Department of Educational Psychology, University of Connecticut, 249 Glenbrook Rd., Unit 3064, Storrs, CT, 06268.
Department of Counseling and Applied Educational Psychology, Northeastern University, 404 International Village, Boston, MA, 02155.
J Sch Health. 2020 Apr;90(4):264-270. doi: 10.1111/josh.12872. Epub 2020 Jan 27.
Although recent studies provide information regarding state-level policies and district-level practices regarding social, emotional, and behavioral screening, the degree to which these policies influence screening practices is unknown. As such, the purpose of this exploratory study was to compare state- and district-level policies and reported practices around school-based social, emotional, and behavioral screening.
We obtained data for the present study from three sources: (1) a recent systematic review of state department of education websites; (2) a national survey of 1330 US school districts; and (3) a Web search and review of policy manuals published by the 1330 school districts. Comparative analyses were used to identify similarities and differences across state and district policies and practices.
Of the 1330 districts searched, 911 had policy manuals available for review; 87 of these policy manuals, which represented 10 states, met inclusion criteria, and thus, were included in analyses. Discrepancies were found across state and district policies and across state social, emotional, and behavioral screening guidance and district practices, but consistencies did exist across district policies within the same state.
District-level guidance around social, emotional, and behavioral screening appears to be limited. Our findings suggest a disconnect between state- and district-level social, emotional, and behavioral screening guidance and district reported practices, which signifies the need to identify the main influences on district- and school-level screening practices.
尽管最近的研究提供了有关州级政策和地区级实践的信息，涉及社会、情感和行为筛查，但这些政策对筛查实践的影响程度尚不清楚。因此，本探索性研究的目的是比较州级和地区级政策以及报告的学校社会、情感和行为筛查实践。
我们从三个来源获得了本研究的数据：（1）最近对州教育部网站的系统评价；（2）对 1330 个美国学区的全国调查；（3）对 1330 个学区发布的政策手册的网络搜索和审查。采用比较分析来确定州和地区政策和实践之间的相似点和不同点。
在搜索的 1330 个地区中，有 911 个地区有可供审查的政策手册；其中 87 个政策手册，代表 10 个州，符合纳入标准，因此被纳入分析。州和地区政策以及州社会、情感和行为筛查指南与地区实践之间存在差异，但在同一州内的地区政策之间存在一致性。
地区层面的社会、情感和行为筛查指导似乎有限。我们的发现表明州和地区层面的社会、情感和行为筛查指导与地区报告的实践之间存在脱节，这表明需要确定影响地区和学校层面筛查实践的主要因素。
