In this article, we discuss the importance of systematic screenings to monitor K—12 students’ behavioral and academic performance, with an emphasis on the need to identify and support students with emotional and behavioral disorders before they develop significant learning and behavior problems requiring special education services under the category of emotional disturbances. We emphasize the importance of conducting systematic screenings across the K—12 grade span within the context of comprehensive, integrated, three-tiered models of prevention. We provide brief descriptions of some of the current tools available to assess academic and behavioral performance patterns over time and present a balanced discussion of the benefits and challenges associated with the screening. Specifically, we describe how these measures can be used to (a) assess overall levels of performance within and across the school years and (b) identify students who may require secondary and tertiary levels of prevention beyond primary prevention efforts. We conclude with responsibilities that come with conducting screenings, with specific considerations for practitioners, researchers, and policy makers.
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