SEBA Structure
Within SEBA, the aforementioned three assessment types are used across two “stages.” Each stage represents a decision-making process through which assessment data inform intervention.
Stage 1: The purpose of Stage 1 is to identify targets for intervention. To support target identification, schools examine screening data to determine base rates of risk (i.e., percentage of students who are at risk). If the school-wide base rate exceeds a serviceable level (e.g., 20%), then the school’s best course of action is to improve their overall Tier 1 plan. If the school-wide base rate is low but individual classrooms possess high base rates, those classrooms should receive class-wide intervention. Finally, if a school and classroom’s base rates are low, then individual at-risk students within that classroom should be targeted for intervention. (See Kilgus and Eklund [2016] for more information regarding Stage 1.)
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Stage 2: The purposes of Stage 2 are to (a) identify which interventions are most appropriate for each at-risk student and (b) evaluate student response to intervention. Stage 2 starts with universal screening. Students identified as at-risk are enrolled in a standard protocol Tier 2 intervention, which is applied to each student in an identical manner. Such interventions are broad and general, being pertinent to a wide range of concerns.
Progress monitoring is conducted over time to determine who is or is not responsive. Responsive students remain in the standard protocol intervention. Unresponsive students move to problem analysis, which is used to identify their individual needs. Problem analysis data are then used to determine which adapted Tier 2 interventions are most appropriate for each unresponsive student. |