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!
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!
- REP Cognitive-Behavioral Instruction Curricula for grades 4-5 and 6-8.
- REP Cognitive-Behavioral Instruction Workbook for grades 4-5 and 6-8
- REP Resilient Families Handbook
- REP Integrity Protocol
- REP Systems-Level Guidance Checklist
- ISP Function Observation Form
- ISP Implementation Guide
- Scoring Tool
SMHC Publications and Presentations
Publications
Click on the drop down categories below for a list of recent 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, 155-159. https://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, 244-257. https://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.