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Systematic Screening: Considerations and Commitment to Continued Inquiry
We are fielding questions coming from across the United States about systematic screenings designed to detect students with initial signs of internalizing (e.g., extremely shy, anxious, and/or social withdrawn) and externalizing (e.g., noncompliant, aggressive, and/or defiant) behavior patterns. These data are used to plan positive instructional experiences, moving away from previous wait-to-fail approaches. We have provided guidance for selecting, installing, and using screening data within Comprehensive, Integrated, Three-Tiered (Ci3T) models of prevention on the page below and now, respectfully offer these considerations. Our sincere thanks to our trusted partners for engaging in this important inquiry with us for more than 15 years to date. — September 9, 2020

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Similar to data from academic screening tools, data from universal behavior screening tools can be used in tiered systems of support to (a) detect students for whom Tier 1 efforts may be insufficient, (b) inform teacher-delivered, low intensity supports, and (c) connect students with evidenced-based Tier 2 (for some) and Tier 3 (for a few) strategies, practices, and programs.

Summary: The Social Skills Rating System (SSRS) provides a broad, multirater assessment of student social behaviors that can affect teacher-student relations, peer acceptance, and academic performance. Social Skills Used to gather information Preschool- Under $20 for a preschool package of 4 forms (1 needed per class of 25 students).Cost subject to change. Kansas MTSS is funded through Part B funds administered by the Kansas State Department of Education's Early Childhood, Special Education and Title Services. Created: 2007, Revised from SSRS (Social Skills Rating System, 1990) Authors: Frank GRESHAM & Stephen N. ELLIOTT Ages: Preschool (Ages 3-5) Young students (Ages 8-12).

An essay or paper on Social Skills Rating System. This paper presents a general overview and evaluation of the Social Skills Rating System. The bulk of the information presented in the overviews were obtained from comprehensive discussions of the instrument presented by Benes (1995) and Furlong a. Social skills rating system (SSRS) – Children‚ Teacher and Parent version Gresham and Elliot (1990) This paper lists a lot of things that students your age may do. Please read each sentence and think about yourself. Social skills rating system (SSRS) – Children‚ Teacher.

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Considerations for Systematic Screening PK-12: Universal Screening for Internalizing and Externalizing Behaviors in the COVID-19 Era

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Screening Tools

SRSS-IE

The Student Risk Screening Scale – Internalizing and Externalizing (SRSS-IE) – is an adapted version of the SRSS (Drummond, 1994) and is available free-access. The SRSS-IE modifies the original 7-item SRSS with the inclusion of 5 new items characteristics of internalizing behaviors. The SRSS-IE includes the original seven items and the new five items with all items rated on the same 4-point Likert-type scale: never = 0, occasionally = 1, sometimes = 2, frequently = 3.

Cut scores for externalizing and internalizing behaviors are available for elementary and secondary (i.e., middle and high) schools (see table below). Please also see articles listed below for full details on how cut scores were established at the elementary and secondary levels. Please note the item peer rejection is included in the SRSS-E7 and SRSS-I6 when used at the middle and high school level. The two subscale scores are used for decision making.

Student Risk Screening Scale — Internalizing and Externalizing (SRSS-IE)
Elementary School		Middle and High School
SRSS-E7	SRSS-I5	SRSS-E7	SRSS-I6
(1) steal; (2) lie, cheat, sneak; (3) behavior problem; (4) peer rejection; (5) low academic achievement; (6) negative attitude; (7) aggressive behavior	(8) emotionally flat; (9) shy, withdrawn; (10) sad, depressed; (11) anxious; (12) lonely	(1) steal; (2) lie, cheat, sneak; (3) behavior problem; (4) peer rejection; (5) low academic achievement; (6) negative attitude; (7) aggressive behavior	(4) peer rejection; (8) emotionally flat; (9) shy, withdrawn; (10) sad, depressed; (11) anxious; (12) lonely
0-3 = low risk 4-8 = moderate risk 9-21 = high risk	0-1 = low risk 2-3 = moderate risk 4-15 = high risk	0-3 = low risk 4-8 = moderate risk 9-21 = high risk	0-3 = low risk 4-5 = moderate risk 6-18 = high risk

School level teams use these scores along with other school-collected data (e.g., curriculum-based measures of reading, math, and writing; course failures; office discipline referrals; attendance patterns) to inform instruction and make decisions regarding student needs for more intensive supports (i.e., Tier 2 or Tier 3; see Lane, Oakes, Ennis & Hirsh, 2014).

Note: This file has been updated to include two recommended additional questions related to instructional delivery (in-person, hybrid, and remote) and attendance when screening in the COVID-19 era. These are not items, but two questions to consider when analyzing and interpreting your screening data (see the last two columns).

For more information about launching and conducting systematic screening efforts with the SRSS-IE, please see our update screening protocols:

We also encourage you to read the following articles to learn more about how to use the SRSS-IE at elementary as well as middle and high schools.

Elementary School Level:

Lane, K. L., Oakes, W. P., Swogger, E. D., Schatschneider, C., Menzies, H., M., & Sanchez, J. (2015). Student risk screening scale for internalizing and externalizing behaviors: Preliminary cut scores to support>

Student Risk Screening Scale — Early Childhood (SRSS-EC)SRSS-EC E7 (Externalizing)SRSS-EC I4 (Internalizing)• Tantrums
• Active, restless
• Rejected by peers
• Ignores teacher and class rules
• Negative attitude
• Aggressive behavior
• Lies• Shy, timid
• Sad, tearful
• Worried, fearful
• Physical complaints0-5 = low risk
6-7 = moderate risk
8-21 = high risk0-2 = low risk
3-4 = moderate risk
5-12 = high risk

Download the updated SRSS-EC in MS-Excel format.

Download the SRSS-EC Coaching Protocol, which provides instructions on how to set up and conduct systematic screenings in your early childhood center.

Studies of the SRSS-EC:

Lane, K. L., Buckman, M. M., Common, E. A., Oakes, W. P., Lane, N. A., Schatschneider, C., Perez-Clark, P., Sherod, R. L., & Menzies, H. M., (2020). The Student Risk Screening Scale for Early Childhood: Additional validation studies. Topics in Early Child Special Education. https://doi.org/10.1177/0271121420922299

Lane, K. L., Oakes, W. P., Menzies, H. M., Major, R., Allegra, L., Powers, L., & Schatschneider, C. (2015). The Student Risk Screening Scale for Early Childhood: An initial validation study. Topics in Early Childhood Special Education 34(4), 234-259. https://doi.org/10.1177/0271121414544801

Considerations for Systematic Screening PK-12: Universal Screening for Internalizing and Externalizing Behaviors in the COVID-19 Era

Screening Tools

SRSS-IE

Student Risk Screening Scale (SRSS)

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