Addressing Social Behavior Needs of Students with Disabilities and Those At-risk Through Classroom, Program, and School-

1. Addressing Social Behavior Needs of Students with Disabilities and Those At-risk Through Classroom, Program, and School-wide Systems of Support

2. Evidence-Based Treatment for Disruptive Behavior Disorders: School, Family, and Clinical Contexts Hill M. Walker, Ph.D., Institute on Violence and Destructive Behavior University Of Oregon

3. Evidence-Based Practices Defined: Evidence-based practice (EBP) refers to a body of scientific knowledge about treatments, prevention-intervention approaches or service practices (Hoagwood, 2003-04). • Key Attributes: -research-based -structured -manualized -tested using randomized clinical trials • Magnitude of Effect(s): • High = .80 and above • Medium = .50 to .80 • Low = .20 to .50

4. Efficacy Vs. Effectiveness (Schoenwald & Hoagwood, 2001) • Efficacy – Intervention, practice or approach has been demonstrated to work under ideal conditions by their developers (e.g., under highly controlled, grant-funded conditions, with close supervision and monitoring of implementation fidelity). • Effectiveness – Refers to demonstration of socially valid outcomes under normal conditions of usage in the target setting for which the intervention was developed. • Demonstrating effectiveness is far more difficult. • Many promising practices or programs fail to bridge the gap between efficacy and effectiveness.

5. Bridging 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

9. Examples 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

12. Cost-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.

13. Characteristics 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 children’s ECD program. • They are implemented with high levels of treatment integrity. • Staff are adequately trained for the roles they perform.

17. The Regional Intervention Program:An Early Intervention for Oppositional, Out-of-Control Children Parents are taught to: • Carefully monitor their child’s activities • Ignore problem behavior and reward desired behaviors • Help their child to set self-management goals • Work with other meaningful adults in the child’s life to reinforce new styles of interaction • Enlist support from family and community for the child and themselves

18. 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

19. Parents 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.

20. The 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.

21. 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 child’s life; and that their family’s needs had effectively been addressed.

22. The parents of most of these adult children describe them as caring, loving, and sensitive in their relationships. Many of them also report their children’s increased self-confidence, lower family stress, and fewer feelings of guilt and hopelessness. They now express optimism and a positive outlook for the future.

25. School 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

26. Strategies 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

27. Cautions 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