The Social Emotional Health Survey– Secondary (SEHS-S) and Social Emotional Health Survey– Primary (SEHS-P) are 36-item self-report measures that assess youth’s social and emotional strengths.

The SAEBRS is a brief tool supported by research for use in universal screening for behavioral and emotional risk. The measure falls within a broad class of highly efficient tools, suitable for teacher use in evaluating and rating all students on common behavioral criteria (Severson, Walker, Hope-Doolittle, Kratochwill, & Gresham, 2007). The SAEBRS is designed for use in the K-12 setting. It is grounded within a conceptual model, which states that a student’s success in school is not only related to his or her academic achievement, but also success within multiple behavioral domains. Research suggests the SAEBRS may be used to evaluate student functioning in terms of overall general behavior, as assessed by a broad Total Behavior (19 items). Research further suggests the SAEBRS may be used to evaluate student behavior within multiple inter-related narrow domains, as assessed by the Social Behavior (6 items), Academic Behavior (6 items), and Emotional Behavior (7 items) subscales. SAEBRS is often paired with mySAEBRS, a student self-assessment.

The Strengths and Difficulties Questionnaire (SDQ) screens for positive and negative psychological attributes.

The Student Externalizing Behavior Screener (SEBS; Cook, 2012) is a 7-item brief measure of externalizing behavior problems, modeled after the Student Risk Screening Scale (Drummond, 1994). The 7 items include (a) Defiant or oppositional to adults, (b) Fights or argues with peers, (c) Bullies others, (d) Gets angry easily, (e) Lies to get out of trouble, (f) Disrupts class activities, and (g) Has difficulty sitting still. Each item is arranged on a four-point response scale to assess the frequency with which a teacher observers the target behaviors. Previous research has demonstrated that the SEBS possesses strong reliability, validity, and classification accuracy (Cook, 2012; Cook, Volpe, & Gresham, in press).

The Student Internalizing Behavior Screener (SIBS; Cook et al., 2011) was developed to identify students who have an internalizing behavior disorder or who are at risk for developing one. The SIBS was modeled after the Student Risk Screening Scale (SRSS; Drummond, 1994) to include seven key behavioral indicators of internalizing behavior patterns. An extensive review of the literature on internalizing behavior patterns in children and youth was performed to identify the key behavioral indicators of internalizing behavior. The top seven indicators were then selected for inclusion in the SIBS. The seven behavioral indicators included in the SIBS are as follows: nervous or fearful, bullied by peers, spends time along, clings to adults, withdrawn, seems sad or unhappy, and complains about being sick or hurt. The indicators are rated on a 4-point Likert-type scale according to their frequency of occurrence. In a sample of a sample of elementary-age students and their teachers, the SIBS demonstrated adequate internal consistency and temporal stability reliability estimates, as well as acceptable criterion relatedness with a well-established general measure of internalizing behavior problems and a brief index of externalizing behavior measure.

The Student Risk Screening Scale is a brief, no-cost, user-friendly screening tool designed to identify school-aged students with externalizing problems. The SRSS includes the following seven items: (a) steal; (b) lie, cheat, sneak; (c) behavior problem; (d) peer rejection; (e) low academic achievement; (f) negative attitude; and (g) aggressive behavior. These items are rated on a four-point Likert-type scale (never = 0, occasionally = 1, sometimes = 2, frequently = 3). Total scores are summed (range = 0–21, with higher scores indicating higher risk) and used to classify students into one of three risk categories established by publishers: low (0–3), moderate (4–8), or high (9–21). The SSRS can be completed by teachers 6-8 weeks after the onset of the academic years and requires approximately 10 to 15 minutes to rate all students within a classroom.

The Student Risk Screening Scale – Internalizing and Externalizing is a universal screening tool used three times per year to identify students who may be at risk for challenging, antisocial behavior. The SRSS-IE is conducted to better inform instruction. It is not used to exclude students from the instructional environment. Rather, it is used to select appropriate supports for students. The SRSS is not used independently to determine special education eligibility or make other high stakes decisions. The SRSS-IE, like all universal screening tools, is not used to label students. The SRSS-IE is not intended as an assessment of traits or personality. It should be used as one of multiple data sources to indicate student risk.

The Pianta Student-Teacher Relationship Scale (STRS) is an instrument to measure teachers’ perceptions of their relationships with individual students. The STRS measures student-teacher relationship patterns in terms of conflict, closeness and dependency, as well as overall quality of the relationship. It assesses teacher’s perception of his/her relationship with a student, the student’s interaction with the teacher, teacher’s beliefs about the student’s feeling towards them.

A tool used to identify students at risk for externalizing and internalizing problems. In Stage 1 educators rank order their class along the two dimensions. In Stage 2, three scales are used to determine if students exceed normative criteria (scales: Critical Events Index, Adaptive Behavior Rating Scale, Maladaptive Behavior Rating Scales). Typically, three students in each category move on to Stage 2.