Transcript Risk and Resilience Factors
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
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
1994) (Chesapeake Institute,
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)
Risk and Resilience
Operate through complex interactions across life domains Individual Family School Peer groups Community
Individual Factors
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
Family Factors
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
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)
School Factors
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
RISK
Less academics Truancy Suspension Expulsion Dropping out
RESILIENCE
Increase active participation Meaningful instruction Alternative programs Involve parents
Peer Factors
RISK
Peer rejection Deviant peers Deviancy training Gang involvement
RESILIENCE
Teach social skills Facilitate prosocial groups Functional assessment Replace deviant and gang involvement
Community Factors
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
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?
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
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
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
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
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?