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Title: Overview of Prevention and Early Intervention in Schools: Update and Current Landscape


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Overview of Prevention and Early Intervention in
SchoolsUpdate and Current Landscape
  • Hill M. Walker, Ph.D.,
  • Institute on Violence and Destructive Behavior
  • University Of Oregon

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Current Status of Intervention and Service
Delivery In School Contexts for Students with
Disruptive Behavior Disorders
  • Publics View Of The Mission Of Schooling
  • Promote and Foster the Academic and
  • Social Development of Students
  • Vs.
  • Educators View Of The Schools Mission
  • Develop Students Academic Achievement
  • Control, Contain and Isolate Disruptive Students
  • Control Costs
  • Avoid Lawsuits
  • Respond to High Stakes Testing and NCLB

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Public pressures for accountability, school
safety and school improvement have resulted in
  • Many public schools transformed into
    fortress-like structures
  • Attempts to profile at risk students so likely
    violent offenders can be pre-identified
  • Increase in referrals to specialized settings
    within and outside the school system
  • Pressures on at risk students to leave school
    early
  • Renewed interest in prevention

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Schools accommodation of the behaviorally at
risk student population
  • Schools focus almost exclusively on disruptive
    students
  • Estimates suggest up to 20 of school population
    has a serious mental health disorder or set of
    problems
  • Approximately 1 of public school students are
    served by mandated IDEA services and protections
  • Approximately 75 of mental health services that
    students do receive are delivered in and by
    schools

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School Improvement Efforts Focus on Ramping Up
Accountability Pressures
  • Mandated testing requirements of NCLB
  • Sanctions for lower school performance
  • Test results are not used to revise or improve
    instruction
  • Testing requirements shut down normal activities
    of schools for extended time periods

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Schools are in the Business of Educating Students
and are Increasingly Resistant to Accommodating
Mental Health Delivery Services in School Contexts
  • Currently, 75 of mental health services for
    students are delivered in school.
  • Conflicts with school values and mandates of NCLB
  • 20 of todays students meet criteria for a
    recognized mental disorder.
  • Only about 1/6th of these students actually
    access treatment services.
  • Of those students who do access school-based,
    treatment services for their problems, only about
    10 are actually exposed to proven or promising,
    evidence-based practices.

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Schools referral patterns of behavior disordered
students over time
  • Have not changed appreciably in the past two
    decades
  • Patterns for autism, in contrast, have changed
    markedly
  • Studies of school referral patterns show that
    behavioral referrals peak around grade nine--in
    contrast, referrals for academic problems peak at
    grade two

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Current Landscape of School-Related Behavior
Disorders (2)
  • National Trends in the Identification of Students
    with Behavioral Challenges
  • (SED sample)
  • (Autism sample)
  • Approximately 1 of public school population
    served as EBD under auspices of IDEA.
  • Special Education can never solve problem
  • (a) costs
  • (b) legal and bureaucratic barriers

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Universal Screening Methods Using Multiple Gates
  • First used by Cronbach in 1940s
  • Patterson, Loeber, Dishion (1984) developed a
    three-stage, multiple-gating model to identify
    delinquency-prone youth
  • Walker, Severson, Feil (1990, 1995) have
    developed the SSBD and ESP multiple-gating models
    for use in screening BD students in preschool
    through elementary
  • (example)

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The Role of Risk and Protective Factors in
PreventiveInterventions
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Risk factors and their operation.
  • Coie et al. (1993, p. 1022) grouped empirically
    derived, generic risk factors into the following
    seven individual and environmental domains
  • Constitutional handicaps perinatal
    complications, neurochemical imbalance, organic
    handicaps, and sensory disabilities
  • Skill development delays low intelligence,
    social incompetence, attentional deficits,
    reading disabilities, and poor work skills and
    habits
  • Emotional difficulties apathy or emotional
    blunting, emotional immaturity, low self-esteem,
    and emotional dysregulation

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Risk factors and their operation (Continued).
  • Family circumstances low social class, mental
    illness in the family, large family size, child
    abuse, stressful life events, family
    disorganization, communication deviance, family
    conflict, and poor bonding to parents
  • Interpersonal problems peer rejection,
    alienation, and isolation
  • School problems scholastic demoralization and
    school failure
  • Ecological risks neighborhood disorganization,
    extreme poverty, racial injustice, and
    unemployment.

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Protective factors and their operation.
  • Defined. Protective factors are variables that
    reduce the likelihood of maladaptive outcomes
    under conditions of long-term risk exposure.
    There are three domains of protective factors as
    follows
  • The first domain includes characteristics of the
    individual such as cognitive skills,
    social-cognitive skills, temperamental
    characteristics, and social skills.
  • The second domain involves the quality of the
    interactions that an individual has with the
    social environment and that involve the key
    social agents of parents, teachers and peers.
  • The third protective domain involves school-home
    relations, quality schools, a mentor-support
    person, and self control, self regulation skills
    and capabilities

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Student access and implementing evidence-based
interventions in school settings
  • Schools are a setting in which much interpersonal
    aggression among children occurs and the only
    setting with almost universal access to children.
  • There are many prevention strategies from which
    school administrators might choose, including
  • surveillance (e.g., metal detectors, security
    guards),
  • deterrence (e.g., disciplinary rules, zero
    tolerance policies), and
  • psychosocial programs.
  • Over 75 of schools in one national sample
    reported using one or more of these prevention
    strategies to deal with behavior problems.

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Meta-analytic Outcomes Re School Interventions
for Aggressive and Disruptive Students
(Source Sandra Jo Wilson and Mark W. Lipsey,
of the Center for Evaluation Research and
Methodology, Institute for Public Policy Studies,
Vanderbilt University)
  • The most common and most effective approaches
    were universal programs and targeted programs for
    selected/indicated children.
  • Multi-component comprehensive programs did not
    show significant effects and those for special
    schools or classrooms were marginal.
  • Different treatment modalities (e.g., behavioral,
    cognitive, social skills) produced largely
    similar effects.
  • Effects were larger for better implemented
    programs and those involving students at higher
    risk for aggressive behavior.

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Developing innovations in better serving at risk
students has ramped up substantially in the past
decade
  • 3-tiered public health prevention model applied
    to school contexts
  • Advent in use of response to intervention
    approaches for screening, identification and
    treatment
  • Strong interest by psychologists in conducting
    school-based research on conduct disorders
  • Priority of adapting promising programs for
    routine usage in school practices

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Conceptual Innovations
  • U.S. Public Health Service Classification of
    Prevention Approaches
  • Functional Behavioral Assessment (FBA)
  • Response to Intervention (RTI)
  • DIEBLS
  • Multiple Gating Screening Procedures

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What works in school-based delinquency prevention
  • Building school capacity to initiate and sustain
    an intervention
  • Communicating and consistently enforcing
    behavioral norms
  • Comprehensive social skills instructional
    programs
  • self-control, stress-management, responsible
    decision-making, social problem-solving, and
    communication skills

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What does NOT work
  • Counseling students, particularly in a peer-group
    context, does not reduce delinquency or substance
    abuse.
  • Offering youths alternative activities such as
    recreation and community service activities in
    the absence of more potent prevention
    programming.
  • Instructional programs focusing on information
    dissemination, fear arousal, moral appeal, and
    affective education.

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What is promising?
  • Programs that group youth into smaller
    "schools-within-schools" to create smaller units,
    more supportive interactions, or greater
    flexibility in instruction.
  • Behavior modification programs and programs that
    teach "thinking skills" to high-risk youths.
  • Programs aimed at building school capacity to
    initiate and sustain innovation.
  • Programs that improve classroom management and
    that use effective instructional techniques.

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Examples of Evidence-based Interventions for
Improved Outcomes Universal, Selected, and
Indicated Approaches
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Examples of High Quality ECD Programs that
Produce HighCost-Benefit Ratios
  • The Perry Preschool Project
  • The Prenatal/Early Infancy Project
  • The Abecedarian Early Childhood Intervention
  • The Chicago Child-Parent Center Program

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Cost-Benefits Of ECD Programs
  • Participants in ECD programs
  • - have higher scores on reading and math
    achievement tests
  • - better language abilities
  • - are better prepared to succeed in elementary
    school
  • - are more likely to pursue secondary education
  • - have less need for special education and other
    remedial services
  • - have lower dropout rates and higher graduation
    rates
  • - have better health and
  • - experience less child abuse and neglect
  • These children are less likely to become teenage
    parents, more likely to be employed as adults,
    have less rates of drug use, lower rates of
    delinquency and adult crime, and lower
    incarceration rates.

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Characteristics of EffectiveECD Programs
  • They address both health and education
    priorities.
  • They include adult education and parent training
    components.
  • Parents and caregivers are meaningfully involved
    in their childrens ECD program.
  • They are implemented with high levels of
    treatment integrity.
  • Staff are adequately trained for the roles they
    perform.

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Logic for School-wide PBS
  • Schools face a set of difficult challenges today
  • Multiple expectations (Academic accomplishment,
    Social competence, Safety)
  • Students arrive at school with widely differing
    understandings of what is socially acceptable.
  • Traditional get tough and zero tolerance
    approaches are insufficient.
  • Individual student interventions
  • Effective, but cant meet need
  • School-wide discipline systems
  • Establish a school culture within which both
    social and academic success is more likely

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What is School-wide Positive Behavior Support?
  • School-wide PBS is
  • A systems approach for establishing the social
    culture and behavioral supports needed for a
    school to be an effective learning environment
    for all students.
  • Evidence-based features of SW-PBS
  • Prevention
  • Define and teach positive social expectations
  • Acknowledge positive behavior
  • Arrange consistent consequences for problem
    behavior
  • On-going collection and use of data for
    decision-making
  • Continuum of intensive, individual intervention
    supports.
  • Implementation of the systems that support
    effective practices

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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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Basics of RTI for Addressing Academic Problems
  • Students identified as LD only after not
    responding to effective instruction
  • Poor instructional quality is ruled out as
    explanation for poor student performance
  • Students provided intervention early
  • Not waiting for students to fail
  • Student assessment data inform teachers about
    appropriate instruction
  • Data help improve teacher instruction

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CHANGE RED YELLOW ZONE 2002/2003 To 2005/2006
2002-2003
2005-2006
1.13
4.90
5.88
7.93
92.98
87.18
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The Regional Intervention ProgramAn Early
Intervention for Oppositional, Out-of-Control
Children
  • Parents are taught to
  • Carefully monitor their childs activities
  • Ignore problem behavior and reward desired
    behaviors
  • Help their child to set self-management goals
  • Work with other meaningful adults in the childs
    life to reinforce new styles of interaction
  • Enlist support from family and community for the
    child and themselves

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  • Strategies for parents
  • State expectations in advance
  • Catch your child being good
  • Present limited, reasonable choices
  • Say when (state the behavior the child is
    expected to complete and the privilege that will
    be earned when completed - avoid begging,
    bribing, or threatening)
  • Stay in control (of yourself)
  • Wait for neutral time

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Parents learn through repeated direct practice
and feedback.
  • They also participate by supporting new parents
    as they join the program.
  • A classroom component teaches children
    appropriate behavior for success in school.
  • A social skills component teaches children to get
    along with others.
  • Childcare and preschool staff may also receive
    consultation for dealing with problem behaviors.

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The RIP Adult Follow-Up Study
  • As preschoolers, the children in this study had
    exhibited severe and prolonged tantrums,
    continual opposition to adults requests and
    commands, and physical aggression toward their
    parents. Many of the parents were at a loss as
    to what to do nothing in their ordinary
    repertoires of discipline seemed to work.
  • After completing the intervention program
    through RIP, these children and their families
    have been transformed. Now adults in their
    mid-twenties and early thirties, these children
    have, by and large, gone on to lead full and
    productive lives.

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  • All but one completed high school and a large
    fraction went on to college and graduate school.
  • All but one (the same one who dropped out of high
    school) are currently employed.
  • During their adolescence, one experimented with
    illegal drugs (marijuana) and one (the high
    school dropout) was involved in the justice
    system for theft.
  • None of them was identified for special education
    or as emotionally disturbed.
  • There were no reports of any of these children
    ever engaging in aggression toward parents, peers
    or teachers after completing the program.
  • After 25 years, most parents reported that the
    program had helped improve parent-child
    interactions that they had learned to use the
    strategies at home and in public places that
    they had been able to teach them to other
    meaningful adults in the childs life and that
    their familys needs had effectively been
    addressed.

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Bridging the Gap Between Research and Practice
  • Time lag between the availability of an EBP and
    its adoption and effective use on a broad scale
    within routine contexts can be vast.
  • -Cure for scurvy (Rogers, 1995).
  • -Time lag in mental health is estimated to be
    20 years.
  • -Time lag is at least this long in K-12
    education.
  • Typical barriers to adoption
  • -Cost
  • -Difficulty accessing
  • -Philosophical objections
  • -Resistance to change
  • -Innovation takes too much time and effort

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School Context
  • Factors That Influence Educator Adoption of New
    Practices
  • Fits seamlessly into ongoing school routines
  • Consistent with school and educator values
  • Universal versus targeted interventions
  • Solves a high priority problem or issue
  • Time and effort costs are reasonable
  • Teacher perceives s/he has the skills and
    resources to apply practice effectively

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Strategies for Achieving High Quality
Implementation
  • - Use interventions that are manualized
  • - Provide staff development in correct
    implementation procedures
  • - Carefully supervise and monitor
    implementation process
  • - Insure that high quality technical assistance
    and problem solving are available during
    intervention period

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Cautions Regarding Evidence-Based Interventions
  • - Determine whether an intervention meets an
    efficacy or effectiveness standard
  • - Insure that the program develops functional
    skills that address problems and impairments
  • - e.g., life skills, coping skills,
    academic skills, social skills
  • - Beware of behavioral contagion effects
    resulting from grouping at-risk youth for
    purposes of delivering treatment

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Sources of Recommended Evidence-basedPrograms
for Disruptive School Behavior
  • Websites
  • Casels Collaborative For Academic, Social, And
    Emotional Learning - Department of Psychology,
    University of Illinois at Chicago
  • http//www.casel.org/
  • CASEL is a collaborative that works to advance
    the science and evidence-based practice of social
    and emotional learning (SEL).
  • Prevention Research Center - College of Health
    Human Development, Pennsylvania State University
  • http//www.prevention.psu.edu/
  • The Prevention Research Center aims to promote
    the well-being of children and youth and to
    reduce the prevalence of high-risk behaviors and
    poor outcomes in CHILDREN, FAMILIES AND
    COMMUNITIES

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Websites (Continued)
  • SAMHSA Substance Abuse And Mental Health
    Services Administration, U.S. Department of
    Health and Human Services
  • http//mentalhealth.samhsa.gov/cmhs/communitysupp
    ort/toolkits/
  • Center for the Study and Prevention of Violence
    Institute of Behavioral Science, University of
    Colorado at Boulder
  • http//www.colorado.edu/cspv/
  • The Center for the Study and Prevention of
    Violence (CSPV), a research program of the
    Institute of Behavioral Science (IBS) at the
    University of Colorado at Boulder, was founded in
    1992 to provide informed assistance to groups
    committed to understanding and preventing
    violence, particularly adolescent violence. Since
    that time, our mission has expanded to encompass
    violence across the life course.
  • Office of Safe and Drug Free School
  • U.S. Department of Education
  • http//www.ed.gov/about/offices/list/osdfs/index.
    html

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Websites (Continued)
  • What Works Clearinghouse
  • Institute of Education Sciences (IES), U.S.
    Department of Education
  • http//www.whatworks.ed.gov/
  • The What Works Clearinghouse (WWC) collects,
    screens, and identifies studies of effectiveness
    of educational interventions (programs, products,
    practices, and policies).
  • Center For Evaluation, Research, And Methodology
  • Institute for Public Policy Studies, Vanderbilt
    University
  • http//www.vanderbilt.edu/VIPPS/ERM/
  • The Center for Evaluation Research and
    Methodology (CERM) is a collaboration of social
    scientists organized to advance research on the
    effectiveness of social programs and policy by
    conducting high quality evaluation research and
    consulting with others who wish to do so,
    synthesizing research to identify effective
    programs and policy, and investigating and
    improving methods for evaluation research and
    research synthesis.

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SWIS Website www.swis.org
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To access this program go to uoregon.edu/ivdb
  • Resources and Programs
  • Scroll to the program you want

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