Universal Screening to Detect Emotional and Behavioral Risk Among English Language Learners

Abstract

Universal screening for emotional and behavioral risk (EBR) within K–12 schools can identify students who might benefit from interventions within Multitiered Systems of Support. As few studies have examined emotional and behavioral risk levels for English Language Learners, the present study used a brief behavior rating scale to examine EBR rates among elementary-aged ELLs and non-ELLs as rated by their classroom teachers. EBR was also examined according to students’ language classifications (i.e., Initial Fluent English Proficient [IFEP], Reclassified, ELL, or English-Only) and gender. Study results demonstrated no relationship between student’s ELL status or language classification and the identification of EBR. However, a significant relationship was found between gender and the identification of EBR among all students, where a higher number of males demonstrated EBR. In addition, students’ reading ability, age, and gender predicted whether ELL and non-ELL students would be identified as at-risk for emotional and behavioral concerns. Implications for practice and future research are discussed.

Impact Summary

The current study provides initial evidence demonstrating that student levels of English language proficiency does not differentially contribute to the identification of students with emotional and behavioral risk using a universal behavior screening measure in an elementary student sample. A logistic regression analysis determined students’ reading ability, age, and gender predicted whether ELL and non-ELL students would be identified as at-risk for emotional and behavioral concerns.

Keywords:

• universal screening
• English Language Learners
• behavior assessment
• reading

Associate Editor:

• Lillian Durán

DISCLOSURE

The authors have no conflicts of interest to report.

Additional information

Notes on contributors

Imelda Murrieta

Dr. Imelda Murrieta is a Nationally Certified School Psychologist who works in the Sunnyside Unified School District in Tucson, Arizona. She was a special education teacher for seven years before receiving her PhD in School Psychology at the University of Arizona. Dr. Murrieta’s areas of special interest include fostering positive family-school partnerships, the assessment of culturally and linguistically children, and consultation for academic and behavioral interventions through MultiTier Systems of Support (MTSS) or Teacher Assistance Team (TAT).

Katie Eklund

Dr. Katie Eklund is an Associate Professor in the Educational Psychology Department at the University of Wisconsin-Madison and Co-Director of the School Mental Health Collaborative. Prior to entering academia, Dr. Eklund worked in public education for 10 years as a school administrator, school psychologist, and school social worker. She is currently a Nationally Certified School Psychologist and licensed psychologist. Dr. Eklund’s research focuses on school mental health, including early identification and intervention for children who have behavioral and/or social–emotional concerns, social emotional learning, school climate, and school safety.