1 / 17

Moving Beyond What We Know: Risk and Resilience Factors and the Development of EBD

Moving Beyond What We Know: Risk and Resilience Factors and the Development of EBD. Christine Christle Kristine Jolivette C. Michael Nelson University of Kentucky Terrance M. Scott University of Florida. Dismal Futures for Students with EBD. Difficulty maintaining jobs

aya
Download Presentation

Moving Beyond What We Know: Risk and Resilience Factors and the Development of EBD

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Moving Beyond What We Know:Risk and Resilience Factorsand the Development of EBD Christine Christle Kristine Jolivette C. Michael Nelson University of Kentucky Terrance M. Scott University of Florida

  2. Dismal Futures for Students with EBD • Difficulty maintaining jobs • Only 44% had jobs 3 - 5 years after leaving school (McLaughlin, Leone, Warren, & Schofield, 1994) • Criminal Activity • 1/5 of students with EBD arrested while in school • 58% arrested 5 years after school • 73% of EBD drop outs arrested within 5 years of leaving school(Chesapeake Institute, 1994)

  3. Risk and Resilience • Risk: conditions or situations that are empirically related to particular outcomes (Reddy et al., 2001) • Resilience: a characteristic that allows a person to make appropriate behavioral choices in the presence of multiple risk factors (Finley, 1994)

  4. Risk and Resilience • Operate through complex interactions across life domains • Individual • Family • School • Peer groups • Community

  5. RISK Cognitive deficits Reading readiness Following directions Vocabulary Social skills RESILIENCE Early intervention Cognitive skills training Parent training Preschool programs High/Scope Perry Preschool Program Individual Factors

  6. RISK Poor Parenting Skills Neglect Harsh - Abusive Rejection Substance abuse, crime Child Malnutrition Aggression Emotional problems RESILIENCE Prenatal parent training Home visitation by nurses Teach child Health and self care skills Emotional coping strategies Family Factors

  7. RISK Poverty Best predictor of behavioral deviation (Scott & Nelson, 1999) Best predictor of school failure RESILIENCE Link families to needed services Medical Social Services Employment Teach educators about poverty (Payne, 1998) Family Factors

  8. RISK Low school involvement Failure cycle Academics difficult Student escapes Teacher avoids RESILIENCE Include students in policy decisions Match instruction to level of ability Facilitate success Effective academic instruction Effective behavior management School Factors

  9. RISK Less academics Truancy Suspension Expulsion Dropping out RESILIENCE Increase active participation Meaningful instruction Alternative programs Involve parents School Factors

  10. RISK Peer rejection Deviant peers Deviancy training Gang involvement RESILIENCE Teach social skills Facilitate prosocial groups Functional assessment Replace deviant and gang involvement Peer Factors

  11. RISK Media - TV Recreation Neighborhood disorganization Drugs Firearms RESILIENCE Monitor -Teach reflection After school programs Community mentors (BBBSA) School/Community links (SLP) Drug prevention programs LST MPP Community Factors

  12. Present Study • Hypothesis: There is a correlation between school poverty rate and academic outcomes. We can predict that a school with high poverty will have lower academic outcomes. • #1: What academic variables or indicators separate effective schools that are at-risk due to poverty level compared to at-risk schools that are performing as expected? • #2: What differences in behavioral variables or indicators, if any, exist between these two types of schools?

  13. Present Study • Sample: ~6 elementary schools • 1-2 Sds below/above mean on CTBS • Matched by county - target 3rd grade • High county poverty & percentage of free/reduced lunch

  14. Data Collection • Survey: 32 questions - by administrator • Topical Areas • School-wide Expectations • School Climate and Discipline • Evaluation and Decision Making • Suspension, Expulsion, and Referrals • Unique Features of School • Supporting Materials (to attach) • School Handbook/Policies • Schedules/Calendar • 3rd grade Curricula

  15. Data Collection • On-Site Observations: - Classrooms • Effective Practices • Transitions • Academic foci • Behavior management systems • On-Site Interviews: -Teachers, staff • Academic & behavioral expectations • Remedial plans/decision making process • School climate • Collaboration and partnerships

  16. Data Collection • On-Site Observations: - School-wide • Hallways • Lunchroom w/transitions • Common areas • Physical surroundings • Staffing ratios • Expectations & rules • Materials & supplies • Behavior management • Behavioral incidents

  17. Discussion • What other variables should be observed? • Poverty is a salient variable that can negatively affect academic achievement - what other variables have similar effects? • Are schools that are academically effective also more behaviorally effective - what variables separate these two groups (discipline data; special education referral, truancy, drop out, or retention rates)? • What is the relationship between school effectiveness/safety and the community?

More Related