SAEBRS- FastBridge Behavior


    The SAEBRS (Social, Academic, and Emotional Behavior Risk Screener) is a brief and efficient tool for universal screening of student risk for social-emotional and behavioral problems for students in Grades K through 12.

    FastBridge reports display students' scores, risk levels according to benchmark targets and more--all in convenient, concise reports.

    FastBridge SAEBRS reports display students’ scores, risk levels according to benchmark targets and more–all in concise reports.

    Behavior and academic success are intimately connected and need to be intelligently addressed together. SAEBRS is grounded in this conceptual model, which specifies that school success is predicated not just upon academic achievement, but also success within multiple inter-related behavioral domains. SAEBRS is used to evaluate students’ overall general behavior, as well as risk for problems within the following specific types of behavior:

    • Risk for Social Behavior ProblemsStudent displays behaviors that limit his/her ability to maintain age appropriate relationships with peers and adults.

    • Risk for Academic Behavior Problems:  Student displays behaviors that limit his/her ability to be prepared for, participate in, and benefit from academic instruction.

    • Risk for Emotional Behavior ProblemsStudent displays actions that limit his/her ability to regulate internal states, adapt to change, and respond to stressful/challenging events.


    FastBridge Behavior (SAEBRS) is quick to administer, predictive of risk, and provides teachers with data to inform instruction.

    SAEBRS predictive of risk and provides teachers with data to inform instruction.  Screening may be conducted up to five times per year with individual students, or three times across a classroom, grade level, school or district. 

    • Individual ScreeningBy evaluating in which of the three specific domains (i.e., academic, social, or emotional) a student may be 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, a school may decide to target the student’s emotional behaviors via the application of social-emotional learning programs.

    • Student Self-Screening: The mySAEBRS tool allows students to self-assess their social, academic, and emotional behavior with a simple, brief, online interface.
    • Group ScreeningSAEBRS data is also useful in program evaluation, and in determining how groups of students may be best supported at Tier 1. For instance, data showing a significant percentage of students are at-risk in Social Behaviors could be used to indicate whether a school should invest in the support of teacher classroom management practices given the prevalence of social behavioral concerns across numerous students.

    Reports are available at the individual student and class levels to evaluate student performance against local norms and cut scores corresponding with varying levels of performance on criterion gold standard behavior rating scales.