Upload
doreen-hodges
View
217
Download
1
Tags:
Embed Size (px)
Citation preview
Session Agenda
• Introductions & Overview of need for Screening (Barb; 20 min)
• Van-Far (20 min)– Administrator, Counselor, Classroom Teacher
• Hawthorn (20 min)– Administrator, Tier 2 Coach
• Closing & Questions (Barb 15 min)
2:30-3:45 – Wednesday – Northwinds
Use of Screening Instruments to Identify Students At-Risk for
Emotional & Behavioral Concerns
Van-Far Elementary SchoolHawthorn Elementary School
Barbara S. Mitchell, Ph.D.MO SWPBS Tier 2/3 Consultant
MO SW-PBS
Introductions
Van-Far Elementary• Amber Crane– Principal
• Robyn Jennings– Counselor
• Angie Morris– Classroom Teacher
Hawthorn Elementary• Lucinda Varner – Assistant Principal
• Penny Rassler– Tier 2 Coach
MO SW-PBS
Three Levels of ImplementationA Continuum of Support for All
Tier One• All students• Preventive, proactive
Tier One• All settings, all students• Preventive, proactive
Tier Two • Some students (at-risk)• High efficiency• Rapid response
Tier Two• Some students (at-risk)• High efficiency• Rapid response
Tier Three• Individual Students• Assessment-based• High Intensity
Tier Three• Individual Students• Assessment-based• Intense, durable procedures
Academic Systems Behavioral Systems
MO SW-PBS
What Do We Know?
• Approximately 1 in every 4 to 5 youth in the U.S. meets criteria for a mental disorder with severe impairment across their lifetime (Merikangas et al., 2010).
• Among those affected only 30% actually receive services (U.S. Public Health Service, 2000)
MO SW-PBS
What Do We Know?
• The most common conditions include– Anxiety (31.9%) – Behavior disorders (19.1%) – Mood disorders (14.3%)– Substance use disorders (11.4%)
• Approximately 40% of individuals meet criteria for multiple disorders.
(Merikangas et al., 2010)MO SW-PBS
What Do We Know?• The median age of onset occurs during school-
age years–6 years for anxiety–11 years for behavior–13 years for mood –15 years for substance use disorders.
(Merikangas et al., 2010)
MO SW-PBS
• Academic success is linked with social & behavioral skills
• Early identification with intervention can decrease the likelihood of academic failure– Prevent onset
• Preventive supports reduce the need for more intensive supports later.– Minimize impact of risk
What Do We Know?
MO SW-PBS
Outcomes• By the end of this session participants will be
able to…– Explain the advantages of screening for
emotional and behavioral concerns.
–Describe basic procedures for conducting a universal screening.
–Ask questions about implementation of a comprehensive identification process.
MO SW-PBS
Externalizing Behaviors• Aggression to others or things• Hyperactivity• Non-compliance• Disruptive• Arguing• Defiance• Stealing • Not following directions• Calling out
Who is At-Risk?
MO SW-PBS
Internalizing Behaviors• Exhibits unusual sadness • Sleeps a lot• Is teased or bullied by peers• Does not participate in games• Very shy or timid• Acts fearful• Does not stand up for self• Withdrawn• Avoids social interactions
Who is At-Risk?
MO SW-PBS
• Teacher nomination• Existing school data• Universal screening instrument
Allows for early intervention?Identifies internalizing & externalizing?
Identification Process
MO SW-PBS
• Advantages – Fast, efficient, and respectful– Include all children and youth of interest– If we make an error, the error tends to identify
students who are not at-risk– Informs schools about the student population– Find groups of students with common needs– Facilitates resource mapping of services
(University of Oregon Institute on Violence and Destructive Behavior)
Systematic Screening
MO SW-PBS
• Not common because…– History of being reactive rather than proactive
Impression that kids will “grow out of it”
– Concern about profiling/stigmatizing
– Fear of costs and potential to identify large number of EBD students
Systematic Screening
MO SW-PBS
• Not Common Because – Easier to screen vision & hearing because
response falls in the realm of the parents
– Political realities of managing parent reactions to behavior screenings; confidentiality
– Systems skill set • Do we know how to respond to behavior with
the same confidence that we respond to academic concerns?
Systematic Screening
MO SW-PBS
• Teacher, parent or student ratings• Ages 4-10 or 11-17• Respond to 25 items for each student
– Administered and scored by hand or on-line
– No cost
Strengths & Difficulties Questionnaire
MO SW-PBS
Strengths & Difficulties Questionnaire
• Results indicate level of risk–Close to average– Slightly raised–High –Very high
MO SW-PBS
Strengths & Difficulties Questionnaire
• Also includes information about signs reported. – emotional distress, – behavioral difficulties, – hyperactivity and attention difficulties, – difficulties getting along with other children, – impact of difficulties on the child’s life,– extent to which the child demonstrates kind and
helpful behavior.
MO SW-PBS
Van-Far Elementary School Vandalia, Missouri
Strengths & Difficulties Questionnaire (SDQ) – Teacher Version
MO SW-PBS
Van-Far Elementary School
• Mrs. Amber Crane– Building Principal
• Mrs. Robyn Jennings– School Counselor
• Mrs. Angie Morris– Classroom Teacher - Kindergarten
MO SW-PBS
End of School Year (2012)
MO SW-PBS
End of 1st Quarter - Major ODR Data (August to October 2012)
K 1st 2nd 3rd 4th 5th 6th0
10
20
30
40
50
60
55
45
49 49
52
47
40
0 0 0 1 0 0 0
0-1 ODRs2-5 ODRS6+ ODRS
MO SW-PBS
End of 1st Quarter - Classroom Minor Data(August to October 2012)
K 1st 2nd 3rd 4th 5th 6th0
10
20
30
40
50
60
54
43
47 4850
47
38
1 2 2 2 20
2
0-1 Minors2-5 Minors6+ Minors
MO SW-PBS
End of 1st Quarter - Screening Scores October 2012
K 1st 2nd 3rd 4th 5th 6th Total *0
5
10
15
20
25
30
35
40
32
1 1 12
3
13
7
5
12
6
12
1
34
HighVery High
MO SW-PBS
47 Students Identified with Overall Score in the
“High” or “Very High” range
Sorted Results - October 2012Emotional
DistressBehavior/
HyperactivityGetting Along with Others
Kindergarten 2 6 11st Grade 2 4 02nd Grade* 6 9 63rd Grade* 2 4 14th Grade 0 0 05th Grade 0 2 06th Grade 1 0 0Total 13 25 8
MO SW-PBS
Outcomes – April 2013Emotional
DistressBehavior/
HyperactivityGetting Along with Others
Kindergarten 2 / 1 6 / 4 1 / 21st Grade 2 / 0 4 / 3 0 / 02nd Grade 6 / 1 9 / 8 6 / 23rd Grade 2 / 0 4 / 2 1 / 34th Grade 0 / 1 0 / 0 0 / 05th Grade 0 / 1 2 / 1 0 / 06th Grade 1 / 1 0 / 6 0 / 2Total 13 down to 5 25 down to 24 8 up to 9
MO SW-PBS
Hawthorn Elementary SchoolCamdenton, Missouri
Strengths & Difficulties Questionnaire (SDQ) – Student Version
MO SW-PBS
Hawthorn Elementary
• Lucinda Varner– Assistant Principal
• Penny Rassler– Tier 2 Coach
MO SW-PBS
500 Students40 Teachers
HAWTHORN ELEMENTARY
School History
• Our building was created in 2006
• First two years were spent creating our mission and vision for the building– Happy, Progressive, Model School
• “Team Hawthorn” – teachers, students and families feel a part
School Wide PBS History• 2006-08
– Built knowledge of PBS– Discussions– Consensus for implementation– Planning/Training
• 2008-09– Began implementation of Tier I
• 2009-11– Continued implementation of Tier I– Improvements through trial/error
• 2011-12– More data review– Discussions of a need for Tier II team
• 2012-13– Continued to revise and improve Tier I– Began implementation of Tier II
Team Structures
• Tier I– Third Grade Teachers (2)– Fourth Grade Teachers (2)– Librarian– Focus Room Teacher *– Administrators *
• Tier II– Interventionist– Counselor– Third Grade Teacher– Fourth Grade Teacher– Focus Room Teacher *– Administrators *
* Crossover membership
Each team meets the 2nd and 4th Tuesday of the
month.
Tier I – Before School
Tier II – After School
What Does the Administrator Do?
• Ongoing evaluation of PBS• Communication
– Staff (Email, faculty meeting shout outs, surveys, etc.)
– Families (Newsletters, announcements, surveys, etc.)
– District (Administrator Meetings, Board Reports, etc.)
• Reallocate Resources– Staff (Counselor/Librarian schedules, CICO volunteers, etc.)
– Schedule (Monday morning meetings, coverage for trainings, etc.)
• Buy In• Building Access• Review referrals• Part of the decision making process
Review of Referrals
• Referrals for 2011-12
What about the students with repeated behaviors?
What Can We Do From Day 1?
Triage
Student Placement
Dig Deeper...
Strengths & Difficulties Questionnaire
• Review of data• During summer trainings, heard about the
SDQ• Tier II team decided to see if the building
would be interested in piloting • Received consensus from the staff• Communicated to families about the screening
tool and its purpose
Strengths & Difficulties Questionnaire
• School counselor and librarian administered the screening – Beginning of the year, during specials – About 20 minutes– Netbooks– Paper/pencil
Strengths & Difficulties Questionnaire
• Overview of results were considered and individual results were set aside for a time
• As the Tier II team began to receive teacher referrals, the individual results were then considered for further support
Consideration for Support
Triage
Social Groups
Environmental Interventions
Check In, Check Out
Additional supports considered based on ODRs, think sheets, minors, other concerns
The results…
Student Referrals ~ Comparison
Total Referrals ~ Comparison
Aug Sept Oct Nov Dec Jan Feb Mar Apr May0
5
10
15
20
25
30
35
40
45
50
2011-122012-13
2011-12 2012-130
50100150200250300350
Additional Examples• Parents complete rating questionnaire during
Kindergarten registration
• Parents and/or students complete ratings when new family registers for school
• Incoming 9th graders complete screening questionnaire when they create course schedule; risk scores used to assign advisory courses
• Classroom teacher screenings in the spring prior to transition to new building
MO SW-PBS
• Screening Instruments at a Glance–Name of Instrument–Description / Use–Age of Students–Method– Time to Administer–Cost–Ordering Information
Resources
MO SW-PBS
Resources
• Screening Considerations– Documented Purpose & Policy– Clearly Defined Procedures– Availability of Supports
• Universal Screening – General Requirements– Federal regulations
• Example Parent Notification Letter
MO SW-PBS
Resources
• Tier 2 Workbook • http://pbismissouri.org/archives/1816– Screening Handouts
• http://www.youthinmind.info– Information and protocols for SDQ– Complete questionnaire on-line
MO SW-PBS
Contact Information
• MO SWPBS Regional and/or Tier 2/3 Consultant
• Amber Crane, Principal, Van-Far Elementary– [email protected]
• Lucinda Varner, Assistant Principal, Hawthorn Elementary– [email protected]
MO SW-PBS