1 The Dream for Students with EBD What is the dream for students - - PDF document

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1 The Dream for Students with EBD What is the dream for students - - PDF document

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Bridge to the Future IV Anaheim, CA 11/6/2018 Improving Transition Outcomes for Youth with Emotional Disturbance: Best Practices Michae Mic ael Lahar Laharty Vo Vocational S Specialist Sac Sacrame amento C Coun unty O ty

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Mic Michae ael Lahar Laharty Vo Vocational S Specialist Sac Sacrame amento C Coun unty O ty Office ce of

  • f Educ

Educati ation ml mlaha aharty@scoe.net (916) 228 228 - 2005 2005

Bridge to the Future IV Anaheim, CA 11/6/2018 “Improving Transition Outcomes for

Youth with Emotional Disturbance: Best Practices” “Here is Edward the Bear, coming downstairs now, bump, bump, bump, bump, on the back of his head, behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way… if only he could stop bumping for a moment and think of it.” Winnie-the-Pooh A.A. Milne

School To World 2

Outline

  • Dreams and Nightmares for Youth with Emotional

and Behavioral Disorders (EBD)

  • Effective Strategies for Transitioning Students with

Emotional and Behavioral Disorders (EBD)

  • Final Thoughts
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The Dream for Students with EBD

What is the dream for students with emotional disturbance and how different erent is it for them than “typical” youth?

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The Dream for Students with EBD

Students with EBD and their families have dreams fo for a smooth t transition sition to adulthood ulthood that results in a h high gh quality lity of

  • f lif

life including:

  • independent living
  • the opportunity for higher education
  • paid and satisfying work
  • varied and interesting recreational activities
  • positive and fulfilling relationships with peers and

significant others

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The Dream in IDEA 2004

Ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.

School To World 6

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The Nightmares: Challenges in Transitioning Students with Emotional and Behavioral Disorders (EBD)

After High School: A First Look at the Post-School Experiences of Youth with Disabilities National Longitudinal Transition Study-2

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National Longitudinal Transition Study (NLTS2)

  • nationally representative sample
  • more than 12,000 youth included
  • on 12/1/00 were between ages 13 and 16,

receiving special education services, and in at least the seventh grade

  • study ran through 2010
  • new data coming out all the time

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  • Youth with EBD are the most likely youth with disabilities

to be out of

  • ut of seco

secondary sc scho hool, with 44% of 44% of those those lea leaving sch school with withou

  • ut

t finish nishing, the hi highe ghest dr drop

  • pout rate of
  • f an

any y disab disabili lity ty cat category.

  • School c
  • ol comple

leters wit with E EBD are among the le least lik likely ly to have grad graduated w with a a regu regular di dipl plom

  • ma.
  • Only about one in
  • ne in fiv

five have been enrolled in any kind of postsec secondar ndary e y educat ucation ion, indicating that few few yo youth in th in this c is categor gory are gettin getting th the educati e education that might help them fi find nd and hold be bett tter and and more more st stable j jobs.

The Nightmare: Educational Outcomes

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The Nightmare: Educational Outcomes

Of those who enroll in post-secondary education or training opportunities:

  • 53% did no

did not consider themselves to have a disability.

  • An additional 21% considered self to have a

disability, but did no did not t inf inform the sc the schoo hool/ pr prog

  • gram.
  • Only 35% grad

graduated f from or

  • m or com

completed pr prog

  • gram at

an any post-secondary school.

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The Nightmare: Housing Outcomes

  • Th

Thir irty ty-fiv ive p e percen rcent t of youth with EBD no no longer liv longer live with with parents nts, the la larges rgest of any cat category of youth with disabili biliti ties.

  • They are the only
  • nly disability group to show a signifi

significan ant t inc increase ease in the likelihood of livin living in g in “oth “other” er” arrangem ngements ents, including in criminal justice or mental health facilities, under legal guardianship, in foster care, or on the street.

The Nightmare: Social & Relationship Outcomes

  • Youth with EBD have experienced the la

larges rgest inc t increas ease in their rat rate of

  • f pare

parenting; 11 11% report having had or fa fath thered a ered a ch chil ild, a 10 10% i increase from previous report.

  • High likelihood of becoming parent

nts at a yo young a age

  • Young women with emotional disturbance are

6 time 6 times more likely than their peers to have had multipl multiple p pregnancies ies a at a young a ung age, and to have lost st c cust stody of their babies.

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The Nightmare: Community Engagement Outcomes

  • One-

One-thir ird of youth with EBD have no not found a way to beco become enga engaged in their community.

  • For those who have, em

empl ployment is the usua usual mode of engagement.

  • Although more than 6 i

in 1 10 ha have been been em empl ployed at some time, only abou

  • nly about half

t half as many are wo working cu curr rrently, attesting to the difficulty many have in keeping a job.

The Nightmare: Community Engagement Outcomes

  • Youth with EBD are by far the mos

most lik likely y to be rat rated b by parents nts as having low soc low social al skills skills.

  • They are among the le

least lik t likely y to take part in pr pros

  • social
  • rgani

nized c zed communi nity g ty groups ps or volunt lunteer a eer acti tivities vities

  • r to be registered t

ered to vote.

  • More

More than th three-f ee-four urths ths have been stop

  • pped b

ped by police lice

  • th
  • ther th

r than for a tra traffic violat c violation.

  • 58%

58% have been arre arrested at at leas ast once

  • nce and 43%

43% have been on pr prob

  • batio

ion or

  • r par

parole le.

The Nightmare: Community Engagement Outcomes

  • 75% arre

75% arrest rat rate for high school dropouts

  • At high risk for becoming home

homeless

  • At high risk for becoming al

alco cohol and/ and/ or

  • r dru

drug dependent ndent

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The Nightmare: Community Adjustment Outcomes

  • Almost 9 in

9 in 10 youth with EBD had either been in disc discip iplinary tr troub

  • uble at

at sc scho hool, fired fired f from a

  • m a job,

job, or

  • r

arre arrested by the time they had been out of

  • ut of

seco secondar ary scho school up up to 2 2 years ars.

  • This is the hi

highe ghest rat rate of any disability category.

Mental Illness and the Justice System

  • Over 2,

2,000, 000,000 000 prisoners in jails and prisons in US

  • Betw

Between 500, n 500,000 000 and 1, 1,000,000 000,000 are mentally ill

  • Only

ly 50, 50,000 000 beds ds for mentally ill that are in psychiatric hospitals in U.S.

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National Alliance for the Mentally Ill (NAMI)

  • 16 -
  • 20 p

20 percent rcent of the prison population can be classified as se severely mentally ill

  • Includes schizophrenia,

zophrenia, major d r depress ession, b

  • n, bipolar

lar

  • Number of inmates suffering from mental illness and

substance abuse is well o ll over 60% 60%

School To World 18

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Mental Illness and the Justice System

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  • Once in jail, many individuals don't receive the

treatment they need and end up end up getting getting worse, not better.

  • They sta

stay lo longer nger than their counterparts without mental illness.

  • They are at-risk

isk o

  • f victim

imiz ization n and often their mental health conditions get worse.

Mental Illness and the Justice System

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  • After leaving jail, many no

no lo longer ha nger have ac access to needed healthcare and benefits.

  • A criminal record often makes it har

hard for individuals to to get a get a jo job o

  • r ho

housing using.

  • Many individuals, especially without access to mental

health services and supports, wind up homel homeless ss, in in emer emergenc ncy r rooms and often re-arrest rrested ed. The largest mental health facility in the United States is: Cook County Ja Cook County Jail il Ch Chic icago, I ago, Illin llinoi

  • is

Over 30% er 30% of the inmates there have some me ki kind of

  • f men

mental al i illnes ess

Mental Illness and the Justice System

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“School-based transition services offered adolescents with emotional disturbance are apt to be the la last set set of

  • f

coordinat nated d educat ational ional and s social s al services t ices they are l are likel ely t to rece receive.”

  • Dr. Michael Bullis

University of Oregon

A Sense of Urgency:

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Window of Opportunity (Now)

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Window of Opportunity (Soon)

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Window of Opportunity (Not Long After That)

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Don’t Forget!!! It’s “School To World,” Not Just “School To Work”

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Ef Effect ctiv ive T Trans ansition Strat Strategies es f for r Stude Students ts with EB with EBD

Bullis (1996), Cheney (2004), Muscott (2007), Laharty (2008)

Transition-Related Social Skills Fostering Resiliency including Mentoring Service Coordination Through Wraparound Building Transition Partnerships with Families Self-Determination including Transition Planning Awareness/Sensitivity to Cultural & Linguistic Diversity Positive Behavioral Interventions & Supports Innovative Curriculum incl. Vocational Placements

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Ef Effect ctiv ive T Trans ansition Strat Strategies es f for r Stude Students ts with EB with EBD

Bullis (1996), Cheney (2004), Muscott (2007), Laharty (2008)

Transition-Related Social Skills Fostering Resiliency including Mentoring Service Coordination Through Wraparound Building Transition Partnerships with Families Self-Determination including Transition Planning Awareness/Sensitivity to Cultural & Linguistic Diversity Positive Behavioral Interventions & Supports Innovative Curriculum incl. Vocational Placements

Ef Effect ctiv ive T Trans ansition Strat Strategies es f for r Stude Students ts with EB with EBD

Bullis (1996), Cheney (2004), Muscott (2007), Laharty (2008)

Transition-Related Social Skills Fostering Resiliency including Mentoring Service Coordination Through Wraparound Building Transition Partnerships with Families Self-Determination including Transition Planning Awareness/Sensitivity to Cultural & Linguistic Diversity Positive Behavioral Interventions & Supports Innovative Curriculum incl. Vocational Placements

Ef Effect ctiv ive T Trans ansition Strat Strategies es f for r Stude Students ts with EB with EBD

Bullis (1996), Cheney (2004), Muscott (2007), Laharty (2008)

Transition-Related Social Skills Fostering Resiliency including Mentoring Service Coordination Through Wraparound Building Transition Partnerships with Families Self-Determination including Transition Planning Awareness/Sensitivity to Cultural & Linguistic Diversity Positive Behavioral Interventions & Supports Innovative Curriculum incl. Vocational Placements

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Ef Effect ctiv ive T Trans ansition Strat Strategies es f for r Stude Students ts with EB with EBD

Bullis (1996), Cheney (2004), Muscott (2007), Laharty (2008)

Transition-Related Social Skills Fostering Resiliency including Mentoring Service Coordination Through Wraparound Building Transition Partnerships with Families Self-Determination including Transition Planning Awareness/Sensitivity to Cultural & Linguistic Diversity Positive Behavioral Interventions & Supports Innovative Curriculum incl. Vocational Placements

Ef Effect ctiv ive T Trans ansition Strat Strategies es f for r Stude Students ts with EB with EBD

Bullis (1996), Cheney (2004), Muscott (2007), Laharty (2008)

Transition-Related Social Skills Fostering Resiliency including Mentoring Service Coordination Through Wraparound Building Transition Partnerships with Families Self-Determination including Transition Planning Awareness/Sensitivity to Cultural & Linguistic Diversity Positive Behavioral Interventions & Supports Innovative Curriculum incl. Vocational Placements

Ef Effect ctiv ive T Trans ansition Strat Strategies es f for r Stude Students ts with EB with EBD

Bullis (1996), Cheney (2004), Muscott (2007), Laharty (2008)

Transition-Related Social Skills Fostering Resiliency including Mentoring Service Coordination Through Wraparound Building Transition Partnerships with Families Self-Determination including Transition Planning Awareness/Sensitivity to Cultural & Linguistic Diversity Positive Behavioral Interventions & Supports Innovative Curriculum incl. Vocational Placements

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Ef Effect ctiv ive T Trans ansition Strat Strategies es f for r Stude Students ts with EB with EBD

Bullis (1996), Cheney (2004), Muscott (2007), Laharty (2008)

Transition-Related Social Skills Fostering Resiliency including Mentoring Service Coordination Through Wraparound Building Transition Partnerships with Families Self-Determination including Transition Planning Awareness/Sensitivity to Cultural & Linguistic Diversity Positive Behavioral Interventions & Supports Innovative Curriculum incl. Vocational Placements

Ef Effect ctiv ive T Trans ansition Strat Strategies es f for r Stude Students ts with EB with EBD

Bullis (1996), Cheney (2004), Muscott (2007), Laharty (2008)

Transition-Related Social Skills Fostering Resiliency including Mentoring Service Coordination Through Wraparound Building Transition Partnerships with Families Self-Determination including Transition Planning Awareness/Sensitivity to Cultural & Linguistic Diversity Positive Behavioral Interventions & Supports Innovative Curriculum incl. Vocational Placements

Ef Effect ctiv ive T Trans ansition Strat Strategies es f for r Stude Students ts with EB with EBD

Bullis (1996), Cheney (2004), Muscott (2007), Laharty (2008)

Transition-Related Social Skills Fostering Resiliency including Mentoring Service Coordination Through Wraparound Building Transition Partnerships with Families Self-Determination including Transition Planning Awareness/Sensitivity to Cultural & Linguistic Diversity Positive Behavioral Interventions & Supports Innovative Curriculum incl. Vocational Placements

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Building Transition Partnerships with Families

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Importance of Partnerships with Families During Transition (Pleet and Wandry 2010)

  • Partnership with families is frequently cited as one of

the critical ingredients in strong transition practices or programs for youth with disabilities.

  • This is especially true for families of youth with E/BD

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Importance of Partnerships with Families During Transition

Families make four critical contributions to the transition planning process:

  • First, they are a storehouse of information about

the youth, his or her background and experiences, the family values, and the youth’s future hopes and aspirations.

School To World 39

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Importance of Partnerships with Families During Transition

  • Second, family members provide coordination

with multiple systems during the transition years.

  • Third, with support, families can empower these

young adults to develop self-management and self-determination skills and to generalize the skills that are learned in school to other natural community settings.

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Importance of Partnerships with Families During Transition

  • Fourth, families of transitioning youth can make

valuable contributions to the systems that serve them.

  • It is important that we, as professionals try to “walk in

the shoes” of the family before making plans or offering advice.

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Walk in the Family’s Shoes: The Issues

  • Family Variables
  • Peer Involvement
  • Diagnosis Dilemma
  • Maturation/ Separation Issues
  • Systemic Challenges

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Parental Roles in the Transition Process

  • Collaborators
  • Instructors
  • Evaluators and Decision-Makers
  • Peer Mentors
  • System-Change Agents

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Important Questions

  • Do I really believe families are my equal and can

provide expert information about their young person?

  • Do I stop to listen to what parents and young

people are saying?

  • Do I listen carefully to the parent’s point of view?

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Important Questions

  • Do I speak clearly and avoid intellectual jargon?
  • Am I aware and respectful of cultural norms and

beliefs that effect families’ expectations?

School To World 45

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Transition-Related Social Skills

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“I’m Making A List”

Shel Silverstein, Where the Sidewalk Ends

I'm making a list of things I must say for politeness, And goodness and kindness and gentleness, sweetness and rightness: Hello, Pardon me,

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“I’m Making A List”

Shel Silverstein, Where the Sidewalk Ends

How are you? Excuse me. Bless you. May I? Thank you. Goodbye. If you know some that I’ve forgot, please stick them in your eye!

School To World 48

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What Are Social Skills?

“Social skills are those communic

icatio ion, n, proble lem- m-sol solving, ing, d decision m

  • n making,

ng, s self- mana manageme ment, and peer re rela lation

  • ns abili

iliti ties es that allow one to initiat initiate a and ma d maint intain posit positive soci social relat al relationships with others.”

From: Tom McIntyre at www.behavioradvisor.com

49 School To World

What Social Skills Aren’t? (and What They Are)

Social skills are not not the same thing as behavior. Rather, they are are components of behavior that help an individual understand and adapt across a variety of social settings.

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Social Skills Throughout The Ages

  • “It’s not what you know,

it’s who you know.”

  • “Treat others

the way you want to be treated”

  • “What goes around,

comes around.”

  • “You get more flies with honey

than you do with vinegar.”

  • “The best way to have a friend

is to be a friend.”

  • “90% of life is

just showing up.”

School To World 51

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Social Skills Throughout The Ages

  • The less you speak,

the more you will hear. (Alexander Solshenisten)

  • Arguing with a fool

proves there are two. (Doris Smith)

  • “Politeness [is] a sign of dignity,

not subservience.” (Theodore Roosevelt)

  • You can make more friends in tw

two m months nths by becoming really interested in other people than you can in tw two y years ars by trying to get other people interested in yo

  • you. (Dale Carnegie)
  • A lot of people are afraid to say what they want.

That’s why they don’t get what they want.. (Madonna)

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What does current research say about the value of social skills?

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Social Skills Training

Research has shown that an effective comprehensive social skills training program arguably has the gre greatest posit sitive single influen single influence for reducing recidivism or preventing antisocial behavior in youth with emotional disturbance.

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Transition-Related Social Skills

(Bullis and Cheney)

  • Competence in social interactions is crucial to peer

acceptance and general life.

  • Competence in social interactions is crucial to

transition success for persons with EBD.

  • Social skills are often proven to be the predominant

reason behind successful work placements peri period.

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Social Skills in the Community and at Work

(Gresham, Sugai, and Horner 2001) In community life and on the job, appropriate social behavior may be even more more im impor portant than academic

  • r vocational task-related skills in determining

whether one is perceived as a compet etent in ent indivi vidual dual.

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Social Skills in the Community and at Work

(Gresham, Sugai, and Horner 2001) Workers with disabilities who demonstrate competen ence in ce in soc social al skills skills are generally perceived more more positi positively ly than those who lack such skills, regardless of task-related skill level.

School To World 57

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Social Skills in the Community and at Work

(Gresham, Sugai, and Horner 2001) The notion that compet etence in ence in using so using social al sk skills ills leads to po positi sitive per percept eption

  • ns

s of people with disabilities can be extended to other community settings (educational, neighborhood etc.)

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Important Point!!

Adequate social skills need to be acquired while the student is still e ill enrol rolled ed in in sch school

  • ol and further

supported and refined in postsecondary, y, c community, y, and w d work settin settings and at at home home.

School To World 59

More Important Points!!!

  • Practice it where you have to execute it
  • Neurons that fire together, wire together
  • Skyscrapers
  • Deliberate practice

School To World 60

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Possible Outcomes of Social Skills Deficiencies

Students who are lacking social skills are at-risk for:

  • Aggression
  • Peer rejection
  • Loneliness
  • Social dissatisfaction
  • Academic failure
  • School drop-out
  • Contact with the legal system
  • Substance abuse
  • Difficulty maintaining employment & relationships

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Top Reasons For Termination Within First 1000 Hours of Employment

1.

Didn’t show up.

2.

Didn’t show up on time.

3.

Did not follow directions.

4.

Did not start task promptly.

5.

Did not complete task.

6.

Did not get along with supervisor.

7.

Did not get along with co-workers.

8.

Inappropriate hygiene.

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How to Succeed in School and the Workplace Or The Basic Eight Rules for Success*

1.

Show up

2.

Be on time

3.

Start your task promptly

4.

Complete your task

5.

Follow directions

6.

Get along with peers

7.

Get along with adults

8.

Have good hygiene

*from the “Markkula Center for Applied Ethics”, Santa Clara University

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Why Don’t We Do It?

  • Don’t have time
  • Don’t know how
  • Not my job
  • Too difficult

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Why Is This So Difficult?

  • Human beings are hard-wired to be in relationships.
  • Some believe it is too difficult to teach social skills

because they are done “naturally.”

  • Young people with emotional, behavioral, and/or

processing difficulties do no do not generalize well.

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Why Is This So Difficult?

  • Most groups who have difficulty with social skills are

very isolated from mainstream.

  • Negative effects of isolation
  • If it

it were re e easy t sy to do, do, it it would a uld already be ready be done. done.

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It’s not just what you say,

  • it’s how you say it

(Social Mechanics) and

  • it’s where you say it

(Different Settings and Situations) and

  • it’s with or to whom you say it.

(Different Audiences and Participants)

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It’s not just what you say… it’s how you say it.

  • 7% of the message is communicated with actual

words.

  • 38% of the message is communicated in tone of

voice.

  • 55% of the message is in body language.

So what happens if you don’t recognize or understand body language and tone?

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Examples of Social Skill Mechanics (aka How You Say It)

  • Gestures
  • Gross body movements
  • Smiling
  • Eye-contact
  • Predictability of responses
  • Amount spoken
  • Interruptions

69 School To World

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Examples of Social Skill Content Areas (aka Where You Say It--Context)

  • Interacting with Peers in Social Situations
  • Interacting with Peers Who are Trying to Take

Advantage of You

  • Handling Bad Moods
  • Personal Appearance
  • Alcohol or Drug Use
  • Relationships

70 School To World

Examples of Social Skill Content Areas (aka To Whom You Say It)

  • Parents & Siblings
  • Roommates
  • Business People (e.g. shop owners, clerks)
  • Police or Store Security
  • Neighbors
  • Making friends
  • Dating

71 School To World

Social skills may be viewed differently because

  • f the influence of culture but are generally

categorized into four types:

1. Survival skills 2. Interpersonal skills 3. Problem-solving skills 4. Conflict resolution skills

(National Association of School Psychologists)

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Examples of “survival skills”

  • Listening
  • Following directions
  • Ignoring distractions
  • Using nice or brave talk
  • Rewarding yourself

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Examples of “interpersonal skills”

  • Sharing
  • Asking for permission
  • Joining an activity
  • Waiting your turn

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Examples of “problem-solving skills”

  • Asking for help
  • Apologizing
  • Accepting consequences
  • Deciding what to do

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Examples of “conflict-resolution skills”

  • Dealing with teasing, belittling, bullying etc.
  • Losing
  • Accusations
  • Being left out
  • Peer pressure

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Tips for Social Skills Training

  • Remember that a social skill deficit can be a “can’t”

problem or a “won’t” problem.

  • “Can’t” means someone does not have the skills to

perform something.

  • “Won’t” means someone “can” but chooses not to.
  • Both can appear the same.

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Wrap-up

Examples of Curricula etc.

  • WAGES (Johnson et al) Voyager Sopris
  • Second Step (Committee for Children)
  • Skillstreaming (Goldstein) Research Press
  • Skills to Pay the Bills (on-line and free)
  • Strong Kids (Merell) University of Oregon
  • CASEL- Collaborative for Academic, Social,

and Emotional Learning

  • Project ACCESS – University of Oregon

http://projectaccess.uoregon.edu/

78 School To World

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And now a final thought…

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“We are not called to be successful; we are called to be faithful.”

Greg Boyle

80 School To World