The National Registry of Evidence-based Programs and Practices (NREPP) is a searchable online registry of mental health and substance abuse interventions that have been reviewed and rated by independent reviewers. The purpose of this registry is to assist the public in identifying scientifically based approaches to preventing and treating mental and/or substance use disorders that can be readily disseminated to the field. NREPP is one way that SAMHSA is working to improve access to information on tested interventions and thereby reduce the lag time between the creation of scientific knowledge and its practical application in the field.
http://nrepp.samhsa.gov/
NREPP is a searchable online registry of more than 210 interventions supporting mental health promotion, substance abuse prevention, and mental health and substance abuse treatment. We connect members of the public to intervention developers so they can learn how to implement these approaches in their communities.
Wednesday, December 28, 2011
Tuesday, September 13, 2011
Strength-Based Assessment
Strength-based asssessment is a new way of thinking about special education and mental health. Rather than focus on "what's wrong," a strengths-based approach identifies the positive resources and abilities that children and families have. Dr. Michael Epstein at the University of Nebraska has pioneered work in strength-based assessment, including developing a norm-referenced instrument, the Behavioral and Emotional Rating Scale (BERS): A Strength-Based Approach to Assessment, that can be used in planning and evaluation.
Read the full article at:
http://cecp.air.org/interact/expertonline/strength/sba.asp
Read the full article at:
http://cecp.air.org/interact/expertonline/strength/sba.asp
Sunday, December 19, 2010
Strengths and Ideas
In doing some recent observations in a variety of preschool classrooms, I developed some general feedback in regards to things that were going well for teaching and managing behavior in the classroom, and some ideas to try / areas to watch... Here is that information which may be helpful for others to use for ideas, strategies, etc.... Many of the items are easily adaptable for classrooms beyond preschool age as well....
Folks are welcome to add their ideas / strategies as well!
Great! Keep It Up! :
• Giving each child a small sticker for staying on their spot during circle time
• Prompting & modeling kids to ask to use an item, share, etc.
• Having the class cheer for and praise other children
o Ex: child doesn’t want to do their job or sit for circle and, despite a protest, they comply – the other children clap, cheer, say ‘thank you,’ etc.
• Having a ‘quiet area,’ bean bag, etc for calming bodies / taking a break
• Using a visual schedule on the wall w/ pictures and reviewing
• Having a picture paired with each child’s name on their spot for circle / group time
• Having one peer help another when possible
o Ex: Student asks for help fastening smock in the back – having a nearby peer help and / or having the student ask a nearby student for help
o Ex: “My friend _____ is running in the classroom. Who can tell ____ what kind of feet he should be using?”
• Prompting the child to identify what they need to do differently
o Ex: What are your hands doing? What do you hands need to be doing?
• Before structured activities, particularly following a less structured time, leading the class in taking a deep breath and counting to 3 in different languages
• While cleaning up certain activities, using songs to say where things go to the tune of Hi-ho the Dario: ex: “the books go on the shelf, the books go on the shelf, hi-ho the Dario, the books go on the shelf”
Suggestions / Areas to take note of:
• When giving a direction be clear, concise, and specific…. Avoid phrasing it as a question
o Example: “do you want to go outside” versus “we’re going outside now”
or “can you (will you, do you want to) help pick up” versus “ help pick up the blocks please”
o It is confusing to the child to present something as an option / choice if it is really not an option --- only phrase as a question if the child’s possible answer is really acceptable
• Significantly increase verbal praise – should be given at a ratio of at least 6 praises for every correction / redirection
o Use labeled praise – another way to look at it is to make sure you “answer the what”
Ex: “Thank you for what?” “Good job doing what?” “That was nice. What was?”
• Post rules with a visual picture beside each rule in EVERY area (each classroom, hallway (the rules that apply), etc…)
o Review rules at least 2x per week during circle time (increase after breaks and with addition of new students)
• Reserve “no” and “not safe” for situations that are truly not safe versus things you prefer a student not do
Ex: a child lays on a swing on their stomach – tell & show the child how the swing is to be used
o Saying ‘no’ and / or ‘not safe’ loses its impact / meaning when over used
• Be clear & concise with directions
o Ex: Instead of “tell me when you’re ready,” use “when you are quiet, then you / we can _____”
o Ex: Instead of “go clean up,” use “we’re cleaning up / it’s time to clean up, please put away the _____”
• Reduce hands-on redirection / management of children – this is hugely important as it puts both staff and students at risk for injury as well as increases problem behaviors and power struggles…..
o This is not the same as hand-over-hand teaching and instruction techniques
o “Helping” a child to a chair, location, task, etc by full bodily moving them should not be the first or second option –unless it is a true safety issue (for example, there is a fire) – in the absence of such a safety situation , there is a rare occasion that it should be an option at all
o Another way, another day -- what this means is that anything that is going to be accomplished or that you are trying to “teach” a child when physical management is involved can be taught in another way, at another time, and / or on another day….
Folks are welcome to add their ideas / strategies as well!
Great! Keep It Up! :
• Giving each child a small sticker for staying on their spot during circle time
• Prompting & modeling kids to ask to use an item, share, etc.
• Having the class cheer for and praise other children
o Ex: child doesn’t want to do their job or sit for circle and, despite a protest, they comply – the other children clap, cheer, say ‘thank you,’ etc.
• Having a ‘quiet area,’ bean bag, etc for calming bodies / taking a break
• Using a visual schedule on the wall w/ pictures and reviewing
• Having a picture paired with each child’s name on their spot for circle / group time
• Having one peer help another when possible
o Ex: Student asks for help fastening smock in the back – having a nearby peer help and / or having the student ask a nearby student for help
o Ex: “My friend _____ is running in the classroom. Who can tell ____ what kind of feet he should be using?”
• Prompting the child to identify what they need to do differently
o Ex: What are your hands doing? What do you hands need to be doing?
• Before structured activities, particularly following a less structured time, leading the class in taking a deep breath and counting to 3 in different languages
• While cleaning up certain activities, using songs to say where things go to the tune of Hi-ho the Dario: ex: “the books go on the shelf, the books go on the shelf, hi-ho the Dario, the books go on the shelf”
Suggestions / Areas to take note of:
• When giving a direction be clear, concise, and specific…. Avoid phrasing it as a question
o Example: “do you want to go outside” versus “we’re going outside now”
or “can you (will you, do you want to) help pick up” versus “ help pick up the blocks please”
o It is confusing to the child to present something as an option / choice if it is really not an option --- only phrase as a question if the child’s possible answer is really acceptable
• Significantly increase verbal praise – should be given at a ratio of at least 6 praises for every correction / redirection
o Use labeled praise – another way to look at it is to make sure you “answer the what”
Ex: “Thank you for what?” “Good job doing what?” “That was nice. What was?”
• Post rules with a visual picture beside each rule in EVERY area (each classroom, hallway (the rules that apply), etc…)
o Review rules at least 2x per week during circle time (increase after breaks and with addition of new students)
• Reserve “no” and “not safe” for situations that are truly not safe versus things you prefer a student not do
Ex: a child lays on a swing on their stomach – tell & show the child how the swing is to be used
o Saying ‘no’ and / or ‘not safe’ loses its impact / meaning when over used
• Be clear & concise with directions
o Ex: Instead of “tell me when you’re ready,” use “when you are quiet, then you / we can _____”
o Ex: Instead of “go clean up,” use “we’re cleaning up / it’s time to clean up, please put away the _____”
• Reduce hands-on redirection / management of children – this is hugely important as it puts both staff and students at risk for injury as well as increases problem behaviors and power struggles…..
o This is not the same as hand-over-hand teaching and instruction techniques
o “Helping” a child to a chair, location, task, etc by full bodily moving them should not be the first or second option –unless it is a true safety issue (for example, there is a fire) – in the absence of such a safety situation , there is a rare occasion that it should be an option at all
o Another way, another day -- what this means is that anything that is going to be accomplished or that you are trying to “teach” a child when physical management is involved can be taught in another way, at another time, and / or on another day….
Wednesday, October 13, 2010
ADHD and Questions of True Prevalance
http://www.medicalnewstoday.com/articles/198077.php
This is a link to a brief article regarding the possibility of ADHD being misdiagnosed in nearly 1 million US kids --- the focus is on recent research showing that a majority of children diagnosed with ADHD (another article I read recently said about 60%) are the youngest in their class. While there is surely more research to be done on this issue - for me, this information really brings to mind the need to not jump too quickly to 'what is wrong with this child' but first and foremost look at 'what are we asking of this child' and are we asking more than what is developmentally reasonable. Even more compounding to this is the idea that there are undoubtedly children who are among the youngest in their class and who legitimately have ADHD, and very well have expectations on them beyond what their developmental stage and their learning / mental health difficulties allow.
Of course, the answer is not as easy as having them just stay back a year or delay starting school, as there is also conflicting research on the those benefits. In reality, I don't believe there is a clear-cut easy answer. Undoubtedly, how children are evaluated for and diagnosed with ADHD is often of concern. It is imperative that diagnoses are made by qualified professionals who use multi-informant and multi-process methods of evaluation versus an 'eye ball' evaluation or medication trial and error without assessment or other intervention. Additionally, I believe it essential that we continuously look at and build upon how we teach children, what we ask of them, where they are at developmentally, and how we can make classrooms work for kids just as much as we expect kids to work for their classrooms.
This is a link to a brief article regarding the possibility of ADHD being misdiagnosed in nearly 1 million US kids --- the focus is on recent research showing that a majority of children diagnosed with ADHD (another article I read recently said about 60%) are the youngest in their class. While there is surely more research to be done on this issue - for me, this information really brings to mind the need to not jump too quickly to 'what is wrong with this child' but first and foremost look at 'what are we asking of this child' and are we asking more than what is developmentally reasonable. Even more compounding to this is the idea that there are undoubtedly children who are among the youngest in their class and who legitimately have ADHD, and very well have expectations on them beyond what their developmental stage and their learning / mental health difficulties allow.
Of course, the answer is not as easy as having them just stay back a year or delay starting school, as there is also conflicting research on the those benefits. In reality, I don't believe there is a clear-cut easy answer. Undoubtedly, how children are evaluated for and diagnosed with ADHD is often of concern. It is imperative that diagnoses are made by qualified professionals who use multi-informant and multi-process methods of evaluation versus an 'eye ball' evaluation or medication trial and error without assessment or other intervention. Additionally, I believe it essential that we continuously look at and build upon how we teach children, what we ask of them, where they are at developmentally, and how we can make classrooms work for kids just as much as we expect kids to work for their classrooms.
Thursday, May 27, 2010
Effectiveness of PBIS
While difficult to measure objectively and statistically due to the lifelong time element and multidimensional aspects of PBIS, there is some evidence available from schools related to its effectiveness.
Olson Park Elementary School in Loves Park reports a 40% decrease in its Office Behavior Reports from September, 2001 to September, 2002 due to implementing PBIS (FY03 PBIS 1st Quarter 2002).
Kentucky Schools indicate a 66% decline in office referrals due to implementation of a PBIS program, and a 64% decrease in school suspensions and expulsions. During the 1997-98 school year, one Kentucky school did not have a PBIS program in place. After implementing it the following year, the school showed a 65% decrease in the number of students suspended, a 76% decrease in the number of days of suspension school-wide. They also experienced an increase in reading scores attributed to a greater number of instructional hours (Positive Behavior Support and Delinquency Prevention, 2004)
The state of Maryland is a national model for effective use of PBIS. With state mandates to utilize the program, and routine training of teachers and school administrators by the state board of education, Maryland schools benefit from a proven track record of decreased numbers of school suspensions, and less class time lost to handle behavior situations. Nancy S. Grasmick, State Superintendent of Schools claims, "PBIS is so successful because it focuses on changing behavioral expectations within schools, not just individual student behaviors. As a result, school cultures and environments have changed, making way for the kind of academic learning that we want for all Maryland’s children." (MSDE to Train Educators. . . 2004)
(http://wik.ed.uiuc.edu/index.php/PBIS_(Positive_Behavioral_Interventions_and_Supports)
Olson Park Elementary School in Loves Park reports a 40% decrease in its Office Behavior Reports from September, 2001 to September, 2002 due to implementing PBIS (FY03 PBIS 1st Quarter 2002).
Kentucky Schools indicate a 66% decline in office referrals due to implementation of a PBIS program, and a 64% decrease in school suspensions and expulsions. During the 1997-98 school year, one Kentucky school did not have a PBIS program in place. After implementing it the following year, the school showed a 65% decrease in the number of students suspended, a 76% decrease in the number of days of suspension school-wide. They also experienced an increase in reading scores attributed to a greater number of instructional hours (Positive Behavior Support and Delinquency Prevention, 2004)
The state of Maryland is a national model for effective use of PBIS. With state mandates to utilize the program, and routine training of teachers and school administrators by the state board of education, Maryland schools benefit from a proven track record of decreased numbers of school suspensions, and less class time lost to handle behavior situations. Nancy S. Grasmick, State Superintendent of Schools claims, "PBIS is so successful because it focuses on changing behavioral expectations within schools, not just individual student behaviors. As a result, school cultures and environments have changed, making way for the kind of academic learning that we want for all Maryland’s children." (MSDE to Train Educators. . . 2004)
(http://wik.ed.uiuc.edu/index.php/PBIS_(Positive_Behavioral_Interventions_and_Supports)
Thursday, May 6, 2010
Cool Tools!
In Carbondale Elementary School, in Illinois, Cool Tools help them to work with tier 2 students. These are suggestions for teaching or role playing with a different focus for each week. Here is an example:
"Target Area For the Week
Be Kind to one another
Monday: Try saying something nice to someone in your room or on the playground every day this week. You will be amazed at the results.
Tuesday: First, take pride in who you are. Then, treat others, as you would want to be treated. To have a friend you must be a friend.
Wednesday: Calling a person a name can often hurt as much as being hit. If you are mad at someone walk away form them. Don't stand there and call them names. That is a sure way to cause trouble for both of you.
Thursday: Making fun of another person isn't cool. If you don't like the way a person looks, acts, or what he is saying, leave the person alone. Making fun of a person will almost always make for hurt feelings. Only a small person makes fun of others.
Friday: We don't use racial slurs or make fun of another person's heritage. We all need to be proud of who we are. Feel good about yourself. Only a small person puts another person down to make himself feel good."
They have many more examples on their web site below.
http://www.ces95.jacksn.k12.il.us/education/components/docmgr/default.php?sectiondetailid=88438&catfilter=3039&PHPSESSID=5f95bfea912c57fd308058decb9d1f62#showDoc
"Target Area For the Week
Be Kind to one another
Monday: Try saying something nice to someone in your room or on the playground every day this week. You will be amazed at the results.
Tuesday: First, take pride in who you are. Then, treat others, as you would want to be treated. To have a friend you must be a friend.
Wednesday: Calling a person a name can often hurt as much as being hit. If you are mad at someone walk away form them. Don't stand there and call them names. That is a sure way to cause trouble for both of you.
Thursday: Making fun of another person isn't cool. If you don't like the way a person looks, acts, or what he is saying, leave the person alone. Making fun of a person will almost always make for hurt feelings. Only a small person makes fun of others.
Friday: We don't use racial slurs or make fun of another person's heritage. We all need to be proud of who we are. Feel good about yourself. Only a small person puts another person down to make himself feel good."
They have many more examples on their web site below.
http://www.ces95.jacksn.k12.il.us/education/components/docmgr/default.php?sectiondetailid=88438&catfilter=3039&PHPSESSID=5f95bfea912c57fd308058decb9d1f62#showDoc
Wednesday, April 21, 2010
ADHD as a Journey
Students learn that even though their ADHD symptoms can make their school experience different from that of other students, it is possible to be successful. Each of the six sessions presents a different social skill and includes opportunities for guided practice:
1. Our journey. This session introduces the notion that students with ADHD must learn to be a different kind of traveler and must learn new ways to demonstrate socially appropriate behavior at school.
2. Pack it up. The need to learn effective organizational skills is emphasized and students are exposed to assorted organizational strategies that facilitate classroom learning.
3. Stop lights and traffic cops. Students learn various strategies designed to help them pay close attention when faced with distractions.
4. Using road signs as a guide. This session helps students identify personal cues that lead to socially appropriate classroom behavior.
5. Road holes and detours. Students are instructed on selected cognitive behavioral techniques intended to help identify and maneuver around obstacles that interfere with classroom learning.
6. Roadside help and being your own mechanic. This session emphasizes social skills with the expectation that students use the skills to self-manage their behavior.
The Journey is most effective when combined with teacher reinforcement in the classroom of social skills acquired during the group intervention.
(http://www.lyceumbooks.com/pdf/Sclsocwk7_Chapter_35.pdf)
1. Our journey. This session introduces the notion that students with ADHD must learn to be a different kind of traveler and must learn new ways to demonstrate socially appropriate behavior at school.
2. Pack it up. The need to learn effective organizational skills is emphasized and students are exposed to assorted organizational strategies that facilitate classroom learning.
3. Stop lights and traffic cops. Students learn various strategies designed to help them pay close attention when faced with distractions.
4. Using road signs as a guide. This session helps students identify personal cues that lead to socially appropriate classroom behavior.
5. Road holes and detours. Students are instructed on selected cognitive behavioral techniques intended to help identify and maneuver around obstacles that interfere with classroom learning.
6. Roadside help and being your own mechanic. This session emphasizes social skills with the expectation that students use the skills to self-manage their behavior.
The Journey is most effective when combined with teacher reinforcement in the classroom of social skills acquired during the group intervention.
(http://www.lyceumbooks.com/pdf/Sclsocwk7_Chapter_35.pdf)
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