Understanding SEBD: Assessment & Intervention for Social, - - PowerPoint PPT Presentation

Understanding SEBD: Assessment & Intervention for Social, Emotional and Behavioral Difficulties in Schools

FAITH G. MILLER, PHD, LP ASSISTANT PROFESSOR DEPARTMENT OF EDUCATIONAL PSYCHOLOGY UNIVERSITY OF MINNESOTA

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What’s in a name?

Social, Emotional, Behavioral Skills (School) (Student) Mental Health Behavioral Health

Current status

u Lifetime prevalence rates of DSM-IV mental disorders in a nationally-

representative sample of adolescents were estimated at 49.5%, with 22% experiencing a mental disorder with severe impairment/distress (Merikangas, 2010).

u The authors also found that the median age of disorder onset was 6 years for

anxiety disorders, 11 for behavior disorders, and 13 for mood disorders.

u These figures do NOT take into account subclinical problems. u One estimate suggests that 75-80% of children and youth in need of mental health

services do not receive them (Kataoka, Zhang, & Wells, 2002).

Impact

u Students who develop emotional and behavioral disorders experience

among the poorest academic, social, and behavioral outcomes of any disability group (Kern, Hilt-Panahon, & Sokol, 2009).

§ Dropout rate >40% § Prior suspensions 44% § Had been arrested previously 60%

(National Longitudinal Transition Study-2)

Impact

Prevention Science

“ ”

Treatment without prevention is simply unsustainable.

BILL GATES

Paradigm shift

u The old way u The new way

Multi-Tiered Systems of Support (MTSS)

PBIS RTI

MTSS

CI3T

MTSS

Intensive (Few) Tier 3

• HELPS Reading Program

Targeted (Some) Tier 2

• Reading Recovery

Universal (All Students) Tier1

• Open Court Reading

MTSS SEBD

Intensive (Few Students) Tier 3

• Individualized FBA-based Behavior Contract
• Solution-Focused Counseling

Targeted (Some Students) Tier 2

• Check-in/Check Out
• Coping Power

Universal (All Students) Tier 1

• Good Behavior Game
• PATHS SEL Curriculum

State of the science

Assessment

u Early identification à Better

• utcomes

u Reliable and valid identification

practices

u Progress monitoring to inform

problem-solving efforts

Intervention

u Evidence-based: u Universal supports (Tier 1) u Tier 2 supports u Tier 3 supports

“ ”

Perfect is the enemy of good.

VOLTAIRE

Early identification

u Precursors to severe problems u Students with SEBD are at greater risk for negative outcomes u By detecting problems early, we can ameliorate or mitigate negative

• utcomes

Assessment Data-based decision- making Intervention

Bruhn et al. (2014)

Miller et al., 2015

School Nomination ODR BESS SSiS- Prosocial SSiS- Motivation At-risk 5 7 18 34 35 Not at-risk 95 93 82 66 65

10 20 30 40 50 60 70 80 90 100

Proportion

FALL RISK STATUS BY MEASURE

Early identification

u Consider what your building/district is doing to identify those

students in need of additional SEB support

u Must establish follow up procedures when identified at-risk u Supports must be available to address identified concerns

u Build on existing efforts

Early intervention

u Early identification à Foundation for early intervention u Change trajectory u Avoid a one-size-fits all approach: need-based u Evidence-based repositories

u What Works Clearinghouse u National Registry of Evidence-based Programs and Practices (NREPP)

u Development of feasible, contextually appropriate, effective school-

based interventions

“Powering up”

Mind powers Action powers Body powers

Bringing it all together

u Consider conducting a needs assessment of your building/district

with regard to SEB MTSS

u Defined: A systematic process of asking questions, comparing

answers, and making informed decisions about what to do next to improve human (and organizational) conditions and performance

u Develop community/university partnerships

Growing Pains

Be Better er performa mance

Bridge the gap

u These efforts need a champion u Shared mission/beliefs/values u Ownership of SEB MTSS u Buy-in

A vision for the future

“ ”

We cannot become what we want by remaining what we are.

MAX DEPREE

Thank You!

FAITH MILLER EMAIL: FGMILLER@UMN.EDU OFFICE: 612-625-0615