screening for challenging behavior in preschool edward g. feil, ph.d. oregon research institute and...
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Screening for Challenging Screening for Challenging Behavior in PreschoolBehavior in Preschool
Edward G. Feil, Ph.D.Edward G. Feil, Ph.D.
Oregon Research Institute andOregon Research Institute andUniversity of OregonUniversity of Oregon
December, 17 2003December, 17 2003
Indicators of problem behaviors evident in Indicators of problem behaviors evident in preschoolerspreschoolers
Problem behaviors progress from low Problem behaviors progress from low intensity (noncompliance) to high intensity (noncompliance) to high intensity (stealing)intensity (stealing)
Indicators of problem behaviors evident in Indicators of problem behaviors evident in preschoolerspreschoolers
Problem behaviors progress from low Problem behaviors progress from low intensity (noncompliance) to high intensity (noncompliance) to high intensity (stealing)intensity (stealing)
Why Screen Young ChildrenWhy Screen Young ChildrenWhy Screen Young ChildrenWhy Screen Young Children
Peer rejection Peer rejection DelinquencyDelinquency Poor employmentPoor employment
Peer rejection Peer rejection DelinquencyDelinquency Poor employmentPoor employment
Antisocial Children Are Antisocial Children Are At More Serious Risk for:At More Serious Risk for:Antisocial Children Are Antisocial Children Are At More Serious Risk for:At More Serious Risk for:
Poor academicsPoor academics Substance abuseSubstance abuse Disrupted marriagesDisrupted marriages
Poor academicsPoor academics Substance abuseSubstance abuse Disrupted marriagesDisrupted marriages
"Early Starter" "Early Starter" (a.k.a. "Life-Course Persistent", "Aggressive-Versatile")(a.k.a. "Life-Course Persistent", "Aggressive-Versatile")"Early Starter" "Early Starter" (a.k.a. "Life-Course Persistent", "Aggressive-Versatile")(a.k.a. "Life-Course Persistent", "Aggressive-Versatile")
"Late Starter" "Late Starter" (a.k.a. "Adolescence Limited", "Non-Aggressive Antisocial")(a.k.a. "Adolescence Limited", "Non-Aggressive Antisocial")"Late Starter" "Late Starter" (a.k.a. "Adolescence Limited", "Non-Aggressive Antisocial")(a.k.a. "Adolescence Limited", "Non-Aggressive Antisocial")
Developmental Pathways of Conduct Developmental Pathways of Conduct ProblemsProblemsDevelopmental Pathways of Conduct Developmental Pathways of Conduct ProblemsProblems
Preschool / Early School-Age OnsetPreschool / Early School-Age Onset Overt and Covert BehaviorsOvert and Covert Behaviors High Degree of ContinuityHigh Degree of Continuity Poor PrognosisPoor Prognosis
Preschool / Early School-Age OnsetPreschool / Early School-Age Onset Overt and Covert BehaviorsOvert and Covert Behaviors High Degree of ContinuityHigh Degree of Continuity Poor PrognosisPoor Prognosis
• Early Adolescence OnsetEarly Adolescence Onset
• Covert BehaviorsCovert Behaviors
• High Degree of DesistanceHigh Degree of Desistance
• Better PrognosisBetter Prognosis
• Early Adolescence OnsetEarly Adolescence Onset
• Covert BehaviorsCovert Behaviors
• High Degree of DesistanceHigh Degree of Desistance
• Better PrognosisBetter Prognosis
Perseverance from Early Perseverance from Early ChildhoodChildhoodPerseverance from Early Perseverance from Early ChildhoodChildhood
1. Bring antisocial pattern to school1. Bring antisocial pattern to school
2. Early starter2. Early starter
3. Chronic offender3. Chronic offender
1. Bring antisocial pattern to school1. Bring antisocial pattern to school
2. Early starter2. Early starter
3. Chronic offender3. Chronic offender
All three factors predict 100% of All three factors predict 100% of violent male adolescent offendersviolent male adolescent offenders
Cumulative Number of Arrests for Cumulative Number of Arrests for Antisocial and At-Risk GroupsAntisocial and At-Risk Groups
Covariation of Arrest Onset and Covariation of Arrest Onset and ChronicityChronicity
Covariation of Arrest Onset and Covariation of Arrest Onset and ChronicityChronicity
<9 10 11 12 13 14 1500
.2.2
.4.4
.6.6
.8.8
1.01.0
AgeAge
p (Chronicity)p (Chronicity)
Antisocial BehaviorAntisocial BehaviorAntisocial BehaviorAntisocial Behavior
Antisocial behavior by grade 4 should be Antisocial behavior by grade 4 should be treated as chronic condition like diabetes treated as chronic condition like diabetes (not cured but managed)(not cured but managed)
Early intervention in school, home, and Early intervention in school, home, and community is best hope for diverting from community is best hope for diverting from the paththe path
Antisocial behavior by grade 4 should be Antisocial behavior by grade 4 should be treated as chronic condition like diabetes treated as chronic condition like diabetes (not cured but managed)(not cured but managed)
Early intervention in school, home, and Early intervention in school, home, and community is best hope for diverting from community is best hope for diverting from the paththe path
GradeGradeGradeGrade PhasePhasePhasePhase Services and SupportsServices and SupportsServices and SupportsServices and Supports
PreschoolPreschoolKK112233
445566
7788
99101011111212
PreschoolPreschoolKK112233
445566
7788
99101011111212
Social skillsSocial skillsAcademic instructionAcademic instructionFamily supportFamily supportEarly screening &Early screening & identificationidentification
Social skillsSocial skillsAcademic instructionAcademic instructionFamily supportFamily support
Self-control, Academic skills, Self-control, Academic skills, Prevocational skills, Family supportPrevocational skills, Family support
Survival skillsSurvival skillsVocational skillsVocational skillsTransition to workTransition to workCoping skillsCoping skills
Social skillsSocial skillsAcademic instructionAcademic instructionFamily supportFamily supportEarly screening &Early screening & identificationidentification
Social skillsSocial skillsAcademic instructionAcademic instructionFamily supportFamily support
Self-control, Academic skills, Self-control, Academic skills, Prevocational skills, Family supportPrevocational skills, Family support
Survival skillsSurvival skillsVocational skillsVocational skillsTransition to workTransition to workCoping skillsCoping skills
PreventionPreventionPreventionPrevention
RemediationRemediationRemediationRemediation
AmeliorationAmeliorationAmeliorationAmelioration
AccommodationAccommodationAccommodationAccommodation
Source: Bullis & Walker (1994)Source: Bullis & Walker (1994)
Developmental Continuum of Services and Developmental Continuum of Services and Expectations for Antisocial BehaviorExpectations for Antisocial Behavior
Developmental Continuum of Services and Developmental Continuum of Services and Expectations for Antisocial BehaviorExpectations for Antisocial Behavior
Antisocial behavior is part of normal Antisocial behavior is part of normal developmentdevelopment
Crucial features are the frequency and Crucial features are the frequency and intensity of behaviorsintensity of behaviors
Antisocial behavior is part of normal Antisocial behavior is part of normal developmentdevelopment
Crucial features are the frequency and Crucial features are the frequency and intensity of behaviorsintensity of behaviors
Characteristics of Characteristics of Problem BehaviorsProblem BehaviorsCharacteristics of Characteristics of Problem BehaviorsProblem Behaviors
AggressionAggressionAntisocial actsAntisocial actsSocial-skill deficitsSocial-skill deficitsHyperactivityHyperactivityLack of attentionLack of attention
AggressionAggressionAntisocial actsAntisocial actsSocial-skill deficitsSocial-skill deficitsHyperactivityHyperactivityLack of attentionLack of attention
ExternalizingExternalizing
Socially withdrawnSocially withdrawnSocial skill deficitsSocial skill deficitsAnxiousAnxiousInhibitedInhibited
Socially withdrawnSocially withdrawnSocial skill deficitsSocial skill deficitsAnxiousAnxiousInhibitedInhibited
InternalizingInternalizing
Gender DifferencesGender Differences
Teachers can compare child's behavior Teachers can compare child's behavior with other childrenwith other children
Teachers' tolerance levels, expectations, Teachers' tolerance levels, expectations, and standards vary widelyand standards vary widely
Parents frequently not aware of the Parents frequently not aware of the severity of their child's behaviorseverity of their child's behavior
Teachers can compare child's behavior Teachers can compare child's behavior with other childrenwith other children
Teachers' tolerance levels, expectations, Teachers' tolerance levels, expectations, and standards vary widelyand standards vary widely
Parents frequently not aware of the Parents frequently not aware of the severity of their child's behaviorseverity of their child's behavior
Screening and Early Screening and Early InterventionInterventionScreening and Early Screening and Early InterventionIntervention
Balancing theBalancing the
Positive NegativePositive Negative
• • Individualistic • NormativeIndividualistic • Normative
• • Intervention • AssessmentIntervention • Assessment
• • Rapport • SeverityRapport • Severity
Balancing theBalancing the
Positive NegativePositive Negative
• • Individualistic • NormativeIndividualistic • Normative
• • Intervention • AssessmentIntervention • Assessment
• • Rapport • SeverityRapport • Severity
Screening and Early Screening and Early InterventionInterventionScreening and Early Screening and Early InterventionIntervention
Screening and Early Screening and Early InterventionInterventionScreening and Early Screening and Early InterventionIntervention
Multi-source and multi-method assessment Multi-source and multi-method assessment
and intervention are the most accurate and and intervention are the most accurate and
effective.effective.
Multi-source and multi-method assessment Multi-source and multi-method assessment
and intervention are the most accurate and and intervention are the most accurate and
effective.effective.
1. Define, nominate & rank1. Define, nominate & rank
2. Rank & rate 2. Rank & rate Step 1, plus use cutoff scoreStep 1, plus use cutoff score
3. Early Screening Project 3. Early Screening Project
1. Define, nominate & rank1. Define, nominate & rank
2. Rank & rate 2. Rank & rate Step 1, plus use cutoff scoreStep 1, plus use cutoff score
3. Early Screening Project 3. Early Screening Project
Screening OptionsScreening OptionsScreening OptionsScreening Options
Hill M. WalkerHill M. Walker
Herbert H. SeversonHerbert H. Severson
Edward G. FeilEdward G. Feil
Hill M. WalkerHill M. Walker
Herbert H. SeversonHerbert H. Severson
Edward G. FeilEdward G. Feil
Early ScreeningEarly ScreeningProjectProjectEarly ScreeningEarly ScreeningProjectProject
Adapted from SSBDAdapted from SSBDMultiple-gated screening instrument for Multiple-gated screening instrument for
use with preschool-age childrenuse with preschool-age children
Adapted from SSBDAdapted from SSBDMultiple-gated screening instrument for Multiple-gated screening instrument for
use with preschool-age childrenuse with preschool-age children
Early Screening ProjectEarly Screening ProjectEarly Screening ProjectEarly Screening Project
First StepsFirst StepsFirst StepsFirst Steps
Teacher RankingTeacher RankingTeacher RankingTeacher Ranking
Teacher RatingsTeacher RatingsTeacher RatingsTeacher Ratings
Social Behav. ObservationsSocial Behav. ObservationsSocial Behav. ObservationsSocial Behav. Observations
Early Screening Early Screening ProjectProject
Early Screening Early Screening ProjectProject
Proactive multiple-gated Proactive multiple-gated screenerscreener
Stage One: Teacher ranking of Stage One: Teacher ranking of externalizing & internalizing externalizing & internalizing behaviorsbehaviors
Stage Two: Teacher ratings of Stage Two: Teacher ratings of the 6 highest ranked childrenthe 6 highest ranked children
Stage Three: Direct Stage Three: Direct observations & parent observations & parent questionnaires of children questionnaires of children exceeding Stage Two criteriaexceeding Stage Two criteria
Proactive multiple-gated Proactive multiple-gated screenerscreener
Stage One: Teacher ranking of Stage One: Teacher ranking of externalizing & internalizing externalizing & internalizing behaviorsbehaviors
Stage Two: Teacher ratings of Stage Two: Teacher ratings of the 6 highest ranked childrenthe 6 highest ranked children
Stage Three: Direct Stage Three: Direct observations & parent observations & parent questionnaires of children questionnaires of children exceeding Stage Two criteriaexceeding Stage Two criteria
ScreeningScreeningScreeningScreening
Number of ChildrenNumber of Children
Stage OneStage One 2,853*2,853*
Stage TwoStage Two 1,401*1,401*
Stage ThreeStage Three 541* 541*
Number of ChildrenNumber of Children
Stage OneStage One 2,853*2,853*
Stage TwoStage Two 1,401*1,401*
Stage ThreeStage Three 541* 541*
ESP Normative DataESP Normative DataESP Normative DataESP Normative Data
* In California, Kentucky, Louisiana, Nebraska, New Hampshire,* In California, Kentucky, Louisiana, Nebraska, New Hampshire,
Oregon, Texas, and UtahOregon, Texas, and Utah
Reliability & validity comparable to Reliability & validity comparable to other preschool measuresother preschool measures
• .80.80 Test-retest reliabilityTest-retest reliability
• .77.77 Interrater reliabilityInterrater reliability
• .78.78 Concurrent validityConcurrent validity
Low false diagnosis rate (9%)Low false diagnosis rate (9%)
Reliability & validity comparable to Reliability & validity comparable to other preschool measuresother preschool measures
• .80.80 Test-retest reliabilityTest-retest reliability
• .77.77 Interrater reliabilityInterrater reliability
• .78.78 Concurrent validityConcurrent validity
Low false diagnosis rate (9%)Low false diagnosis rate (9%)
ESP Psychometric DataESP Psychometric DataESP Psychometric DataESP Psychometric Data
T-score Means of ESP MeasuresT-score Means of ESP MeasuresT-score Means of ESP MeasuresT-score Means of ESP Measures
40
45
50
55
60
65
CriticalEvents
Aggressive Adaptive Maladaptive SocialBehavior
ESP Measures
T-S
core
s
HighExternalizer
HighInternalizer
Nonranked
Pro
-so
cia
lA
nti
/No
n-s
oci
al
Four Year Follow-Up Four Year Follow-Up (1)(1)
Preschool assessment w/ ESP Preschool assessment w/ ESP
Follow-up 4 years later (3Follow-up 4 years later (3rdrd grade). grade).
37 children enrolled in Head Start 37 children enrolled in Head Start preschool programpreschool program
– 60% from an original sample of 6260% from an original sample of 62
Four Year Follow-Up Four Year Follow-Up (2)(2)
ESP measures predicted:ESP measures predicted:– behavioral referrals, negative narrative comments, behavioral referrals, negative narrative comments,
discipline contacts, grade retention, and special discipline contacts, grade retention, and special education eligibility from a school records review education eligibility from a school records review during follow-upduring follow-up
Results found moderate correlations between Results found moderate correlations between preschool and follow-up periodspreschool and follow-up periods
Strongest relationship between ratings of Strongest relationship between ratings of prosocial behavior (Adaptive Rating Scale)prosocial behavior (Adaptive Rating Scale)
Working with Diverse Cultures Working with Diverse Cultures
Selection criteria and experimental designSelection criteria and experimental designAssessment and tracking of all eligible Assessment and tracking of all eligible
participantsparticipantsWait-List control designWait-List control design
Early Intervention’s Effectiveness Early Intervention’s Effectiveness and Social Validityand Social Validity Intervention and services are targeted for Intervention and services are targeted for
the appropriate childthe appropriate childScreening selects true positives and Screening selects true positives and
minimizes false negativesminimizes false negativesFactors associated with long term Factors associated with long term
outcomesoutcomes
Screening in Diverse Head Start Centers Screening in Diverse Head Start Centers (1)(1)
Universal procedures used with all Universal procedures used with all childrenchildren
Comparison to norms where gender and Comparison to norms where gender and cultural background are matchedcultural background are matched
Procedure is user friendlyProcedure is user friendlyFew screening procedures existFew screening procedures exist
Screening in Diverse Head Start Centers Screening in Diverse Head Start Centers (2)(2)
Labeling vs. eligible for servicesLabeling vs. eligible for servicesLinking assessment to interventionLinking assessment to intervention
Cross Cultural ESP ProjectCross Cultural ESP ProjectCross Cultural ESP ProjectCross Cultural ESP Project
5 Head Start Grantees in Oregon5 Head Start Grantees in OregonRural, Suburban, and UrbanRural, Suburban, and Urban
42 Classrooms (ave. 17 kids/class)42 Classrooms (ave. 17 kids/class)Children recruited over 3 yearsChildren recruited over 3 years
5 Head Start Grantees in Oregon5 Head Start Grantees in OregonRural, Suburban, and UrbanRural, Suburban, and Urban
42 Classrooms (ave. 17 kids/class)42 Classrooms (ave. 17 kids/class)Children recruited over 3 yearsChildren recruited over 3 years
DemographicsDemographics
N=323 with 40% girlsN=323 with 40% girls– Cohort 1 (N=104) Cohort 2 (N=182) Cohort 3 Cohort 1 (N=104) Cohort 2 (N=182) Cohort 3
(N=36)(N=36)Child Mean Age 3.9 (.83)Child Mean Age 3.9 (.83)Child ethnicity:Child ethnicity:
– Native-American (24%), African-American (3%), Native-American (24%), African-American (3%), Hispanic (6%), Asian (3%), White (37%) & Multi-Hispanic (6%), Asian (3%), White (37%) & Multi-category (6%)category (6%)
Baseline differences by EthnicityBaseline differences by Ethnicity
No significant differences on teacher No significant differences on teacher ratings by child ethnicity on ESP ratings by child ethnicity on ESP measuresmeasures
Significant differences among teacher’s Significant differences among teacher’s Clinician Global Rating of Severity by Clinician Global Rating of Severity by ethnicityethnicity
Teacher & Parent Ratings by Ethnicity
0
10
20
30
40
50
60
70
80
CriticalEvents-ESP
Social-ESP Aggres-ESP Adapt-ESP Maladapt-ESP
ClinicianGlobal
Child BehChk-Ex
Child BehChk-Int
Depression
Scale
Raw
Sco
re
Non-White
White
Teacher RankingTeacher RankingTeacher RankingTeacher Ranking
Teacher RatingsTeacher RatingsTeacher RatingsTeacher Ratings
Social Behav. ObservationsSocial Behav. ObservationsSocial Behav. ObservationsSocial Behav. Observations
Proactive multiple-gated Proactive multiple-gated screenerscreener
Stage One: Teacher ranking of Stage One: Teacher ranking of externalizing & internalizing externalizing & internalizing behaviorsbehaviors
Stage Two: Teacher ratings of Stage Two: Teacher ratings of the 6 highest ranked childrenthe 6 highest ranked children
Stage Three: Direct Stage Three: Direct observations & parent observations & parent questionnaires of children questionnaires of children exceeding Stage Two criteriaexceeding Stage Two criteria
Proactive multiple-gated Proactive multiple-gated screenerscreener
Stage One: Teacher ranking of Stage One: Teacher ranking of externalizing & internalizing externalizing & internalizing behaviorsbehaviors
Stage Two: Teacher ratings of Stage Two: Teacher ratings of the 6 highest ranked childrenthe 6 highest ranked children
Stage Three: Direct Stage Three: Direct observations & parent observations & parent questionnaires of children questionnaires of children exceeding Stage Two criteriaexceeding Stage Two criteria
Early Screening Early Screening ProjectProject
Provide standards, definitions, and criteriaProvide standards, definitions, and criteriaProvide structureProvide structureChildren in need will be referredChildren in need will be referredEach child has an equal chance of being Each child has an equal chance of being
referred for:referred for:
• Disruptive acting-outDisruptive acting-out
• Social isolation and withdrawalSocial isolation and withdrawal
Provide standards, definitions, and criteriaProvide standards, definitions, and criteriaProvide structureProvide structureChildren in need will be referredChildren in need will be referredEach child has an equal chance of being Each child has an equal chance of being
referred for:referred for:
• Disruptive acting-outDisruptive acting-out
• Social isolation and withdrawalSocial isolation and withdrawal
Stage One: Teacher RankingStage One: Teacher RankingStage One: Teacher RankingStage One: Teacher Ranking
Externalizing refers to all behavior Externalizing refers to all behavior difficulties that are directed outwardly by the difficulties that are directed outwardly by the child, toward the external social child, toward the external social environmentenvironment
Externalizing behavior usually involves Externalizing behavior usually involves behavior excess (i.e., too much behavior) behavior excess (i.e., too much behavior) and are considered inappropriate by and are considered inappropriate by teachersteachers
Externalizing refers to all behavior Externalizing refers to all behavior difficulties that are directed outwardly by the difficulties that are directed outwardly by the child, toward the external social child, toward the external social environmentenvironment
Externalizing behavior usually involves Externalizing behavior usually involves behavior excess (i.e., too much behavior) behavior excess (i.e., too much behavior) and are considered inappropriate by and are considered inappropriate by teachersteachers
Stage OneStage OneStage OneStage One
Internalizing refers to behavior problems that Internalizing refers to behavior problems that are directed inwardly (i.e., away from the are directed inwardly (i.e., away from the external environment), and that usually external environment), and that usually represent problems with self-esteem represent problems with self-esteem
Internalizing behavior problems are often Internalizing behavior problems are often self-imposed and frequently involve behavior self-imposed and frequently involve behavior deficits and patterns of social avoidance and deficits and patterns of social avoidance and withdrawalwithdrawal
Internalizing refers to behavior problems that Internalizing refers to behavior problems that are directed inwardly (i.e., away from the are directed inwardly (i.e., away from the external environment), and that usually external environment), and that usually represent problems with self-esteem represent problems with self-esteem
Internalizing behavior problems are often Internalizing behavior problems are often self-imposed and frequently involve behavior self-imposed and frequently involve behavior deficits and patterns of social avoidance and deficits and patterns of social avoidance and withdrawalwithdrawal
Stage OneStage OneStage OneStage One
1. Review class list1. Review class list
2. List five children2. List five children
3. Rank order3. Rank order
1. Review class list1. Review class list
2. List five children2. List five children
3. Rank order3. Rank order
Stage One:Stage One:Teacher RankingTeacher RankingStage One:Stage One:Teacher RankingTeacher Ranking
Table 2Table 2Table 2Table 2
EXTERNALIZERSEXTERNALIZERSEXTERNALIZERSEXTERNALIZERSListing
Student Name
Most
Least
Ranking
Student Name
1.
2.
3.
4.
5.
Stage OneStage OneStage OneStage One
Teacher RankingTeacher RankingTeacher RankingTeacher Ranking
Teacher RatingsTeacher RatingsTeacher RatingsTeacher Ratings
Social Behav. ObservationsSocial Behav. ObservationsSocial Behav. ObservationsSocial Behav. Observations
Proactive multiple-gated Proactive multiple-gated screenerscreener
Stage One: Teacher ranking of Stage One: Teacher ranking of externalizing & internalizing externalizing & internalizing behaviorsbehaviors
Stage Two: Teacher ratings of Stage Two: Teacher ratings of the 6 highest ranked childrenthe 6 highest ranked children
Stage Three: Direct Stage Three: Direct observations & parent observations & parent questionnaires of children questionnaires of children exceeding Stage Two criteriaexceeding Stage Two criteria
Proactive multiple-gated Proactive multiple-gated screenerscreener
Stage One: Teacher ranking of Stage One: Teacher ranking of externalizing & internalizing externalizing & internalizing behaviorsbehaviors
Stage Two: Teacher ratings of Stage Two: Teacher ratings of the 6 highest ranked childrenthe 6 highest ranked children
Stage Three: Direct Stage Three: Direct observations & parent observations & parent questionnaires of children questionnaires of children exceeding Stage Two criteriaexceeding Stage Two criteria
Early Screening Early Screening ProjectProject
Describe specific content of the behaviorDescribe specific content of the behaviorProvide a basis for making normative Provide a basis for making normative
comparisonscomparisonsProvide clinical informationProvide clinical information
Describe specific content of the behaviorDescribe specific content of the behaviorProvide a basis for making normative Provide a basis for making normative
comparisonscomparisonsProvide clinical informationProvide clinical information
Stage Two:Stage Two:Teacher RatingsTeacher RatingsStage Two:Stage Two:Teacher RatingsTeacher Ratings
_____ 1._____ 1._____ 1._____ 1. Exhibits painful shyness.Exhibits painful shyness.Exhibits painful shyness.Exhibits painful shyness.
_____ 2._____ 2._____ 2._____ 2. Steals.Steals.Steals.Steals.
_____ 3._____ 3._____ 3._____ 3. Appears sad, depressed, or having feelings of Appears sad, depressed, or having feelings of worthlessness so much that it interferes with normal peer worthlessness so much that it interferes with normal peer and classroom activities.and classroom activities.
Appears sad, depressed, or having feelings of Appears sad, depressed, or having feelings of worthlessness so much that it interferes with normal peer worthlessness so much that it interferes with normal peer and classroom activities.and classroom activities.
Sample:Sample:Sample:Sample:
Critical Events IndexCritical Events IndexCritical Events IndexCritical Events Index•16 occurrence/non-occurrence items16 occurrence/non-occurrence items•16 occurrence/non-occurrence items16 occurrence/non-occurrence items
_____ 4._____ 4._____ 4._____ 4. Set fires.Set fires.Set fires.Set fires.
1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5
1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5
1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5
NeverNever NeverNever SometimesSometimesSometimesSometimes FrequentlyFrequentlyFrequentlyFrequently
1.1.1.1. Has tantrums.Has tantrums.Has tantrums.Has tantrums.
2.2.2.2. Physically assaults adults.Physically assaults adults.Physically assaults adults.Physically assaults adults.
3.3.3.3. Is physically aggressive with other Is physically aggressive with other students or adults (hits, bites, students or adults (hits, bites, chokes, or throws things).chokes, or throws things).
Is physically aggressive with other Is physically aggressive with other students or adults (hits, bites, students or adults (hits, bites, chokes, or throws things).chokes, or throws things).
Sample:Sample:Sample:Sample:
Aggressive Behavior ScaleAggressive Behavior ScaleAggressive Behavior ScaleAggressive Behavior Scale•9 frequency items9 frequency items•9 frequency items9 frequency items
1 2 3 4 5 6 71 2 3 4 5 6 71 2 3 4 5 6 71 2 3 4 5 6 7
1 2 3 4 5 6 71 2 3 4 5 6 71 2 3 4 5 6 71 2 3 4 5 6 7
1 2 3 4 5 6 71 2 3 4 5 6 71 2 3 4 5 6 71 2 3 4 5 6 7
NotNot NotNot ModeratelyModerately ModeratelyModerately VeryVeryVeryVery Descriptive Descriptive DescriptiveDescriptive Descriptive Descriptive Descriptive Descriptive DescriptiveDescriptive Descriptive Descriptive
1.1.1.1. Verbally responds to a Verbally responds to a peer's initiation.peer's initiation.Verbally responds to a Verbally responds to a peer's initiation.peer's initiation.
2.2.2.2. Engages in long conversationsEngages in long conversationsEngages in long conversationsEngages in long conversations(more than 30 seconds).(more than 30 seconds).(more than 30 seconds).(more than 30 seconds).
3.3.3.3. Shares laughter with Shares laughter with classmates.classmates.Shares laughter with Shares laughter with classmates.classmates.
Sample:Sample:Sample:Sample:
or True or True or Trueor True or True or True or True or True or Trueor True or True or True
Social Interaction ScaleSocial Interaction ScaleSocial Interaction ScaleSocial Interaction Scale•8 frequency items8 frequency items•8 frequency items8 frequency items
1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5
1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5
1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5
NeverNever NeverNever SometimesSometimesSometimesSometimes A lotA lotA lotA lot
1.1.1.1. Follows established classroom Follows established classroom
routines.routines.
Follows established classroom Follows established classroom
routines.routines.
2.2.2.2.
3.3.3.3. Expresses anger appropriately (reacts Expresses anger appropriately (reacts
to situations without becoming violent to situations without becoming violent
or destructive).or destructive).
Expresses anger appropriately (reacts Expresses anger appropriately (reacts
to situations without becoming violent to situations without becoming violent
or destructive).or destructive).
Sample:Sample:Sample:Sample:
Gains other children's attention Gains other children's attention
in an appropriate mannerin an appropriate manner
Gains other children's attention Gains other children's attention
in an appropriate mannerin an appropriate manner
Adaptive Behavior ScaleAdaptive Behavior ScaleAdaptive Behavior ScaleAdaptive Behavior Scale•8 frequency items8 frequency items•8 frequency items8 frequency items
1.1.1.1. Refuses to participate in games or Refuses to participate in games or activities with other children during activities with other children during free (unstructured) play.free (unstructured) play.
Refuses to participate in games or Refuses to participate in games or activities with other children during activities with other children during free (unstructured) play.free (unstructured) play.
2.2.2.2. Behaves inappropriately in class Behaves inappropriately in class when directed (shouts back, defies when directed (shouts back, defies teacher, etc.)teacher, etc.)
Behaves inappropriately in class Behaves inappropriately in class when directed (shouts back, defies when directed (shouts back, defies teacher, etc.)teacher, etc.)
3.3.3.3. Responds inappropriately when Responds inappropriately when other children try to interact other children try to interact socially with her/him.socially with her/him.
Responds inappropriately when Responds inappropriately when other children try to interact other children try to interact socially with her/him.socially with her/him.
Sample:Sample:Sample:Sample:
1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5
1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5
1 2 3 4 51 2 3 4 51 2 3 4 51 2 3 4 5
NeverNever NeverNever SometimesSometimesSometimesSometimes AllotAllotAllotAllot
Maladaptive Behavior ScaleMaladaptive Behavior ScaleMaladaptive Behavior ScaleMaladaptive Behavior Scale•9 frequency items9 frequency items•9 frequency items9 frequency items
3 highest ranked externalizing children3 highest ranked externalizing children3 highest ranked internalizing children3 highest ranked internalizing children
3 highest ranked externalizing children3 highest ranked externalizing children3 highest ranked internalizing children3 highest ranked internalizing children
Stage Two:Stage Two:Teacher RatingsTeacher RatingsStage Two:Stage Two:Teacher RatingsTeacher Ratings
Teachers attend a 1 1/2 hour meeting Teachers attend a 1 1/2 hour meeting and bring class listsand bring class lists
Teachers attend a 1 1/2 hour meeting Teachers attend a 1 1/2 hour meeting and bring class listsand bring class lists
Group AdministrationGroup AdministrationGroup AdministrationGroup Administration
1. Overview and rationale for the ESP1. Overview and rationale for the ESP
2. Review the descriptions for internalizing 2. Review the descriptions for internalizing and externalizing behavior patterns and externalizing behavior patterns
3. Teachers complete Stage One Ranking3. Teachers complete Stage One Ranking
4. Teachers complete Stage Two Ratings4. Teachers complete Stage Two Ratings
1. Overview and rationale for the ESP1. Overview and rationale for the ESP
2. Review the descriptions for internalizing 2. Review the descriptions for internalizing and externalizing behavior patterns and externalizing behavior patterns
3. Teachers complete Stage One Ranking3. Teachers complete Stage One Ranking
4. Teachers complete Stage Two Ratings4. Teachers complete Stage Two Ratings
Group Administration Group Administration Meeting AgendaMeeting AgendaGroup Administration Group Administration Meeting AgendaMeeting Agenda
Teacher RankingTeacher RankingTeacher RankingTeacher Ranking
Teacher RatingsTeacher RatingsTeacher RatingsTeacher Ratings
Social Behav. ObservationsSocial Behav. ObservationsSocial Behav. ObservationsSocial Behav. Observations
Proactive multiple-gated Proactive multiple-gated screenerscreener
Stage One: Teacher ranking of Stage One: Teacher ranking of externalizing & internalizing externalizing & internalizing behaviorsbehaviors
Stage Two: Teacher ratings of Stage Two: Teacher ratings of the 6 highest ranked childrenthe 6 highest ranked children
Stage Three: Direct Stage Three: Direct observations & parent observations & parent questionnaires of children questionnaires of children exceeding Stage Two criteriaexceeding Stage Two criteria
Proactive multiple-gated Proactive multiple-gated screenerscreener
Stage One: Teacher ranking of Stage One: Teacher ranking of externalizing & internalizing externalizing & internalizing behaviorsbehaviors
Stage Two: Teacher ratings of Stage Two: Teacher ratings of the 6 highest ranked childrenthe 6 highest ranked children
Stage Three: Direct Stage Three: Direct observations & parent observations & parent questionnaires of children questionnaires of children exceeding Stage Two criteriaexceeding Stage Two criteria
Early Screening Early Screening ProjectProject
Provide an additional source of clinical Provide an additional source of clinical assessmentassessment
Rapport buildingRapport buildingPermission for observationsPermission for observations
Provide an additional source of clinical Provide an additional source of clinical assessmentassessment
Rapport buildingRapport buildingPermission for observationsPermission for observations
Stage Three:Stage Three:Parent QuestionnaireParent QuestionnaireStage Three:Stage Three:Parent QuestionnaireParent Questionnaire
1.1.1.1. If given a choice, does your child choose If given a choice, does your child choose to play with other children?to play with other children?If given a choice, does your child choose If given a choice, does your child choose to play with other children?to play with other children?
4.4.4.4. Does your child follow your instructions Does your child follow your instructions and directions?and directions?Does your child follow your instructions Does your child follow your instructions and directions?and directions?
Playing with other childrenPlaying with other childrenPlaying with other childrenPlaying with other children
8.8.8.8. Does your child suddenly cry for Does your child suddenly cry for no reason?no reason?Does your child suddenly cry for Does your child suddenly cry for no reason?no reason?
Sample:Sample:Sample:Sample:
Getting along with caregiversGetting along with caregiversGetting along with caregiversGetting along with caregivers
Playing with materials and self carePlaying with materials and self carePlaying with materials and self carePlaying with materials and self care
AlwaysAlways AlwaysAlways SometimesSometimesSometimesSometimes NeverNeverNeverNever FrequentlyFrequently FrequentlyFrequently
Parent QuestionnaireParent QuestionnaireParent QuestionnaireParent Questionnaire
Corresponding Items on Parent Questionnaire Corresponding Items on Parent Questionnaire with Stage Two ESP Measureswith Stage Two ESP Measures
Corresponding Items on Parent Questionnaire Corresponding Items on Parent Questionnaire with Stage Two ESP Measureswith Stage Two ESP Measures
1. Play with peers1. Play with peers
2. Talk with peers2. Talk with peers
3. Gentle with peers3. Gentle with peers
4. Follow directions4. Follow directions
5. Stop misbehaving5. Stop misbehaving
1. Play with peers1. Play with peers
2. Talk with peers2. Talk with peers
3. Gentle with peers3. Gentle with peers
4. Follow directions4. Follow directions
5. Stop misbehaving5. Stop misbehaving
Adaptive Behavior #4Adaptive Behavior #4
Maladaptive Behavior #3 andMaladaptive Behavior #3 and
Adaptive Behavior #8Adaptive Behavior #8
Aggressive Behav. Scale #6, AdaptiveAggressive Behav. Scale #6, Adaptive
Aggressive Behavior Scale #6Aggressive Behavior Scale #6
Adaptive Behavior #4Adaptive Behavior #4
Maladaptive Behavior #3 andMaladaptive Behavior #3 and
Adaptive Behavior #8Adaptive Behavior #8
Aggressive Behav. Scale #6, AdaptiveAggressive Behav. Scale #6, Adaptive
Aggressive Behavior Scale #6Aggressive Behavior Scale #6
Parent Questionnaire ItemParent Questionnaire ItemParent Questionnaire ItemParent Questionnaire Item Corresponding Stage Two ItemCorresponding Stage Two ItemCorresponding Stage Two ItemCorresponding Stage Two Item
Social Interaction Scale #1, #2, & #8Social Interaction Scale #1, #2, & #8Social Interaction Scale #1, #2, & #8Social Interaction Scale #1, #2, & #8
Behav. #1, and Maladaptive Behav. #5Behav. #1, and Maladaptive Behav. #5Behav. #1, and Maladaptive Behav. #5Behav. #1, and Maladaptive Behav. #5
Sample:Sample:Sample:Sample:
Assess a child's social adjustment and Assess a child's social adjustment and interactionsinteractions
Provide an additional level of screeningProvide an additional level of screeningConfirm teacher judgmentConfirm teacher judgmentMonitor progress during interventionMonitor progress during intervention
Assess a child's social adjustment and Assess a child's social adjustment and interactionsinteractions
Provide an additional level of screeningProvide an additional level of screeningConfirm teacher judgmentConfirm teacher judgmentMonitor progress during interventionMonitor progress during intervention
Stage Three:Stage Three:Direct ObservationsDirect ObservationsStage Three:Stage Three:Direct ObservationsDirect Observations
Antisocial or NonSocialAntisocial or NonSocial Prosocial Prosocial
• • Negative social engagementNegative social engagement • Positive social engagement • Positive social engagement
• • Disobeying established rulesDisobeying established rules • Parallel play • Parallel play
• • Solitary playSolitary play • Following rules • Following rules
• • TantrummingTantrumming
Antisocial or NonSocialAntisocial or NonSocial Prosocial Prosocial
• • Negative social engagementNegative social engagement • Positive social engagement • Positive social engagement
• • Disobeying established rulesDisobeying established rules • Parallel play • Parallel play
• • Solitary playSolitary play • Following rules • Following rules
• • TantrummingTantrumming
Direct Observations:Direct Observations:Social BehaviorSocial BehaviorDirect Observations:Direct Observations:Social BehaviorSocial Behavior
4 or >4 or >
19 or >19 or >
8-138-13
21 or <21 or <
26 or >26 or >
60% or >60% or >
4 or >4 or >
19 or >19 or >
8-138-13
21 or <21 or <
26 or >26 or >
60% or >60% or >
33
17-1817-18
14-1914-19
22-2422-24
23-2523-25
50-59%50-59%
33
17-1817-18
14-1914-19
22-2422-24
23-2523-25
50-59%50-59%
Normative ComparisonNormative ComparisonNormative ComparisonNormative ComparisonBoysBoysBoysBoys
Critical Events IndexCritical Events Index
Aggressive Behavior ScaleAggressive Behavior Scale
Social Interaction ScaleSocial Interaction Scale
AdaptiveAdaptive
MaladaptiveMaladaptive
Antisocial/Nonsocial Antisocial/Nonsocial BehaviorBehavior
Critical Events IndexCritical Events Index
Aggressive Behavior ScaleAggressive Behavior Scale
Social Interaction ScaleSocial Interaction Scale
AdaptiveAdaptive
MaladaptiveMaladaptive
Antisocial/Nonsocial Antisocial/Nonsocial BehaviorBehavior
At RiskAt RiskAt RiskAt RiskHigh High RiskRisk
High High RiskRisk
ExtremeExtremeRiskRisk
ExtremeExtremeRiskRisk
22
15-1615-16
20-2620-26
25-2725-27
20-2220-22
40-49%40-49%
22
15-1615-16
20-2620-26
25-2725-27
20-2220-22
40-49%40-49%
4 or >4 or >
16 or >16 or >
8-188-18
23 or <23 or <
26 or >26 or >
55% or >55% or >
4 or >4 or >
16 or >16 or >
8-188-18
23 or <23 or <
26 or >26 or >
55% or >55% or >
33
1515
19-2419-24
24-2624-26
23-2523-25
46-54%46-54%
33
1515
19-2419-24
24-2624-26
23-2523-25
46-54%46-54%
Normative ComparisonNormative ComparisonNormative ComparisonNormative Comparison
GirlsGirlsGirlsGirls
Critical Events IndexCritical Events Index
Aggressive Behavior ScaleAggressive Behavior Scale
Social Interaction ScaleSocial Interaction Scale
AdaptiveAdaptive
MaladaptiveMaladaptive
Antisocial/Nonsocial Antisocial/Nonsocial BehaviorBehavior
Critical Events IndexCritical Events Index
Aggressive Behavior ScaleAggressive Behavior Scale
Social Interaction ScaleSocial Interaction Scale
AdaptiveAdaptive
MaladaptiveMaladaptive
Antisocial/Nonsocial Antisocial/Nonsocial BehaviorBehavior
At RiskAt RiskAt RiskAt RiskHigh High RiskRisk
High High RiskRisk
ExtremeExtremeRiskRisk
ExtremeExtremeRiskRisk
22
1414
25-3125-31
27-2927-29
20-2220-22
37-45%37-45%
22
1414
25-3125-31
27-2927-29
20-2220-22
37-45%37-45%
6060
6565
7070
6060
6565
7070
Risk Status and Scores Risk Status and Scores Risk Status and Scores Risk Status and Scores
At RiskAt Risk
High RiskHigh Risk
Extreme RiskExtreme Risk
At RiskAt Risk
High RiskHigh Risk
Extreme RiskExtreme Risk
Risk Risk StatusStatusRisk Risk
StatusStatus
StandardStandardDeviation fromDeviation from
the Averagethe Average
StandardStandardDeviation fromDeviation from
the Averagethe Average
CorrespondingCorrespondingT-ScoreT-Score
CorrespondingCorrespondingT-ScoreT-Score
1.01.0
1.51.5
2.02.0
1.01.0
1.51.5
2.02.0
16%16%
7%7%
2%2%
16%16%
7%7%
2%2%
84th %ile84th %ile
93rd %ile93rd %ile
98th %ile98th %ile
84th %ile84th %ile
93rd %ile93rd %ile
98th %ile98th %ile
% of% ofpopulationpopulation
% of% ofpopulationpopulation
CorrespondingCorresponding%ile Score%ile Score
CorrespondingCorresponding%ile Score%ile Score
Assessment Information FormAssessment Information FormAssessment Information FormAssessment Information Form
Critical EventsCritical Events
Aggressive Behavior Aggressive Behavior
Social InteractionSocial Interaction
Adaptive BehaviorAdaptive Behavior
Maladaptive BehaviorMaladaptive Behavior
Social BehaviorSocial Behavior
Parent QuestionnaireParent Questionnaire
Critical EventsCritical Events
Aggressive Behavior Aggressive Behavior
Social InteractionSocial Interaction
Adaptive BehaviorAdaptive Behavior
Maladaptive BehaviorMaladaptive Behavior
Social BehaviorSocial Behavior
Parent QuestionnaireParent Questionnaire
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
Child’s name: _________________Child’s name: _________________Child’s name: _________________Child’s name: _________________ Teacher/School: _________________Teacher/School: _________________Teacher/School: _________________Teacher/School: _________________
Stage One RankingStage One Ranking(circle)(circle)
Stage One RankingStage One Ranking(circle)(circle)
Externalizer 1st 2nd 3rdExternalizer 1st 2nd 3rdInternalizer 1st 2nd 3rdInternalizer 1st 2nd 3rdExternalizer 1st 2nd 3rdExternalizer 1st 2nd 3rdInternalizer 1st 2nd 3rdInternalizer 1st 2nd 3rd
ScaleScaleScaleScale Raw ScoreRaw ScoreRaw ScoreRaw Score At RiskAt RiskAt RiskAt Risk
ObservationsObservations
HighHighRiskRiskHighHighRiskRisk
ExtremeExtremeRiskRisk
ExtremeExtremeRiskRisk CommentsCommentsCommentsComments
OptionalOptionalOptionalOptional
Teacher/parent agreement: _______________Teacher/parent agreement: _____________________________________________________________________________________________
Three P’s for Prevention of Antisocial Three P’s for Prevention of Antisocial BehaviorBehaviorThree P’s for Prevention of Antisocial Three P’s for Prevention of Antisocial BehaviorBehavior
1. Perception1. Perception
2. Priorities2. Priorities
3. Programs3. Programs
1. Perception1. Perception
2. Priorities2. Priorities
3. Programs3. Programs
For more information:For more information:For more information:For more information:
Edward Feil, Ph.D.Edward Feil, Ph.D.
Oregon Research InstituteOregon Research Institute
1715 Franklin Blvd.1715 Franklin Blvd.
Eugene, OR 97403Eugene, OR 97403
(541) 484-2123(541) 484-2123
[email protected]@ori.org
Edward Feil, Ph.D.Edward Feil, Ph.D.
Oregon Research InstituteOregon Research Institute
1715 Franklin Blvd.1715 Franklin Blvd.
Eugene, OR 97403Eugene, OR 97403
(541) 484-2123(541) 484-2123
[email protected]@ori.org
Institute on Violence and Institute on Violence and Destructive BehaviorDestructive Behavior
1265 University of Oregon1265 University of Oregon
Eugene, OR 97403-1265Eugene, OR 97403-1265
(541) 346-2577(541) 346-2577
Institute on Violence and Institute on Violence and Destructive BehaviorDestructive Behavior
1265 University of Oregon1265 University of Oregon
Eugene, OR 97403-1265Eugene, OR 97403-1265
(541) 346-2577(541) 346-2577