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Use Social-Emotional Behavior Assessments to Support Social-Emotional Learning

Discover an efficient, research-proven way to address social-emotional behavioral (SEB) concerns and support social-emotional learning (SEL). Our SEB assessments are backed by over 10 years of collaborations with researchers at top universities nationwide.

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Social-Emotional Behavior Assessment Data: The Key to SEL Success

ScreenStudent

Screen to identify students in need of more intensive supports

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Use screening data to select an SEL curriculum that matches students' specific and unique needs

MonitorStudentProgress

Monitor the progress of students and their response to curriculum and programming

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Pinpoint Which Social-Emotional Skills Need Support in the Classroom

Self-Management

Ability to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals.

Self-Awareness

Ability to understand one's emotions and how they influence behavior.

Responsible Decision-Making

Ability to make caring and constructive choices about personal behavior and social interactions across diverse situations.

Relationship Skills

Ability to establish and maintain healthy and supportive relationships with diverse individuals and groups.

Social Awareness

Ability to understand the perspectives of and empathize with others.

Independently adapted from CASEL's SEL Framework.
©2020 CASEL. All rights reserved. www.casel.org.

To identify how well developed self-management skills are in students, ask yourself:

Academic Behavior

  1. How prepared are they for instruction?
  2. Do they complete their work on time?
  3. Do they have difficulty working independently?
  4. Are they organized?

Emotional Behavior

  1. How well do they adapt to change?
  2. Do they have difficulty rebounding from setbacks?

To identify how well developed self-awareness skills are in students, ask yourself:

Emotional Behavior

  1. How well do they adapt to change?
  2. Do they have difficulty rebounding from setbacks?
  3. Are they withdrawn or appear worried?
  4. Do they tend to have a positive attitude?

To identify how well developed responsible decision-making skills are in students, ask yourself:

Academic Behavior

  1. How prepared are they for instruction?
  2. Do they complete their work on time?
  3. Do they have difficulty working independently?
  4. Are they organized?
  1. How well do they cooperate with their peers?
  2. Do they have trouble controlling their impulses?
  3. Do they display socially appropriate responses toward others?

To identify how well developed relationship skills are in students, ask yourself:

  1. How well do they cooperate with their peers?
  2. Do they have trouble controlling their impulses?
  3. Are they argumentative?
  4. Do they display socially appropriate responses toward others?

To identify how well developed social awareness skills are in students, ask yourself:

  1. How well do they cooperate with their peers?
  2. Do they have trouble controlling their impulses?
  3. Are they argumentative?
  4. Do they display socially appropriate responses toward others?
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Use Social-Emotional Behavior Assessments to Support Social-Emotional Learning.
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Learn More About Our SEB Measures
and Meet the Researchers Who Created Them

SAEBRS

The Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) identifies K-12 students who are at-risk for academic, social, and/or emotional behaviors. SAEBRS can also be used to determine which class, grade, or schools need support to be successful.

Universal Screening

Grades K-12

mySAEBRS

mySAEBRS is the companion to the SAEBRS teacher report. It is a brief and contextually relevant self-rating of student risk for emotional and behavioral problems.

mySAEBRS is available in both English and Spanish.

Universal Screening

Grades 2-12

DevMilestones

DevMilestones is a brief rating scale that tracks student development in key areas of functioning during preschool and kindergarten. It is a criterion-referenced tool designed to evaluate each student’s performance relative to established milestones.

Universal Screening

Grades PreK-K

Direct Behavior Rating (DBR)

DBR is designed to be used as a progress monitoring measure to complement the use of SAEBRS and mySAEBRS screening assessments. With the DBR, educators can easily determine if social, emotional, and behavioral interventions are working.

Progress Monitoring

Grades K-12

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The Researchers

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Dr. Greg Fabiano

DBR

Professor of Psychology, Florida International University

LeAnne-Johnson

Dr. Leanne Johnson

DevMilestones

Associate Professor of Educational Psychology, University of Minnesota

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Dr. Stephen Kilgus

SAEBRS/mySAEBRS & DBR

Associate Professor of School Psychology, University of Wisconsin-Madison

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Dr. Nathaniel von der Embse

SAEBRS/mySAEBRS & DBR

Associate Professor of School Psychology, University of South Florida

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Act on Social-Emotional Behavior Assessment Data with Skills-Based Interventions

FastBridge offers specific tools, strategies, and modifications for educators to use to promote social emotional learning in the social, academic, and emotional domains. These approaches are based on considerable research in schools and have been evaluated by educators as feasible for everyday use.

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Social

Includes tools and strategies to improve classwide and individual student behavior to promote a positive environment for learning and interaction.

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Academic

Includes tools and strategies to help students classwide and individually be productive and efficient in learning situations.

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Emotional

Includes tools and strategies to help students self-monitor, self-manage, and move toward positive growth in their modulation of feelings and associated thoughts and behaviors.

Pair SEB Assessments with SEL Instruction

Illuminate works with the following organizations to provide districts with proven SEL curricula options that can be used in conjunction with our social-emotional behavior assessments to increase the effectiveness of school-wide social-emotional learning efforts.

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Committee for Children offers research-based SEL materials with their curricular solution SecondStep to help address the “now what?” needs of students.

EmpowerU

EmpowerU provides schools with a highly personalized, online SEL program that helps young people replace anxiety and depression with resilience and confidence, fueling student transformation.

ChooseLove

ChooseLove (a 501(c)(3) nonprofit organization) offers a program to create safer and more loving communities through groundbreaking SEL programs that are free of cost and suited for all stages of life.

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Interested in learning more?
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Resources on Social-Emotional Behavior Assessment

eBook
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Using Social-Emotional Behavior Assessments to Support Student Success

Get insight into using SEB assessments alongside academic assessment within MTSS to pinpoint whether students need academic or SEB interventions—or both.

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Your Guide to Choosing the Right Social-Emotional Behavior Assessment

Ensure you’re selecting the right SEB screener to deliver the data you need using these 11 critical criteria.

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Preparing for Success: Leveraging Social-Emotional Behavior Data to Plan for Next Year

Learn how to use this year’s SEB data as a planning tool to inform your budget and programming decisions, build on student strengths, and address student needs effectively in 2021-22.

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Customer Testimonial

Social-emotional behavior data was the missing piece of the puzzle at Clarksville-Montgomery County School System. See how CMCSS uses social-emotional behavior assessment to plan more effective academic supports.

FAQ

Social-Emotional Behavior Assessment FAQs

Most school districts don’t have the expertise to judge the evidence for the assessment tool they use to evaluate students. The technical (e.g., psychometric) properties of an assessment are directly related to the usefulness of the data, and defensibility of the decisions derived from said data. For this reason, it is important to use research-based social-emotional behavior assessments that have undergone a third-party review process. A strong research-based social-emotional behavior assessment should be shown to be effective in two or more research studies with different groups and settings of students. It should also have evidence that the resulting data led to meaningful and effective interventions.

FastBridge’s SEB assessment is the only universal screener that has been demonstrated to meet the psychometric criteria established by the National Center on Intensive Intervention for convincing evidence of reliability, validity, and diagnostic accuracy. Additionally, studies have shown that results from the FastBridge SEB assessment lead to more equitable access to critical mental health services and help reduce disproportionality—specifically when compared to office discipline referrals. Notably, SAEBRS and mySAEBRS include items related to academic behaviors as well as internalizing and externalizing behaviors which are all important components of school success.

How frequently social-emotional behavior assessments should be given depends on what the overall purpose is for collecting data. If the goal is to learn how well school-wide behavior instruction is working then social-emotional behavior assessments designed for universal screening should be administered three times a year. If the objective is to understand if an individual student is making progress towards goals (e.g., reducing the number of problem behavior instances), then social-emotional behavior assessments designed for progress monitoring can be used multiple times a week.

While there are no official qualifications required to administer most social-emotional behavior screening assessments, Illuminate Education has developed training to inform educators of the purpose of screening assessments, give explicit instructions on how to administer and complete the assessments, and provide guidance for using social-emotional behavior assessment data to inform interventions and program evaluation. All rating scales—regardless of psychometric evidence—are subject to teachers’ bias especially without high-quality training. We strongly encourage additional professional learning that will prepare teachers to use such rating scales with integrity and accuracy.