Effective Educational Services for Students with Emotional or Behavioral Disabilities Douglas Cheney, Ph.D., Professor University of Washington, Seattle Thanks to Bridget, Michaela, Shu-Fei Presentation at: /21491/ /21491/ Pacific NW Institute on Law & Special Education September 27, 2011 December 16, 2008 Footer Info1

December 16, 2008 Footer Info2 Effective Educational Services for Students with Emotional or Behavioral Disabilities Purpose – Present a perspective on the past 20 years of evidence based practices (EBP) for Students with EBD Discuss Program Evaluation for Schools & Classrooms serving these students Case study of one district’s success

Emotional or Behavioral Disabilities (EBD) = E very B ody’s D ilemma December 16, 2008 Footer Info3

Problems Problems: –Segregated services: first out, last to return –Classroom of control –Poor grades/credit earning –Low graduation rates/dropout –Difficulties in interpersonal relations –Poor community adjustment, employment –(Knitzer, 1982, 1990; Peacock Hill, 1991; Wagner 1992, 2005) December 16, 2008 Footer Info4

Promise Peacock Hill Working Group (1991) Systematic, data-based intervention Multisystems treatment Social and Academic practice Successful programs – RIP, CLASS, ReED Emphasis on research agenda IDEA 1990 had research priority for emotional disturbance December 16, 2008 Footer Info5

Research Agenda Findings Classroom Organization/Management –Positive Expectations –Consistent Monitoring & Feedback –Classwide Positive Reinforcement –Schedules, Routines, Procedures –Continuum of Consequences –Classroom Layout –Daily Schedules –Problem Solving –(Cheney & Jewell, 2010; Jones & Jones 2009; Sprick, 1998) December 16, 2008 Footer Info6

Research Agenda Findings Strategies –Social Skills Instruction (Goldstein) –Problem-solving & Cognitive Behavior Therapy –Self-monitoring, evaluation –Teacher-student interaction (Opportunities to respond) (Wheby & Sutherland) –Daily Progress Reporting/Behavior Report (Cheney, Hawken, Chafouleas) –Functional Behavioral Assessments and Intervention Planning (O’Neill et al., Umbreit) Antecedent, Behavior, Consequences December 16, 2008 Footer Info7

Academic Instruction Review by Ryan, Pierce, & Mooney (2008) Peer Mediated Classwide Peer Tutoring (Greenwood) Cooperative Learning Literacy (Lane, Nelson) December 16, 2008 Footer Info8

Programs Therapeutic school – –ReEducation (ReEd) –Universal-Second Steps, PBIS Models Classroom (Tier 2 Prevention) –First Steps –Check & Connect, Behavior Education Program (Check-in/Check-out) Individualized FBA –Prevent, Teach, Respond December 16, 2008 Footer Info9

Wraparound Process Systems & Principles (Stroul & Friedman, 1988) Illinois, Alaska, Vermont, Kentucky Systems Change National Wraparound Initiative December 16, 2008 Footer Info10

Positive Behavior Interventions & Supports

Program Evaluation How do you know an effective classroom or school? Work with my colleague, Bridget Walker –Self assessment and evaluation, pbis –Self assessment and evaluation, ebd –Both have effective practices and indicators of those practices December 16, 2008 Footer Info13

Program Evaluation Over 20 Years Eight program components for evaluation: philosophy, student needs and identification, program goals, instructional methods and curriculum, community involvement, program design and operation, exit procedures, and evaluation (Grosenick & Huntze 1979; 1983; Grosenick, George & George, 1987;1990) Ten program components integrated into evaluation and planning (Walker & Fecser, 2002; 2007)

4 Domains/ 19 Practices Foundations/Philosophy –Philosophy, Mission –Referral, Reintegration Guidelines –Professional Development –Family Involvement Classroom Structure –Data Driven & Progress Monitoring –Effective Scheduling –Positive Behavior Management –Expectations, Rules, & Routines December 16, 2008 Footer Info15

Domains/Practices Climate/Group Process –Varied Instructional Techniques/Materials –Prosocial Skill Development –Group Meetings, Peer Culture & Support –Affective Instruction –Crisis Intervention Individualized Programming –Meaningful Assessment –Functional Behavior Assessment –Behavior Intervention Plans –Therapeutic Support –Wraparound Support –Culturally Responsive December 16, 2008 Footer Info16

Evaluation Process Participatory Evaluation –Individual Assessment –Team Assessment –Team Score –Evaluator Assessment –Comparison of Evaluator & Team –Action Planning and Implementation December 16, 2008 Footer Info17

Summary & Discussion Systems Emphasis & Coordination –PBIS & Wraparound Positive, Supportive, Instructional Self, Peer, and Teacher Mediated Affective, Behavioral, Cognitive Expertise EBP integrated into High Functioning Programs December 16, 2008 Footer Info18