What is the SRSS-IE?

The Student Risk Screening Scale - Internalizing and Externalizing is a brief universal screening tool that helps you identify students at risk for challenging behaviors and poor outcomes:

ewi-guide-icon (1) OFFICE DISCIPLINE REFERRALS
ewi-guide-icon (1) SUSPENSIONS
ewi-guide-icon (1) ACADEMIC FAILURE

 

What is the research behind the SRSS-IE? Does it work?

Studies examining the reliability and validity of the SRSS-IE have found high internal consistency and test-restest stability.*

  Findings are consistent across urban, suburban, and rural settings.
  Research shows predictive validity for risk-level and office discipline referrals, suspensions, and course failures.

 

srss-ie-research

What does the SRSS-IE assess?

srss-ie-internalizing-externalizing

  Internalizing behavior patterns refer to behaviors that students direct inwardly, away from the external social environment.
  Externalizing behavior patterns refer to behaviors that students direct outwardly, toward the external social environment.

 

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How does Branching Minds help teachers support students with behavior needs?

Branching Minds provides an end-to-end solution for supporting students’ behavior needs. In addition to the SRSS-IE universal screener for behavior, Branching Minds provides teachers with behavior incident documentation for both major and minor incidents, behavior support planning with an extensive library of evidence-based behavior supports, configurable behavior progress monitoring, and robust reporting at both the student and systems level.

Branching Minds Behavior Report-min

With the SRSS-IE integration, Branching Minds partners can:

  Train teachers on how to administer the SRSS-IE through our embedded asynchronous LMS
  Efficiently administer the SRSS-IE
  Understand behavioral risk across student, classroom, grade, and school levels using validated cut points
  Identify students needing additional behavioral support
  Create and monitor behavior support plans using evidence-based strategies matched to student needs in the Branching Minds Support Library
  Determine where a system-level response is needed (staffing, resources, programming) to more effectively meet student needs at any tier level

 

SRSS-IE Report in the Branching Minds platform-min

Fill out the form to speak to an MTSS expert for a personalized tour of the Branching Minds MTSS Platform.

“ When deciding on which platform would be the best partner for CMS, our team of teachers and administrators found Branching Minds to be best-in-class - the most user-friendly for teachers and the most powerful data-driven solution for administrators. ”
— Dr. Frank Barnes, Chief Accountability Officer at Charlotte-Mecklenburg Schools (NC)

*References

Barger, B., Graybill, E., Roach, A., & Lane, K. (2022). Differential item and test functioning of the SRSS-IE12 across race, ethnicity, gender, and elementary level. Assessment for Effective Intervention, 47(2), 79-88. https://doi.org/10.1177/1534508420976830.
Lane, K. L., Oakes, W. P., Buckman, M. M., Lane, N. A., Lane, K. S., Fleming, K., ... & Cantwell, E. D. (2023). Additional evidence of predictive validity of SRSS-IE scores with elementary students. Behavioral Disorders. https://doi.org/10.1177/01987429231222890.
Lane, K. L., Oakes, W. P., Cantwell, E. D., Common, E. A., Royer, D. J., Leko, M. M., ... & Allen, G. E. (2019). Predictive validity of Student Risk Screening Scale—Internalizing and Externalizing (SRSS-IE) scores in elementary schools. Journal of Emotional and Behavioral Disorders, 27(4), 221-234. https://doi.org/10.1177/1063426618795443.
Lane, K. L., Oakes, W. P., Cantwell, E. D., Menzies, H. M., Schatschneider, C., Lambert, W., & Common, E. A. (2017). Psychometric evidence of SRSS-IE scores in middle and high schools. Journal of Emotional and Behavioral Disorders, 25(4), 233-245. https://doi.org/10.1177/1063426616670862
Oakes, W. P., Lane, K. L., & Ennis, R. P. (2016). Systematic screening at the elementary level: Considerations for exploring and installing universal behavior screening. Journal of Applied School Psychology, 32(3), 214-233. https://doi.org/10.1080/15377903.2016.1165325.