okay, we’ve arrived at secondary…options for the future? dr. barzanna white and barbara driscoll...
TRANSCRIPT
Okay, We’ve Arrived at Okay, We’ve Arrived at Secondary…Options for Secondary…Options for
the Future?the Future?
Dr. Barzanna WhiteDr. Barzanna White
andand
Barbara DriscollBarbara Driscoll
Session 4A 9:30Session 4A 9:30
Session 4B 12:45Session 4B 12:45
Why Do We Need Mental Health Why Do We Need Mental Health Services in the Schools?Services in the Schools?
• One in five school-aged children meet the criteria for at least one psychiatric diagnosis (U.S. Department of Health and Human Services, 1999; Strein, Hoagwood, & Cohn, 2003)
• Major discrepancy between the number of children who need mental health services and the very limited resources available (Doll and Cummings, 2008)
• Children who have social difficulties are more likely to have mental illnesses as adults, be unemployed, lack financial stability, and fail educationally (Song, 2006)
• Common diagnoses that occur in elementary and secondary schools: anxiety, impulse control disorder, attention deficit disorder, oppositional defiant disorder, conduct disorder, and mood disorders such as depression (APA, 2008)
ContinuedContinued• Less than 1% of the Louisiana population
is diagnosed and served in ED settings (Louisiana Department of Education, 2007)
• Only 17% of students that were referred to traditional programs (clinical/outsourced) received treatment (Catron and Weiss, 1994)
• Approximately 98% of referred students receive treatment when schools deliver it in-house (Cook, 2009)
Mental Health is Critical to Mental Health is Critical to Academic SuccessAcademic Success
• Continuum of services from school-wide to individual services is necessary to equip students with the knowledge and skills necessary to become productive, successful adults
• There is a transactional relationship between academic problems and behavior problems
Population-Based Mental Health Population-Based Mental Health ServicesServices
• Designed to meet the mental health needs of all students by promoting a positive learning community and the psychological/emotional competence needed for learning…like universal PBIS
• Population-based mental health services have at least four goals (Doll and Cummings, 2008, p.3):– Promote the psychological well-being of all students so they can
achieve developmental competence– Promote caretaking environments that nurture students and
allow them to overcome minor risks and challenges– Provide protective support to students at high risk for
developmental failures– Remediate social, emotional, or behavioral disturbances so that
students can develop competence
Risk FactorsRisk Factors• Poverty• Community violence• Family violence• Substance abuse• Lack of parental support• High population density• Community disintegration• Multiple school transitions
• Parental mental illness/pathology• High population density• Economic downturn• Internal: early anti-social behavior, difficult temperament • Short-term crises: house fires, job loss, mobility, death in family
Protective/Resilience FactorsProtective/Resilience Factors• Internal
– Effective problem solving skills– Good self-esteem– Easy temperament– Adaptive coping styles/flexibility
• External– Positive role models and caring relationships– Strong family support– Community involvement– Positive school communities with active parental
involvement– High expectations and communication
Preventative Programs and Preventative Programs and PoliciesPolicies
• Match programs to the severity to the problem• Comprehensive and incorporate multiple strategies and
interventions…targeted specifically to the individual student or group of students
• Research-based and theory driven• Promote positive learning communities and build strong
relationships between students, teachers, staff, parents, and community leaders
• Use data to drive the process, monitor frequently, use formative evaluation to determine program effectiveness
• Staff are well-trained to adapt to the ever-changing needs of the school as well as the individual student
Programs/ProcessesPrograms/Processes
• Whole School/Classroom– PBIS– Character Education– Second Step– Life Skills
• Secondary/Small Group– Aggression Replacement Training– Skillstreaming– Why Try?– Behavior Education Program
Character EducationCharacter Education
• Built on the Josephson Institute’s Pillars: Trustworthiness, Respect, Responsibility, Fairness, Responsibility, Caring, and Citizenship
• Principal’s Principles, Scenarios, Word of the Week, Scripted Presentations, and Lessons
• Lessons built around (GLEs) Grade Level Equivalents
• LSU Extension Service provides materials free of charge
Second StepSecond Step• Based on the social information processing
model (Dodge): 20 years of research behind Second Step
• Focuses on: empathy, problem-solving, impulse control, and anger management
• Violence prevention curriculum• Ages: Preschool through 8th grade• Lessons and activities include role-playing,
scenarios, and the use of puppets for younger children
• Has a parenting segment that includes take-home messages
• Pre and post assessment measures are included as well as teacher survey information
Life SkillsLife Skills• Substance abuse prevention program (3rd
– 10th grades)
• Three components: drug resistance skills, self-personal/self-management skills, and general social skills
• Pre and post assessment measures are included
• Computer program reinforces teacher led discussions
Aggression Replacement TrainingAggression Replacement Training• Multi-model educational intervention for chronically
aggressive young children and adolescents• Focus: Skillstreaming, anger control, and moral
reasoning• Program designed for 10 weeks for 3 hours a week• 50 targeted skills by groups: beginning social skills,
advanced social skills, skills for dealing with feelings, skill alternatives to aggression, skills for dealing with stress, and planning skills (select the ones needed for the population)
• Every week the process is the same (modeling, role-playing, performance feedback, and transfer training)
Why Try?Why Try?
• Solution-focused brief therapy and multi-sensory learning
• Goal setting, problem-solving program
• Ages: K-12th grades
• Teaches fundamental social and emotional skills through visual, auditory, and kinesthetic activities
PBS IMPLEMENTATION DATAPBS IMPLEMENTATION DATAVIVIAN ELEMENTARY/MIDDLE MAGNET SCHOOLVIVIAN ELEMENTARY/MIDDLE MAGNET SCHOOL
5 YEAR COMPARISON ISS/OSS TOTALS5 YEAR COMPARISON ISS/OSS TOTALS
YEAR TOTAL
ISS/OSS
2004-2005 989
2005-2006 776
2006-2007 675
2007-2008 524
2008-2009 614
VIVIAN ELEMENTARY/MIDDLE MAGNETFIVE YEAR OSS/ISS COMPARISON
0
200
400
600
800
1000
1200
2004-05 2005-06 2006-07 2007-08 2008-09
YEAR
# OF
OSS/
ISS OSS
ISS
TOTAL
EX =1 C =2 Year Grade PRE ISS
OSS POST ISS/OSS PRE SOCIAL SK INV
POST SOC SKILLD INVENTORY DIFFER
1 2007-2008 2 0.25 0.5 67.5 75.5 8
2 2007-2008 2 0 0.07 78 73 -5
1 2006-2007 2 2.7 0.7 69 78 9
2 2006-2007 2 4 2 59 60 1
1 2005-2006 2 0 0 46 63 17
2 2005-2006 2 1.7 57 58 1
1 2007-2008 3 1.08 0.28 65.5 79.4 13.9
2 2007-2008 3 0.9 0.5 73 71.5 -1.5
1 2006-2007 3 7.7 3 65 75 10
2 2006-2007 3 2.5 1 93 96 3
1 2005-2006 3 2 1 62 76 14
2 2005-2006 3 1.5 0.5 87 86 -1
VIVIAN – THREE YEAR COMPARISON
Vivian - continued
1 2007-2008 4 0.9 0 84.75 95 10.25
2 2007-2008 4 0.9 0.15 100 94 -6
1 2006-2007 4 3 1.5 78 94 18
2 2006-2007 4 5 2 99 109 10
1 2005-2006 4 2.75 1 68.5 78.75 10.25
2 2005-2006 4 1.2 0.6 76 74 -2
1 2007-2008 5 1.8 1.5 83 94 11
2 2007-2008 5 0.05 0.5 94 85 -9
1 2006-2007 5 3.3 1.2 95 103.5 8.5
2 2006-2007 5 1 0 112 115 3
1 2005-2006 5 1.9 0.8 103 111 8
2 2005-2006 5 2.5 2 82 80 -2
1 2007-2008 6 1.85 0.2 86 92 6
2 2007-2008 6 0.7 0.2 89 94 5
1 2006-2007 6 0.5 0 91 113 22
2 2006-2007 6 1 0.5 70 74 4
1 2005-2006 6 1.4 0.6 90 98 8
2 2005-2006 6 2 1 74 70 -4
1 2007-2008 7 1.5 0 74 93 19
2 2007-2008 7 0.08 0.08 85 85 0
1 2006-2007 7 2.8 0.75 75 90 15
2 2006-2007 7 6.2 3 94 100 6
1 2005-2006 7 1.7 1 75 98 23
2 2005-2006 7 0.5 0.5 85.5 87 1.5
1 2007-2008 8 3 0 69 75 6
2 2007-2008 8 1 0 69 63 -6
1 2006-2007 8 0.7 0 74 81 7
2 2006-2007 8 2.8 1.3 89 93 4
1 2005-2006 8 1.3 0.7 86.5 98 12.5
2 2005-2006 8 1.25 2 84 76 -8
Vivian - continued
VIVIAN - THREE YEAR COMPARISON ISS/OSS
0
1
2
3
4
5
6
7
8
9
2007
-200
820
07-2
008
2006
-200
720
06-2
007
2005
-200
620
05-2
006
2007
-200
820
07-2
008
2006
-200
720
06-2
007
2005
-200
620
05-2
006
2007
-200
820
07-2
008
2006
-200
720
06-2
007
2005
-200
620
05-2
006
2007
-200
820
07-2
008
2006
-200
720
06-2
007
2005
-200
620
05-2
006
2007
-200
820
07-2
008
2006
-200
720
06-2
007
2005
-200
620
05-2
006
2007
-200
820
07-2
008
2006
-200
720
06-2
007
2005
-200
620
05-2
006
2007
-200
820
07-2
008
2006
-200
720
06-2
007
2005
-200
620
05-2
006
1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2
GRADE, YEAR, EXPERIMENTAL=1/CONTROL=2
TOTA
L NU
MBER
ISS/
OSS
PRE ISS/OSS
POST ISS/OSS
2ND GRADE 3RD GRADE 4TH GRADE 5TH GRADE 6TH GRADE 7TH GRADE 8TH GRADE
VIVIAN - THREE YEAR COMPARISON SOCIAL SKILLS INVENTORY
0
20
40
60
80
100
120
14020
07-2
008
2007
-200
820
06-2
007
2006
-200
720
05-2
006
2005
-200
6
2007
-200
820
07-2
008
2006
-200
720
06-2
007
2005
-200
620
05-2
006
2007
-200
820
07-2
008
2006
-200
720
06-2
007
2005
-200
620
05-2
006
2007
-200
820
07-2
008
2006
-200
720
06-2
007
2005
-200
620
05-2
006
2007
-200
820
07-2
008
2006
-200
720
06-2
007
2005
-200
620
05-2
006
2007
-200
820
07-2
008
2006
-200
720
06-2
007
2005
-200
620
05-2
006
2007
-200
820
07-2
008
2006
-200
720
06-2
007
2005
-200
620
05-2
006
1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2
GRADE, YEAR, EXPERIMENTAL=1/CONTROL=2
SO
CIA
L S
KIL
LS IN
VE
NTO
RY
SC
OR
E
PRE SOCIAL SKINV
POST SOCIALSK INV
5TH GRADE4TH GRADE3RD GRADE2ND GRADE 8TH GRADE7TH GRADE6TH GRADE
Behavior Education ProgramBehavior Education ProgramVivian Elementary/Middle MagnetVivian Elementary/Middle Magnet
CHATCHAT ( (CCreatingreating HHelpfulelpful AAcceptablecceptable TTraitsraits))• Tier II, Secondary Intervention that has been
adopted by the state• Involves a check-in/check-out process with
daily progress reports• Has a home-school component• Has transition to self-monitoring• Total population 650 (Recommendation is to only
use this program with 30 or less children all year, for VEMMS = 19 for 2008-2009)
VEMMS VEMMS CHATCHAT REQUEST FOR REQUEST FOR ASSISTANCEASSISTANCE
VEMMS VEMMS CHATCHAT PROCESS & PROCESS &
RESPONSIBILITIESRESPONSIBILITIES
VEMMS FUNCTIONAL BEHAVIORAL VEMMS FUNCTIONAL BEHAVIORAL ASSESSMENTASSESSMENT
CHATCHAT PROGRAM PROGRAM
VEMMS VEMMS CHATCHAT PARENT PARENT LETTERLETTER
VEMMS VEMMS CHATCHAT STUDENT CONTRACTSTUDENT CONTRACT
VEMMS VEMMS CHATCHAT DAILY DAILY PROGRESS REPORTPROGRESS REPORT
VEMMS VEMMS CHATCHAT DATA SHEETDATA SHEET
SECONDARY INTERVENTIONSECONDARY INTERVENTIONDISCIPLINE REFERRAL DATADISCIPLINE REFERRAL DATA
SCHOOL: VIVIAN ELEMENTARY MIDDLE/MAGNET PARISH: CADDOSCHOOL: VIVIAN ELEMENTARY MIDDLE/MAGNET PARISH: CADDONAME OF PERSON/POSITION REPORTING DATA: BARBARA H. DRISCOLLNAME OF PERSON/POSITION REPORTING DATA: BARBARA H. DRISCOLL
May, 2009May, 2009
REPORTING MONTH
TOTAL SCHOOL
ENROLLMENT
# OF MAJOR
REFERRALS SCHOOL-
WIDE
MAXIMUM # OF
STUDENTS SERVED IN SECONDAR
Y
# OF MAJOR
REFERRALS FOR THOSE STUDENTS
IN SECONDAR
Y
# OF MINOR
REFERRALS FOR THOSE STUDENTS
IN SECONDAR
Y
AVERAGE # OF STUDENTS
SERVED DAILY IN
SECONDARY
# OF NEW STUDENTS ADDED TO SECONDAR
Y
# OF STUDENTS
WHO EXITED OR GRADUATE
D FROM SECONDAR
Y
March 659 84 8 1 4 .012 0 1
April 654 38 9 0 3 .014 1 0
May 651 29 13 3 6 .02 4 11
TOTAL SERVED – CHAT = 19
CHATCHAT STUDENT “KC” STUDENT “KC”Extended Time - Transition Off Extended Time - Transition Off
STUDENT "KC" - DPR GRAPH 3/30/09
0
20
40
60
80
100
120
DATE
% O
F PO
INTS
EAR
NED
00 0 0 0 0
INITIAL INTAKE: Teacher request (fights, negative attitude/disrespect, tardies, no supplies)
• GROUP & INDIVIDUAL SOCIAL SKILLS INTERVENTIONS
• CRISIS MANAGEMENT
• PBS/PBIS/SWPBS EXTERNAL FACILITATORS
• PBS/PBIS/SWPBS INTERNAL TEAM MEMBERS – Essential Data
• ACT 171 – Drug Education In-services
• CAP – SET Evaluators
BIS TASKS
Evaluating the ProgramEvaluating the Program• Pre and post assessment data• OSS and ISS• Screening information• Minor referrals• BoQ and SET scores• Grades • Attendance • Vanilla FBA and BIP• Every student needs to be evaluated individually
to determine effectiveness of interventions
Please complete evaluationsPlease complete evaluations
Dr. Barzanna White
and
Barbara Driscoll
Session 4A 9:30
Session 4B 12:45
Contact InformationContact Information
• Barzanna White, Ph.DDistrict School Psychologistand PBIS District Coordinator
Caddo Parish Schools1961 Midway StreetShreveport, LA 71108
(318)603-6484
(318)621-0483
• Barbara Driscoll, Ed.S.Site-Based Behavior Intervention Specialist
Caddo Parish SchoolsVivian Elem./Middle Magnet100 West KennedyVivian, LA 71082
(318)375-3271