The School Mental Health Collaborative provides a variety of resources to school mental health practitioners and researchers. See below for a complete list of SMHC publications, presentations, implementation resources, guides and tools!

SMHC Publications and Presentations

Publications

Click on the drop down categories below for a full list of SMHC publications.

Screening Tools

von der Embse, N. P., Eklund, K. & Kilgus S. P. (2022) Conducting Behavioral and Social-Emotional Assessments in MTSS: Screen to Intervene. Routledge. https://www.routledge.com/Conducting-Behavioral-and-Social-Emotional-Assessments-in-MTSS-Screen-to/Embse-Eklund-Kilgus/p/book/9780367403850

Kilgus, S. P., Eklund, K., von der Embse, N. P., Weist, M., Barber, A. J., Kaul, M., & Dodge, S. (2020). Structural validity and reliability of Social, Academic, and Emotional Behavior Risk Screener – Student Rating Scale (mySAEBRS) scores: A replication study. Assessment for Effective Intervention.

Allen, A. N., Kilgus, S. P., Burns, M. K., & Hodgson, C. (2019). Surveillance of internalizing behaviors: A reliability and validity generalization study of universal screening evidence. School Mental Health, 11, 194-209. https://doi.org/10.1007/s12310-018-9290-3

Iaccarino, S., von der Embse, N. P., & Kilgus, S. P. (2019). Interpretation and use of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS): A latent transition approach. Journal of Psychoeducational Assessment, 37, 486-503. https://doi.org/10.1177/0734282918766650

Kilgus, S. P., Van Wie, M. P., Sinclair, J. S., Riley-Tillman, T. C., & Herman, K. C. (2019). Developing a Direct Rating Behavior scale for depression in middle school students. School Psychology Quarterly, 34, 86-95. https://doi.org/10.1037/spq0000263

Garbacz, S. A., Beattie, T., Masser, J., & DeGarmo, D. (2019). Initial validation of an elementary version of the positive family support strengths and needs assessment. Assessment for Effective Intervention, 45(1), 73–80. https://doi.org/10.1177/1534508418793514

Taylor, C. N., Allen, A., Kilgus, S. P., Garbacz, A. S., & von der Embse, N. P. (2019). Development and validation of a parent version of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). Behavioral Disorders, 44, 205-214. https://doi.org/10.1177/1534508416679410

von der Embse, N. P., Kim, E. S., Kilgus, S. P., Dedrick, R., & Sanchez, A. (2019). Multi-informant universal screening: Evaluation of rater, item, and construct variance using a tri-factor model. Journal of School Psychology, 77, 52-66. https://doi.org/10.1016/j.jsp.2019.09.005

Kilgus, S. P., Eklund, K., Maggin, D. M., Taylor, C. N., & Allen, A. N. (2018). The Student Risk Screening Scale: A reliability and validity generalization meta-analysis. Journal of Emotional and Behavioral Disorders, 26, 143-155. https://doi.org/10.1177/1063426617710207

Kilgus, S. P., Bonifay, W., von der Embse, N. P., Allen, A. N., & Eklund, K. (2018). Evidence for the interpretation of Social, Academic, and Emotional, Behavior Risk Screener (SAEBRS) scores: An argument-based approach to screener validation. Journal of School Psychology, 68, 129-141. https://doi.org/10.1016/j.jsp.2018.03.002

Kilgus, S. P., Taylor, C. N., & von der Embse, N. P. (2018). Screening for behavioral risk: Identification of high risk cut scores within the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). School Psychology Quarterly, 33, 155-159https://doi.org/10.1037/spq0000230

Kilgus, S., von der Embse, N., Allen, A., Taylor, C. N., & Eklund, K. (2018). Examining SAEBRS technical adequacy and the moderating influence of criterion type on cut score performance. Remedial and Special Education, 39, 377-388. http://doi.org/10.1177/0741932517748421

Kilgus, S. P., von der Embse, N. P., Taylor, C. N., Van Wie, M. P., & Sims, W. A. (2018). Diagnostic accuracy of a universal screening multiple gating procedure: A replication study. School Psychology Quarterly, 33, 582-589. https://doi.org/10.1037/spq0000246

Eklund, K., Kilgus, S. P., von der Embse, N., Beardmore, M., & Tanner, N. (2017). Use of universal screening scores to predict distal academic and behavioral outcomes: A multi-level approach. Psychological Assessment, 29, 486-499. https://doi.org/10.1037/pas0000355

Kilgus, S. P., Bowman, N. A., Christ, T. J., & Taylor, C. N. (2017). Predicting academics via behavior within an elementary sample: An evaluation of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). Psychology in the Schools, 54, 246-260. https://doi.org/10.1002/pits.21995

Kilgus, S. P., Eklund, K., von der Embse, N. P., Taylor, C., & Sims, W. A. (2016). Psychometric defensibility of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) teacher rating scale and multiple gating procedure within elementary and middle school samples. Journal of School Psychology, 58, 21-39. https://doi.org/10.1016/j.jsp.2016.07.001

Kilgus, S. P., Sims, W. A., von der Embse, N. P., & Taylor, C. N. (2016). Psychometric defensibility of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) within an elementary sample. Assessment for Effective Intervention, 42, 46-59. https://doi.org/10.1177/1534508415623269

Pendergast, L., von der Embse, N. P., Kilgus, S. P., & Eklund, K. (2017). Measurement equivalence in school psychology research: A primer and illustrated example of multi-group confirmatory factor analysis for non-statisticians. Journal of School Psychology, 60, 65-82. https://doi.org/10.1016/j.jsp.2016.11.002

von der Embse, N. P., Pendergast, L., Kilgus, S. P., & Eklund, K. R. (2016). Evaluating the applied use of a mental health screener: Structural validity of the Social, Academic, and Emotional Behavior Risk Screener. Psychological Assessment, 28, 1265-1275. https://doi.org/10.1037/pas0000253

Kilgus, S. P., Sims, W., von der Embse, N. P., & Riley-Tillman, T. C. (2015). Confirmation of models for interpretation and use of the Social and Academic Behavior Risk Screener (SABRS). School Psychology Quarterly, 30, 335-352. https://doi.org/10.1037/spq0000087

Kilgus, S. P., Chafouleas, S. M., & Riley-Tillman, T. C. (2013). Development and initial validation of the Social and Academic Behavior Risk Screener for elementary grades. School Psychology Quarterly, 28, 210-226. https://doi.org/10.1037/spq0000024

von der Embse, N. P., Iaccarino, S., Mankin, A., Kilgus, S. P., & Magen, E. (2017). Development and factor structure of the Social, Academic, and Emotional Behavior Risk Screener Student Rating Scale (SAEBRS-SRS). Assessment for Effective Intervention, 42, 186-192. https://doi.org/10.1177/1534508416679410

von der Embse, N. P., Kilgus, S. P., Iaccarino, S., & Levi-Nielsen, S. (2017). Screening for student mental health risk: Diagnostic accuracy, measurement invariance, and predictive validity of the Social, Academic, and Emotional Behavior Risk Screener-Student Rating Scale (SAEBRS-SRS). School Mental Health, 9, 273-283. https://doi.org/10.1007/s12310-017-9214-7

Screening Procedures

von der Embse, N. P., Kilgus, S. P., Eklund, K., Zahn, M., Peet, C., & Durango, S. (In press). Promoting effective decision-making: Training educators to collect and use social-emotional skill assessment data. School Psychology Review.

McLean, D., Eklund, K., Kilgus, S., & Burns, M. K. (2019). Influence of teacher burnout and self-efficacy on teacher-related variance in social-emotional and behavior screening scores. School Psychology, 34, 503-511. http://doi.org/10.1027/spq0000304

von der Embse, N., Eklund, K., & Kilgus, S. (2019). Comparing teacher and student report of behavioral risk in predicting elementary student reading outcomes. Assessment for Effective Intervention, 1-6. http://doi.org/10.1177/1534508419885016

Kilgus, S. P., Izumi, J. T., von der Embse, N. P., Van Wie, M. P., Eklund, K., Taylor, C. N., & Iaccarino, S. (2019). Co-occurrence of academic and behavioral risk within elementary schools: Implications for universal screening practices. School Psychology, 34(3), 261-270. http://doi.org/10.1037/spq0000314

Eklund, K., Rossen, E., Koriakin, T., Chafouleas, S., & Resnick, C. (2018). A systematic review of trauma screening measures for children and adolescents. School Psychology Quarterly, Special Issue on Trauma, 33, 30-43. http://doi.org/10.1037/spq0000244

von der Embse, N. P., Kilgus, S. P., Ake, E., Eklund, K., & Levi-Nielson, S. (2018). Training teachers to facilitate early identification of mental and behavioral health risk. School Psychology Review, 47, 372-384. https://doi.org/10.17105/SPR-2017-0094.V47-4

Kilpatrick, K., Warmbold-Brann, K., Maras, M., & Kilgus, S. P.(2018). Universal screening for social, emotional, and behavioral risk in students: DESSA-mini risk stability over time and its implications for screening procedures. School Psychology Review, 47, 244-257https://doi.org/10.17105/SPR-2017-0069.V47-3

Tanner, N., Eklund, K., Kilgus, S. P., Johnson, A. H. (2018). Generalizability of universal screening measures for behavioral and emotional risk. School Psychology Review, 47, 3-17. http://doi.org/10.17105/spr-2017-0044.v47-1

Taylor, C. N., Kilgus, S. P., & Huang, F. 2018). Treatment utility of universal screening for behavioral risk: A manipulated assessment study. Journal of Applied School Psychology, 34, 242-258. https://doi.org/10.1080/15377903.2017.1394949

Kilgus, S. P., & Eklund, K. (2016). Consideration of base rates within universal screening for behavioral and emotional risk: A novel procedural framework. School Psychology Forum, 10, 120-130.

Eklund, K., Burns, M. K., Oyen, K., DeMarchena, S., & McCollom, E. (in press). Addressing chronic absenteeism in schools: A meta-analysis of evidence-based interventions. School Psychology Review. Advance online publication. https://doi.org/10.1080/2372966X.2020.1789436

Kilpatrick, K., Kilgus, S., Eklund, K., & Herman, K. (in press). An Evaluation of the Efficacy of the Resilience Education Program: A Tier 2 Internalizing Intervention. School Mental Health. 

Biglan, A., Elfner, K., Garbacz, S. A., Komro, K., Prinz, R. J., Weist, M. D., Wilson, D. K., & Zarling, A. (2020). A strategic plan for strengthening America’s families: A brief from the Coalition of Behavioral Science Organizations. Clinical Child and Family Psychology Review, 23, 153–175. https://doi.org/10.1007/s10567-020-00318-0

Eklund, K., DeMarchena, S., Rossen, E., Izumi, J., Vaillancourt, K., & Rader Kelly, S. (2020). Examining the role of school psychologists as providers of mental and behavioral health services. Psychology in the Schools, 57, 489-501. https://doi.org/10.1022/pits.22323

Garbacz, S. A., McIntyre, L. L., Stormshak, E. A., & Kosty, D. B. (2020). The efficacy of the family check-up on children’s emotional and behavior problems in early elementary school. Journal of Emotional and Behavioral Disorders, 28(2), 67–79. https://doi.org/10.1177/1063426618806258

Garbacz, S. A., Minch, D. R., Jordan, P., Young, K., & Weist, M. D. (2020). Moving towards meaningful and significant family partnerships in education. Adolescent Psychiatry, 10(2), 110–122. https://doi.org/10.2174/2210676610666200324113209

Meyer, L., & Eklund, K. (2020). Mindfulness and classroom climate in elementary schools: An exploratory study. Mindfulness, 11, 991-1005. https://doi.org/10.1007/s12671-020-01317-6

Eklund, K., Kilgus, S., Taylor, C., Allen, A. Meyer, L., Izumi, J., Beardmore, M., Frye, S., McLean, D., & Kilpatrick, K. (2019). Efficacy of a combined approach to Tier 2 social-emotional and behavioral intervention and the moderating effects of function. School Mental Health, 11, 678-691. http://doi.org/10.1007/s12310-019-09321-5

Oyen, K., Eklund, K., & von der Embse, N. (2019). The landscape of advocacy in public schools: The role of school psychologists. Psychological Services. Advanced online publication. http://doi.org/10.1037/ser000373

Garbacz, S.A. (Ed.). (2019) Establishing Family-School Partnerships in School Psychology: Critical Skills. Routledge. https://www.routledge.com/Establishing-Family-School-Partnerships-in-School-Psychology-Critical-Skills/Garbacz/p/book/9781138283350

Allen, A., Kilgus, S., P., & Eklund, K. (2019). An initial investigation of the effectiveness of the Resilience Education Program (REP). School Mental Health, 11, 163-178. https://doi.org/10.1007/s12310-018-9276-1

Eklund, K., Kilpatrick, K., Haider, A., & Kilgus, S. (2018). A systematic review of state social emotional learning standards: Implications for practice and research. School Psychology Review, 47, 316-326. http://doi.org/10/17105/spr-2018.0116.v47-3

Garbacz, S. A., Hirano, K. A., McIntosh, K., Eagle, J. W., Minch, D., & Vatland, C. (2018). Family engagement in schoolwide positive behavioral interventions and supports: Barriers and facilitators to implementation. School Psychology Quarterly, 33(3), 448–459. https://doi.org/10.1037/spq0000216

Eklund, K., Meyer, L., Way, S., & McLean, D. (2017). School psychologists as mental health providers: The impact of staffing ratios and Medicaid on service provisions. Psychology in the Schools, 54, 279-293. https://doi.org/10.1002/pits.21996

Eklund, K., O’Malley, M., & Meyer, L. (2017). Gauging mindfulness in children and youth: School-based applications. Psychology in the Schools Special Issue, 54, 101-114. https://doi.org/10.1002/pits.21983

Garbacz, S. A., Watkins, N., Diaz, Y., Barnabas, E. R., Schwartz, B. S., & Eiraldi, R. B. (2017). Using conjoint behavioral consultation to implement evidence-based practices for students in low-income urban schools.Preventing School Failure: Alternative Education for Children and Youth, 61(3), 198–210. https://doi.org/10.1080/1045988x.2016.1261078

Garbacz, S. A., & McIntyre, L. L. (2016). Conjoint behavioral consultation for children with autism spectrum disorder. School Psychology Quarterly, 31(4), 450–466. https://doi.org/10.1037/spq0000114

Garbacz, S. A., Sheridan, S. M., Koziol, N. A., Kwon, K., & Holmes, S. R. (2015). Congruence in parent-teacher communication: Implications for the efficacy of CBC for students with behavioral concerns. School Psychology Review, 44(2), 148­–166. http://doi.org/10.17105/spr-14-0035.1

Hart, S. R., Dowdy, E., Eklund, K., Renshaw, T. L., Jimerson, S. R., Jones, C. N., & Earhart, J. (2009). A controlled study assessing the effects of the impulse control and problem solving unit of the Second Step curriculum. Contemporary School Psychology, 14, 105-110.

Jones, C. N., Hart, S. R., Jimerson, S. R., Dowdy, E., Earhart, J., Renshaw, T. L., Eklund, K., & Anderson, D. (2009). Solution-focused brief counseling: Guidelines, considerations, and implications for school psychologists. Contemporary School Psychology, 14, 111-122.

Kilgus, S. P., Maggin, D. M., Eklund, K., von der Embse, N. P., Meyer, L. N., Zahn, M., & Peet, C. (In press). Treatment utility of the Intervention Selection Profile–Function: A single-case design study. Remedial and Special Education. (Registered Report)

Kilgus, S. P., Bonifay, W. E., Eklund, K., von der Embse, N. P., Peet, C., Izumi, J., Shim, H., & Meyer, L. N. (2020). Development and validation of the Intervention Skills Profile–Skills: A brief measure of student social-emotional and academic enabling skills. Journal of School Psychology, 83, 66-88. https://doi.org/10/1016/j.jsp.2020.10.001

Kilgus, S. P., von der Embse, N. P., Eklund, K., Izumi, J., Peet, C., Meyer, L. N., & Taylor, C. N. (2019). Reliability, validity, and accuracy of the Intervention Selection Profile–Function: A brief functional assessment tool. School Psychology, 34(5), 531-540. http://doi.org/10.1037/spq/0000325

Kilgus, S., Eklund, K., & von der Embse, N. (2019). Psychometric defensibility of the Intervention Selection Profile-Social Skills (ISP-SS) with students at-risk for behavioral concerns. Psychology in the Schools, 56, 526-538. http://doi.org/10.1002/pits.22214

Kilgus, S. P., Kazmerski, J. S., Taylor, C., & von der Embse, N. P. (2017). Use of Direct Behavior Ratings (DBRs) to collect functional assessment data. School Psychology Quarterly, 32, 240-253. https://doi.org/10.1037/spq0000156

Kilgus, S. P., von der Embse, N. P., Scott, K., & Paxton, S. (2015). Use of the Intervention Selection Profile–Social Skills (ISP-SS) to identify social skill acquisition deficits: A preliminary validation study. Assessment for Effective Intervention, 40, 228-239. https://doi.org/10.1177/1534508415577469

Presentations

Click on the drop down categories below for a list of recent presentations. 

Jenkins, A., von der Embse, N. P., Guarnieri, A. C., & Kilgus, S. (2020, February). Evaluating the cost-effectiveness of universal screening.Paper presentation at the National Association of School Psychologists Annual Convention, Baltimore, MD.

Willenbrink, J., Eklund, K., Kilgus, S. P., Garbacz, S. A., Barber, A., & Dubose, K. (2020, October). A Tier 2 intervention for children at-risk for internalizing problems. Paper presentation at the Annual Conference on Advancing School Mental Health (Virtual)

Garbacz, S. A., & Davis, A. (2018, October). Building and strengthening family-school partnerships in PBIS: How are the children? Invited keynote presentation for the 2018 Positive Behavioral Interventions and Supports National Leadership Forum, Chicago, IL.

Garbacz, S. A., Weist, M. D., & Hoskins, J. (2020, October). Using PBIS during the COVID-19 outbreak to facilitate home-school support for mental health and academics. Invited presentation at the 2020 Virtual Positive Behavioral Interventions and Supports National Leadership Forum (previously scheduled in Chicago, IL).

 

Zahn, M. R., Kilgus, S. P., Eklund, K., & von der Embse, N. P. (2020, October). Assessment for intervention at tier 2: training teachers to assess behavior. Paper presentation at the Annual Conference on Advancing School Mental Health (Virtual).

Kilgus, S. P., Eklund, K., & von der Embse, N. (2020, March). Assessment to inform selection of tier 2 social emotional and behavioral interventions. Paper presented at the International Conference on Positive Behavior Support, Miami, FL.

Implementation Resources, Guides and Tools

Universal social, emotional, and behavioral (SEB) screening is increasingly being recognized as a foundational component of a comprehensive, multi-tiered system of school-based supports. As schools strive to develop a systematic approach to meeting the SEB health of all students, often with limited resources and competing priorities, there is a need for responsive, efficient, and effective systems and data to improve outcomes. Universal SEB screening is one component of such a comprehensive approach and increasingly being adopted by schools and districts across the country. The purpose of this guide is to summarize the current state of research and practice related to universal SEB screening and provide practical and defensible recommendations.

 

Natalie Romer, Ph.D. | WestEd

Nathaniel von der Embse, Ph.D. | University of South Florida

Katie Eklund, Ph.D. | University of Wisconsin-Madison

Stephen Kilgus, Ph.D. | University of Wisconsin-Madison

Kelly Perales, LCSW | Midwest PBIS Network

Joni Williams Splett, Ph.D. | University of Florida

Shannon Suldo, Ph.D. | University of South Florida

David Wheeler, Ph.D. | Florida Department of Education

The Consultation Resource Guide is intended to provide a step-by-step outline of all activities necessary for building a screening to intervening infrastructure within school settings. This guide gives school-based teams a process to:

(1) Develop a team for screening.

(2) Align all resources.

(3) Conduct a universal screening.

(4) Implement and monitor evidence-based interventions based on screening data.

Nathaniel von der Embse, Ph.D. | University of South Florida

Joseph Latimer, M.A.

The Screening Readiness Checklist is a resource that allows school-based teams facilitate, monitor and problem solve the screening to intervening implementation process. School team can review the content throughout this readiness checklist to inform specific processes needed to implement universal screening and subsequent intervention implementation.

The Mental-Health Assessment and Support Cost Out Tool (MASCOT) compares the cost of universal screening procedures and subsequent supportive services to the costs of typical school discipline (i.e., Office Discipline Referrals, Disciplinary Meeting). The MASCOT utilizes the realistic salaries, intervention costs and disciplinary actions to simulate both the humanistic and financial cost to supporting students’ behavioral success.

Project-Specific Resources

 Individual School Mental Health Collaborative research projects have produced a number of resources available at no cost to mental health practitioners. Click on the projects below to view available resources!