archives@tulane.edu / Early social, emotional, and behavioral skills have been shown to be predictive of academic achievement and future success. With early intervention, effects of skill deficits can be mitigated (Albers, Glover & Kratochwill, 2007). However, less than half of the 10% to 20% of students who are thought to be at-risk receive the interventions they need (Bradshaw et al., 2008; Gresham, 2007). Schools are uniquely positioned to identify and provide interventions for students. As a result, administrators have begun to shift toward data-based decision-making models that include universal screeners, as initial steps for identifying and providing interventions for at-risk students. Selection of a screener is determined by the availability of resources, student demographics, and predictive validity. The purpose of this study was to investigate the Strengths and Difficulties Questionnaire, a social, emotional, and behavioral screener. Specifically, the study investigated the relationship between at-risk scores and behavior problems in schools. Study participants are 433 students in grades K to 4 attending an elementary charter school serving a predominantly low-income African American student body. Beginning-of-the year SDQ total difficulty scores and end-of-the year ODRs were analyzed using both correlational and regression analyses, to establish relationship and predictive ability of the screener. Both correlational and regression analyses confirmed a statistically significant relationship between SDQ total difficulty scores and end-of-the year ODRs. Therefore, universal screening provides schools with valuable baseline information about student social, emotional and behavioral functioning. / 1 / Raquel Gutierrez