Social withdrawal is an internalizing behavior that can be indicative of future mental health diagnoses (e.g., social anxiety disorder, selective mutism) when observed in early childhood. Given this and its association with negative academic and social-emotional outcomes, it is important that schools screen for social withdrawal beginning in early childhood. Several screening tools are currently available to help educators in preschool settings identify internalizing behaviors more broadly. The purpose of this study was to assess whether a broad, multiple-gate screener for internalizing behavior accurately identified socially withdrawn preschoolers. Nine preschool children identified by the screener were observed on the playground using partial interval recording. Results indicated that these children spent significantly less time engaged in positive peer interaction than their comparison peers. Follow-up assessment indicated that four (44.44%) of these participants also demonstrated clinically significant levels of socially withdrawn behavior. Implications for school-based screening practices are discussed.
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