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Early identification of student behavioral needs allows educators the opportunity to apply appropriate interventions before negative behaviors become more intensive and persistent. A variety of screening tools are available to identify which students are at risk for persistent behavior problems in school. This article provides two examples in which the "Emotional and Behavioral Screener" (EBS) was used to identify students at risk of emotional or behavioral problems. Example 1 demonstrates how the EBS can be used within a schoolwide positive behavioral interventions and supports framework to inform decision making. Example 2 demonstrates how the EBS can be used to inform behavioral intervention decisions in an individual teacher's classroom. Finally, suggestions for using the EBS across various school formats are provided.

Strength-based assessment of behaviors in preschool children provides evidence of emotional and behavioral skills in children, rather than focusing primarily on weaknesses identified by deficit-based assessments. The Preschool Behavioral and Emotional Rating Scales (PreBERS) is a normative assessment of emotional and behavioral strengths in preschool children. The PreBERS has well-established reliability and validity for typically developing children as well as children with identified special education needs, but this has not yet been established for children in Head Start programs, who tend to be at high risk for development of emotional and behavioral concerns. This study explores the factorial validity of the PreBERS scores for a large sample of children participating in Head Start programs around the United States. Results not only confirm the fit of the four-factor model of the PreBERS for this population, but also demonstrate the application of a bifactor model to the structure of the PreBERS which, in turn, allows for the computation of model-based reliability estimates for the four subscales (Emotional Regulation, School Readiness, Social Confidence, Family Involvement) and overall strength index score. The implications suggest that the PreBERS items are reliable scores that can be used to identify behavioral strengths in preschool children in Head Start, and support planning of interventions to selectively address component skills to promote child social and academic success.

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Exome sequencing (ES) is now a relatively straightforward process to identify causal variants in Mendelian disorders. However, the same is not true for ES in families where the inheritance patterns are less clear, and a complex etiology is suspected. Orofacial clefts (OFCs) are highly heritable birth defects with both Mendelian and complex etiologies. The phenotypic spectrum of OFCs may include overt clefts and several subclinical phenotypes, such as discontinuities in the orbicularis oris muscle (OOM) in the upper lip, velopharyngeal insufficiency (VPI), microform clefts or bifid uvulas. We hypothesize that expanding the OFC phenotype to include these phenotypes can clarify inheritance patterns in multiplex families, making them appear more Mendelian. We performed exome sequencing to find rare, likely causal genetic variants in 31 multiplex OFC families, which included families with multiple individuals with OFCs and individuals with subclinical phenotypes. We identified likely causal variants in COL11A2, IRF6, SHROOM3, SMC3, TBX3, and TP63 in six families. Although we did not find clear evidence supporting the subclinical phenotype hypothesis, our findings support a role for rare variants in the etiology of OFCs. [ABSTRACT FROM AUTHOR]

Strength-based assessment has achieved acceptance from educational, mental health, and social service professionals as a means to measuring emotional and behavioral strengths of children. Several standardized, norm-referenced tests have been developed to assess these strengths; however, the primary mode of assessment is via informal interviews of parents and caregivers. In many cases, these interviews lack psychometric support, including basic validity and reliability. The purpose of this study was to document the multistep process used to establish the content validity of a newly developed instrument: Behavioral and Emotional Rating Scale: Strength-Based Interview. Specifically, the results of a survey of 40 U.S. professional mental health staff and educators are described where respondents rated the importance of interview questions to the construct of strength-based assessment. The findings of the survey as well as the 18 items deemed most important are reported. Research limitations, future research, and implications for mental health and educational professionals are discussed. [ABSTRACT FROM AUTHOR]