EDSP 306Issues & Approaches to Assessment of Emotional & Behavioral DisabilitiesOverview & FoundationsSeptember 29, 2007!Syllabus!Self-Assessment!Why assessment?!Your Role!Lunch!Foundations (context, development, family, socio-cultural issues)!Next classAgendaWARNINGThere is far too much information in the upcoming class. DO NOT attempt to memorize it all.The purpose is to cover the scope of foundational material related to EBD assessment. Slides can be moved through more slowly or quickly based on your needs. You will also be able to review them at your leisure at home.123Course Business!Registration has not been posted yet!Class roster!Tuition payment!Email!Food! (today & in the future)...and now!Speed EvaluationSpeed Evaluation!You will start at the nearest case study!Spend 3 minutes reviewing and write down your answers to the following:-What particular emotional or behavioral disorder (if any) do you think the student meets criteria for?-Do you think the student would be eligible for special education? Why?!At the buzzer, move to the next case study456Speed Evaluation!What did you decide?!What evidence did you base your decision on?!What other evidence would you like to raise your confidence?!What was different about working in pairs?Syllabus!Goals and outcomes!General course expectations!Readings - may change!Student Evaluation - updatedInstructional Sequence!September 29 - Overview & Foundations!October 8 - “Virtual Class” Family Involvement!October 13 - Interviews, Observations, FBA!November 3 - Disruptive Behavior Disorders, Substance Abuse, & Questionnaires!November 19 - “Virtual Class” Cultural Issues!December 1 - Internalizing Disorders!December 8 - Pervasive Developmental Disorders, Strengths, & Systems Assessment789AssignmentsASSIGNMENTDATE DUEPOINTS%Self-Assessment AssignmentSep 29, 2007104%Summary of school assessment processSep 29, 2007104%Ask & answer 3 questions via email on Family InvolvementOct 8, 2007104%Contract, Consent Form, & Initial PlanOct 13, 2007208%Case study 1: Group ProjectNov 3, 20075020%Ask & answer 3 questions via email on Cultural IssuesNov 19, 2007104%Case study 2: Group ProjectDec 1, 20075020%Resource guide Dec 8, 20074016%Functional Behavior Assessment SummaryDec 8, 20075020%TOTALS250100%!Set personal goals (areas of strength and need)!Set group goals!Share resources!Sadly, cannot be used as evidence for presence of a disability, adverse effect, or need for special educationSelf-AssessmentSelf-Assessment1234General FBA Observation Interview Record Review3.563.443.563.783.442.892.783.332.782.563.333.003.442.892.89Knowledge Experience UtilityNoneLowModHigh101112Self-Assessment1234Admin Behavior Tools Scoring Behavior Tools3.503.632.252.382.382.63Knowledge Experience UtilityNoneLowModHighSelf-Assessment1234Depression ADHD Social Skills Conduct PDD3.133.133.253.383.132.132.002.252.251.752.252.132.252.381.88Knowledge Experience UtilityNoneLowModHighAdministering Measures for:Self-Assessment1234Depression ADHD Social Skills Conduct PDD3.253.253.383.503.382.132.132.132.252.252.132.132.382.502.25Knowledge Experience UtilityNoneLowModHighScoring Measures for:131415Self-Assessment1234Classroom School Family Development Learning Strengths3.503.633.383.503.633.633.003.252.753.003.253.133.253.503.003.133.383.38Knowledge Experience UtilityNoneLowModHighFactors that Influence BehaviorSelf-Assessment Resources!What resources do you have related to EBD assessment?!5 minutes: Pair with another student-Ask for resources in an area that you would like to improve.-Share resources in an area they ask for!5 minutes: Return to large group and share resource you plan to useEmotional & Behavioral DisabilitiesScope of the problem161718!Epidemiological data suggest that 15% to 22% of the nation’s young people experience social, emotional, and mental health problems that require treatment.!Approximately 25-30% of U.S. children experience school adjustment problems.!For some economically disadvantaged urban districts, school maladjustment runs as high as 60%.!Approximately 70-80% of children in need are not getting appropriate mental health services.!Most supports for children with mental health problems occur in schools.Prevalence of EBDBehaviorFemaleMaleFelt so sad or hopeless almost every day for two weeks or more in a row that stopped doing some usual activities (12 months)29.418.4Made a plan to attempt suicide (12 months)16.710.6Actually attempted suicide (12 months)9.94.6In a physical fight on school property (12 months)18.834.3Carried a weapon on school property (30 days)3.312.8Threatened or injured with a weapon (12 months)4.99.5Did not go to school because felt unsafe at school or on way to or from school (30 days)4.13.8EBD Related BehaviorsYouth Risk Behaviors Survey 2003 - Centers for Disease Control!Internalizing behaviors!Externalizing behaviors!Thought problems!Multiple problems are the rule (comorbidity)Characteristics192021!Educational-Fewer than half are mainstreamed (U.S.); approx 74% in VT-Lower than average GPA (1.7 vs 2.6)-Fail more courses (44% failed 1 or more classes)-Drop-out rates (55% vs 30% with other disabilities)-HS diploma (42% vs. 76%)!Higher risks for -Substance abuse-Incarceration (22% arrested before leaving school; if drop out then 74% arrested within 5 years)-Unemployment (40% of 18-22 year-olds unemployed)-Teachers & aides more likely to seek reassignment or quitOutcomesThe ConsultationYou meet Jennifer’s mother on a plane...What’s the first thing you need to do to help these students?222324Purposes of Assessment1-4Copyright ©2006 by Pearson Education, Inc.!Possible benefits of labeling-Recognizing differences in learning and behavior is the first step to responding responsibly to those differences-May lead to more acceptance of atypical behavior by peers-Helps professionals communicate and disseminate research findings-Funding and resources are often based on categories-Helps advocacy groups promote more awareness-Makes special needs more visibleWhy do we label kids?1-5!Possible disadvantages of labeling-Focuses on what students cannot do-May stigmatize the child and lead to peer rejection-May negatively affect self-esteem-May cause others to have low expectations for the student-Disproportionate number of culturally diverse groups are labeled-May take the role of fictional explanatory constructs-Takes away from the child’s individuality-Suggest that there is something wrong with the child-Labels have