Universal screening enables service providers and families to quickly identify difficulties and implement strategies that are likely to lessen the probability of longterm negative outcomes including severe persistent challenging behaviors. The practice of universal screening is in line with the prevention approach that is the foundation of the Pyramid Model framework of the Technical Assistance Center on Social Emotional Interventions (TACSEI) (www. challengingbehavior.org) and the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) (www.vanderbilt.edu/csefel) as well as that embraced by many schools (Levitt et al, 2007). In addition to implementing targeted strategies for those children identified as at-risk by screening, special attention should be given to the quality of the environment and relationships that the all children have with those around them (TACSEI, 2008; CSEFEL, 2008). All of these aspects are important to promoting social and emotional competence in young children. The purpose of this document is to provide a brief overview of the use of screening and to help administrators and teachers choose appropriate instruments for implementing a screening program.