Title: Overview of Prevention and Early Intervention in Schools: Update and Current Landscape
1Overview 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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3Current 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
4Public 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
5Schools 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
6School 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
7Schools 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.
8Schools 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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10Current 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
11Universal 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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22The Role of Risk and Protective Factors in
PreventiveInterventions
23Risk 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
24Risk 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.
25Protective 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
26Student 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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29Meta-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.
30Developing 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
31Conceptual 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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34What 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
35What 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.
36What 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.
37Examples of Evidence-based Interventions for
Improved Outcomes Universal, Selected, and
Indicated Approaches
38Examples 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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40Cost-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.
41Characteristics 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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48Logic 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
49What 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
50Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
51Basics 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
52CHANGE 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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57The 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
58- 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
59Parents 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.
60The 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.
61- 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.
62Bridging 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
63School 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
64Strategies 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
65Cautions 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
66Sources 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
67Websites (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
68Websites (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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