Blog

  • Making the mental health – behavior connection

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    How one Indiana school overcame rampant behavior issues by focusing on their students’ mental health

    Teachers struggling with classroom behavior is a tale as old as time, but one thing that’s changed in the story is how behavior issues are handled. Serving approximately 500 PreK through 6th grade students, Arlington Woods Elementary in Indiana is a school like any other. Teachers set the boundaries, students test the boundaries, and administrators are called in to try and reinforce the boundaries — however, typical behavior remediation wasn’t working. Suspensions were up, teacher morale was down, and academic achievement scores had flatlined. Something had to give.

    Dr. Kristine Eaton, the former Indianapolis Public Schools Wellness Specialist, worked in IPS for 20 years, and had an up close and personal view of what was going on at Arlington Woods. She sat down with the school’s administrators and together they decided to tackle their school’s behavior problem from the inside — by focusing on their students’ social-emotional health. Dr. Eaton researched various tools and methodologies for improving students’ social-emotional wellbeing while also supporting their teachers and thankfully discovered Review360.

    Review360 proved to be the magic thread that wove together teacher support, mental health and behavior concerns, effective communication, and consistent interventions.

    Review360 not only helped students take ownership of their academic success, it also provided urgently needed support for the school’s teachers.

    How did Review360 help to transform this school?

    Read their success story!

    Review360’s web-based system enhances communication among teachers for students who are in both regular AND special education settings, and helps improve outcomes for all students.

    Review360 provides:

    • Universal screening
    • Progress monitoring
    • Incident reporting and analysis
    • Professional development for teachers
    • Evidence-based, consistent interventions

    How could your school or district benefit from increased accountability, communication, and insight? Visit PearsonClinical.com/Review360 or call 800-328-5999 and be one step closer to becoming our next Review360 success story!  

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  • Sensitivity, specificity, and the agreement index

    Teacher with students

    What are they, and why do they matter when choosing a developmental screener?

    The extent to which a test performs accurately in a screening situation can be determined by the three indices of a test’s validity: Sensitivity, Specificity, and the Agreement Index. Here’s a brief explanation of each and how they relate to a test’s validity:

    • Sensitivity relates to the proportion of the children at the extreme end of the continuum (Potential Delay category) who were identified as such in the screening process.
    • Specificity refers to the proportion of those children in the OK category who were identified as OK in the screening process.
    • Agreement Index refers to the percentage of children for whom the screening decision was correct, whether at the extreme or in the “OK” range.

    These three indices are the best way to determine the extent to which a screening test is doing what it is supposed to do: separating children at the extreme end (potential learning delays) from children who perform in a more typical manner. Having these factors at play when identifying the children who may need further testing can help get them the support they need... sooner.

    ESI-3 takes all three indices into account!

    If you need to take a closer look at overall abilities to determine where additional support may be necessary, the Early Screening Inventory, Third Edition will give you the tools you need to individually screen kids ages 3:0–5:11 in several areas of development.  

    Read the previous articles in this series.

    For more information on developmental screening with the ESI-3, visit  

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