SAEBRS
The SAEBRS (Social, Academic, and Emotional Behavior Risk Screener) is a brief, norm-referenced tool for screening all students to identify those who are at risk for social-emotional behavior (SEB) problems. SAEBRS is one of the only SEB universal screening tools built to assess both the absence of problem behaviors and symptomatology (e.g., internalizing and externalizing behaviors) and the presence of well-being and competencies (e.g., social-emotional skills).
SAEBRS has a student-rater companion assessment, mySAEBRS, which allows students in grades 2-12 to self-assess their social, academic, and emotional behavior. FastBridge recommends using both raters together to gain a more complete picture of a students social-emotional functioning and wellbeing.
SAEBRS Domains
SAEBRS is grounded within a conceptual model stating that a student’s success in school is not only related to their academic achievement, but also success within multiple behavioral domains.
SAEBRS contains one broad scale and three subscales to measure students’ social-emotional competencies. These three domains are interrelated with the CASEL framework’s five core SEL competencies.
Social Behavior Domain (6 items)
Students’ ability to understand social norms, empathize, and understand the perspectives of others.
Academic Behavior Domain (6 items)
Skills necessary for students to be prepared for, participate in, and benefit from academic instruction.
Emotional Behavior Domain (7 items)
Students’ ability to regulate internal states, adapt to change, and respond to stressful/challenging events.
Importantly, the three SAEBRS domains can be linked to many evidence-based SEL curricula. By utilizing these domains, schools can select appropriate SEL curricula and target areas that meet the unique needs of their students. Download our SEL Implementation Guide for specific curricula recommendations.
Screening
SAEBRS can be used to identify students who are at risk for social, academic, and emotional behaviors up to five times a year at the classroom, grade, school, or district level. By evaluating in which of the three specific domains a student is at risk, educators may determine what type of supports are most appropriate and which problem behaviors should be prioritized through intervention. For instance, if a student is only at risk for emotional problems, then a school may decide to target emotional behaviors via the application of social-emotional learning (SEL) programs.
Progress Monitoring
SAEBRS is not intended for progress monitoring.
Administration
SAEBRS a teacher observation rating scale that may be completed using a computer or tablet. Ratings correspond to the frequency of various behaviors in the previous month (Never, Sometimes, Often, Almost Always). FastBridge recommends that SAEBRS not be administered until students have been in school for at least six weeks. This helps ensure that the teacher chosen to complete the SAEBRS has ample time to interact extensively with each student, and it gives students the opportunity to adjust to a new routine and setting.
