Early Identification of Behavioral and Emotional Problems in Youth: Universal Screening versus Teacher-Referral Identification

Abstract

Universal screening is one strategy to enhance the early identification of behavioral and emotional problems among youth. Although it appears to be effective, it is unclear if universal screening is more or less effective than current teacher referral practices. Thus, the purpose of this study was to compare the effectiveness of a teacher-rated, universal screener and typical teacher-referral methods in identifying youth at risk for emotional and behavioral problems. Results indicated that of the 24 students identified as at-risk by the universal screening measure, only 11 were previously identified through current teacher referral practices — highlighting the potential benefit of universal screening to enhance early identification. Furthermore, results indicated that academic achievement and student engagement outcomes were significantly correlated with at-risk status by identification method. The strengths and limitations of this study, as well as implications for practice, are discussed.