Using systematic screening to identify students with academic and behavioral challenges for strategy instruction

Abstract

Students with both academic and behavioral risk factors can benefit from participation in self-regulated strategy development (SRSD) instruction. Educators can use systematic screening procedures as part of effective data-informed decision making for identifying students who could benefit from SRSD. In this manuscript we detail screening procedures for both academic and behavioral risk factors to connect identified students with SRSD instruction. Recommendations for screening practices are provided including future directions for research.

Keywords:

• Screening
• self-regulated strategy development
• SRSD

Additional information

Notes on contributors

Robin Parks Ennis

Robin Parks Ennis, PhD, BCBA-D, is an associate professor in the special education program at the University of Alabama at Birmingham. Her research interests include academic, behavioral, and social/emotional supports for students with and at-risk for emotional and behavioral disorders. On these topics she has published over 90 peer-reviewed articles and co-authored the book Supporting Behavior for School Success: A Step-by-step Guide to Key Strategies. Dr. Ennis currently serves as the president elect of the Division for Emotional and Behavioral Health.

David James Royer

David James Royer, PhD, BCBA is an assistant professor at University of Louisville with the College of Education and Human Development’s department of Special Education, Early Childhood, and Prevention Science. His research interests center on systems change via comprehensive, integrated, three-tiered (Ci3T) models of prevention for academic, behavioral, and social success of all students. Additional interests include validating use of low-intensity teacher-delivered strategies as part of daily teacher practice for primary (Tier 1) plan prevention and core instruction, and as secondary (Tier 2) and tertiary (Tier 3) interventions. Dr. Royer also advocates for student-directed individualized education programs (IEPs) and created My IEP®, a curriculum for teaching students to lead their full IEP meeting.

John L. Hosp

John L. Hosp, Ph.D. is a Professor of Special Education in the Department of Student Development in the College of Education at the University of Massachusetts Amherst. His research focuses on aspects of implementing Multi-tiered Systems of Support (MTSS), including aligning assessment and instruction to improve the outcomes of students with disabilities, particularly in the areas of reading and science. In this area, his expertise includes curriculum-based measurement (CBM) and curriculum-based evaluation (CBE). He has received over $10 million in funding for research and student training. His publications (over 50) include the books The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement, Designing and Conducting Research in Education, and The ABCs of Curriculum-Based Evaluation: A Practical Guide to Effective Decision Making.