web sites to identify the extent to which state departments of education have provided specific guidance with regard to the who, what, where, when, and why of universal social, emotional, and/or behavioral screening practices. Although most state Web sites were found to include some mention of universal screening, in nearly half of the cases, either this was limited to a brief definition or the information provided was not necessarily specific to social, emotional, and/or behavioral domains. For those state-produced documents which did reference universal screening for social, emotional, and/or behavioral risk, those documents were found to be largely informational in nature (e.g., describing what universal screening is, how it might be conducted) as opposed to providing specific recommendations or mandates for implementation. Furthermore, documents varied widely with regard to the level of specificity provided, from those briefly mentioning universal screening as an essential component of MTSS to those specifically describing how universal screening for social, emotional, and/or behavioral risk may be conducted. Implications of these findings for future research, policy, and practice are discussed. © Springer Science+Business Media, LLC 2017 |
| abstract_unstemmed |
Abstract Despite recommendations to extend prevention and early intervention related to behavioral health into school settings, limited research has been directed toward understanding how these recommendations have been translated by states into education policies and initiatives. This macro-level information is important toward understanding the priorities that have influence on the processes and practices occurring in local school settings. The current paper describes the findings of a systematic review of state-level Web sites to identify the extent to which state departments of education have provided specific guidance with regard to the who, what, where, when, and why of universal social, emotional, and/or behavioral screening practices. Although most state Web sites were found to include some mention of universal screening, in nearly half of the cases, either this was limited to a brief definition or the information provided was not necessarily specific to social, emotional, and/or behavioral domains. For those state-produced documents which did reference universal screening for social, emotional, and/or behavioral risk, those documents were found to be largely informational in nature (e.g., describing what universal screening is, how it might be conducted) as opposed to providing specific recommendations or mandates for implementation. Furthermore, documents varied widely with regard to the level of specificity provided, from those briefly mentioning universal screening as an essential component of MTSS to those specifically describing how universal screening for social, emotional, and/or behavioral risk may be conducted. Implications of these findings for future research, policy, and practice are discussed. © Springer Science+Business Media, LLC 2017 |
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Analysis of State-Level Guidance Regarding School-Based, Universal Screening for Social, Emotional, and Behavioral Risk |
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https://dx.doi.org/10.1007/s12310-017-9232-5 |
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Chafouleas, Sandra M. Chaffee, Ruth K. |
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10.1007/s12310-017-9232-5 |
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|
| score |
7.400218 |