The Challenge of Serving Students with Emotional, Behavioral, and Mental Health Disorders within the General Education Classroom: What Skills do Teachers Need? Richard Van Acker, Ed. D. University of Illinois at Chicago College of Education (M/C 147) 1040 W. Harrison Chicago, Illinois Special education has come a long way in the past 50 years The majority of children with disabilities are now being educated in their neighborhood schools in regular classrooms with their non-disabled peers. Special education has come a long way in the past 50 years The majority of children with disabilities are now being educated in their neighborhood schools in regular classrooms with their non-disabled peers. High school graduation rates and employment rates among youth with disabilities have increased dramatically. For example, graduation rates increased by 14 percent from 1984 to Today, post-school employment rates for youth served under IDEA are twice those of older adults with similar disabilities who did not have the benefit of IDEA. Special education has come a long way in the past 50 years The majority of children with disabilities are now being educated in their neighborhood schools in regular classrooms with their non-disabled peers. High school graduation rates and employment rates among youth with disabilities have increased dramatically. For example, graduation rates increased by 14 percent from 1984 to Today, post-school employment rates for youth served under IDEA are twice those of older adults with similar disabilities who did not have the benefit of IDEA. Post-secondary enrollments among individuals with disabilities receiving IDEA services have also sharply increased. For example, the percentage of college freshmen reporting disabilities has more than tripled since 1978. However, there is still much that needs to be done Students with disabilities are likely to: have lower grades, fail more classes, fail minimum competency examinations, be retained, have a higher rate of absenteeism, be served in more restrictive settings, fail to graduate from high school However, there is still much that needs to be done Students with disabilities are likely to: have lower grades, fail more classes, fail minimum competency examinations, be retained, have a higher rate of absenteeism, be served in more restrictive settings, fail to graduate from high school Get pregnant or father a child, have more encounters with the juvenile justice system, be arrested, and/or be less productively engaged in the community following high school (employment, post-secondary education, or job training) Serious Service Concerns for Students with EBD and MHD Most un- and under-served population of students with disabilities Dual deficits with both academic and behavior impact educational and social performance Poorest outcome and adult adjustment Too little empirical research has been directed towards academic instruction for this population much of our practice is simply extrapolation from research addressing other disabilities (primarily LD). School-based interventions must address both student characteristics (norms, beliefs, behaviors) and the school environment (e.g., teacher behavior, discipline practices, school climate). We may be facing the PERFECT STORM! Increasing numbers of students with disabilities (30% increase over the past decade) We may be facing the PERFECT STORM! Increasing numbers of students with disabilities (30% increase over the past decade) Greater consolidation of risk within the public school population We may be facing the PERFECT STORM! Increasing numbers of students with disabilities (30% increase over the past decade) Greater consolidation of risk within the public school population Increased state and federal mandates for improved student outcomes We may be facing the PERFECT STORM! Increasing numbers of students with disabilities (30% increase over the past decade) Greater consolidation of risk within the public school population Increased state and federal mandates for improved student outcomes Reduced fiscal resources and less availability of support both within the school and the community We may be facing the PERFECT STORM! Larger Class Sizes General Education Teachers ill-prepared to meet the needs of this population Little or no coursework in behavior/classroom management One course in special education Too little support Childrens Mental Health Impacts All Classrooms One in 5 (20%) of children and youth in U.S. have a diagnosable mental health disorder. - Surgeon Generals Report on Childrens Mental Health, 2000 Median age of onset for mental health disorders is 11 years of age. National Comorbidity Study, 2005 Is special education losing its way? In too many classrooms across this nation, special educators have become little more than expensive paraprofessionals. Many special education students fail to receive the minutes and services specified on their IEPs or IEPs are driven by availability of services/minutes rather than by actual need. Is special education losing its way? In too many classrooms across this nation, special educators have become little more than expensive paraprofessionals. Many special education students fail to receive the minutes and services specified on their IEPs or IEPs are driven by availability of services/minutes rather than by actual need. The structure of the public school often works against us. The typical practice in general education is substantially different from practice in model programs that show the greatest success with students with disabilities. In many classrooms across the nation, children with special needs spend much of their instructional time in the back of general education classrooms being instructed by paraprofessionals. For many of these students, the only thing they share with their non-disabled peers is air. Willingness to Address Challenging Behavior Few general education teachers feel equipped to address the needs of students who display openly challenging behavior. Few will risk implementing structures that would allow students to practice problem solving strategies within the general education classroom out of fear that student may become disruptive. Willingness to Address Challenging Behavior Few general education teachers feel equipped to address the needs of students who display openly challenging behavior. Few will risk implementing structures that would allow students to practice problem solving strategies within the general education classroom out of fear that student may become disruptive. We Know What to Do Research indicates that various program models, implemented in special education and/or general education classrooms, can have moderately positive academic and social impacts for students with disabilities 2 (Hocutt, 1996; Walberg & Paik, 2000). Instruction, rather than placement, is the critical factor in student academic or social success 2 No intervention or placement option, reliably improves special education student performance to the level of students without disabilities. Empirically Validated Program Components for the Effective Provision Education for Students with Disabilities Availability of a full continuum of service placement options Adequate time for collaboration and consultation between special and general education (minimum of 45 min /week). Inclusion Assistance Teams Systematic Case Review Data-driven Teacher Assistance Teams with implementation monitoring provided Direct instruction- systematic step-by- step instruction with adequate guided practice with immediate feedback and increased opportunities to respond. Paired learning, systematic peer- directed learning, peer tutoring Active involvement of students with special needs in teacher-directed and teacher-supervised instruction. Integrated mental health services Integrated vocational education Systematic support for general education teachers related to specific student needs IEP-at-a-Glance summaries BIP flow charts Student abilities summaries Cooperative learning approaches that promote students frequent interaction with non-disabled peers Increased parental involvement in the school and in their childs educational performance Meaningful integration into the schools social network through participation in sports, clubs, or other groups Adult mentoring Active and direct instruction in social skills and social problem solving embedded practice and feedback across the school day Two things you never want to see made..Laws and Sausage. The most litigated provision of the IDEA is its least restrictive environment provision the instruction to educate students with disabilities with their typically developing peers to the maximum extent appropriate. Least restrictive environment has eclipsed the issue of free and appropriate education and the procedural safeguards to ensure an individualized education plan in litigation. Missing the forest for the trees Targeting least restrictive placement and full inclusion as the focal issue students with special needs begin to lose their individuality and begin to be dealt with as a class. What has been deemed good for most is now thought of as good for all. Congress recognized children with disabilities as independent educable human beings Careful to recognize the unique needs of students with disabilities. Not a marginal and homogenous group that can be dealt with as a single entity. School districts were required to consider every child with a disability as an individual student and, accordingly, provide each with an appropriate education. How Special Education Differs from General Education General Education Larger class size students) Teacher education = focus on content or developmental level (primary grades, secondary) Large group instruction is the norm 3 Monitoring = brief informal checking on what students are doing limited direct feedback Little direct instruction to teach appropriate behaviors or social skills Reluctance or lack of knowledge and skills to adapt curriculum to individual needs of students. Limited range of techniques to modify disruptive behavior Special Education Smaller class size (8-18) Teacher Education = cross/non- categorical specialized instruction focus on individual needs, limited focus on collaboration/ consultation of others Likely to use a wider variety of teaching techniques More likely to monitor student behavior more frequently, use more praise, scaffold student engagement to promote individual success More knowledgeable about individual students More likely to match instructional pace to learner needs 3 Individual assignments, small group instruction, and student pairing occur, but much less frequently. Non-Categorical Licensure/Teacher Preparation In an effort to promote inclusionary practices, many states, including Wisconsin, have moved away from categorical licensure of special education teachers in favor of cross- or non- categorical certificates. Too little instruction in any given area of disability Jack of All Trades Expert in None Inability to develop and implement more intensive programming when needed by students with severe and profound disabilities (those for whom a more self- contained setting is the appropriate least restrictive environment). This challenge has been exacerbated by Core Curriculum requirements given the various grade levels and achievement levels represented in a typical special education classroom Intensive Interventions Individuals or small groups (2-3) Assessment-based, customized interventions Intense, durable procedures Three Tiered Model Universal Classroom Management Clear reasonable rules, Rules are taught and appropriately enforced, Positive approach to discipline Strategic Supports Some students (at-risk) High efficiency Rapid response Universal Instruction All students High-fidelity implementation of core curriculum Empirically validated instruction for students Preventive, proactive Intensive Interventions Individuals or small groups (2-3) Assessment-based, customized interventions High Intensity Longer duration/more frequent progress monitoring Strategic Supports (small groups) Some students (at-risk) Diagnostic data used to pinpoint needs Strategic instruction/progress monitoring Existing structures (i.e., after school) Academic SystemsBehavioral Systems Consider your classroom diversity Provide Technical Assistance or Universal Design Applications Babelfish Language translations ReadPlease cut and paste reader Cognitive Rescaling material summary using AutoSummary in Microsoft Worddfdf Kidspiration graphic organizers, outlines, visual learning toolsSparkNotes Literature support Knowledge, alone does not determine behavior Think about a group of students playing ball. If one of the students gets pushed out of the way - he may find himself in the midst of a social problem. How will he determine what action to take? Learned behavior takes time to learn and even more time to unlearn Over time, behavior becomes neurologically supported - scripted or automatic responses Immature neuron As neurons become stimulated they develop School personnel seem to forget everything they know about learning when we address behavior We often fail to clearly identify expected behavior We seldom teach expected behavior We employ vastly different, and typically ineffective, intervention strategies How did you learn this? 4 + 4 Clear classroom rules actively teach and review clear expectations examples and non-examples displayed during instruction and review. Quality differentiated instruction Systematic Interventions to address High rate, moderate to mild disruptive Behaviors (e.g. DRL Group Contingencies, Student/ Teacher Game, Good Behavior Game). Supplemental or Booster Instruction Significantly disruptive behavior Partner classroom, Contingent observation time out Classroom Essential Features Classroom expectations & rules are defined and taught (all use school-wide rules and create developmentally relevant examples). Procedures and routines defined and taught Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency. Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedures. Students are actively supervised (pre-correction and positive feedback common). Students are given multiple opportunities to respond (OTR) to promote high rates of academic engagement. Activity sequence promotes optimal instructional time and student engaged time. Instruction is differentiated based on student needs Note: This list can be developed into a checklist with a Likert rating scale attached to provide feedback Provide teachers with practical tools for behavior management. Active supervision Clarified behavioral expectations Increased rates of behavior specific praise Higher ratio of praise to reprimand Increased opportunities to respond during instruction Providing instructional choice Within task (e.g., choice of partners) Across task (e.g., choice of order) Return to review acquired skills Pre-correction Simple and predictable consequences Instructional consequences High probability compliance requests Group contingencies Effective Low Intensity Interventions Common to Tier I Intervention Clearly Signal Expected Behavior Provide a system to alert all students to the expected behavior regarding to talking in class at any given time Native American speech stick (only the person holding the stick can speak). Raise Hand Before Speaking Partner Talk Permitted Next to You Talking Permitted Do not Interrupt Others CHAMPS Conversation (how can students speak with one another?), Help How are students to seek assistance if needed?, Activity What are the students supposed to do in this task steps, goal, etc., Movement what type of movement is allowed during this task (e.g., out of seat, retrieving materials)?, and Participation What type of student participation is desired and how is this to be done? (http://www.safeandcivilschools.com/products/scs_overview.php)http://www.safeandcivilschools.com/products/scs_overview.php Clear Expectations Library Envelope System Make one library pocket card for each student Joe Mary Scott SarahAaron Number of cards based on baseline data student need. Lashika RandyLashonda Anita Free ticket2-3 minute delay to recess or lunch 5-7 minute delay Best if re-set numerous times across the day! Simple Consequence to Reduce High Rate Behaviors Developing a Group Contingency or HERO System Establish developmentally reasonable time interval for implementation Collect baseline data on the frequency of the target behavior to be addressed (be specific to the nature of the behavior) Identify nature of the system (group vs. hero) and structure (marks, stars, etc.) Provide a number of marks somewhat larger than the average number of target behaviors observed during baseline Remove one mark each time the behavior is observed. Do not enter into power struggle with student. Reinforce if ANY marks remain at the end of the specified interval. Over time, slowly reduce the number of marks provided at the start of the interval or lengthen the interval. Peace Path High Probability Compliance Tasks Identify high probability compliance requests that will allow you to provide both you and student space and time to re-group. Hal, would you do me a favor and take this box of Kleenex over to Mr. James. Gives student a chance to do what is asked. Allows you to praise compliance. You can get other students engaged and allow you to address Hals needs when he returns. More Demanding Interventions Behavioral Contracts Check In/Check Out System Mentoring Individual Visual Schedules Video Modeling Social Stories Self-Monitoring Specific Reinforcement/Reward System Structured Breaks Social Skills/ Social Problem Solving Instruction Sensory Tools Organizational Tools Functional Assessment and Individualized Behavior Intervention Plan Emotion Recognition/Strategies Chart Peer Mediation Programs More common in Tier II and Tier III interventions. Sources: Student Recommended for CICO CICO Implemented Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in CICO Coordinator Summarizes Data For Decision Making Bi-weekly Meeting to Assess Student Progress Graduate Program Revise Program Student: ___________________ Teacher: ________________ Date:________ Subject Area BehaviorScoring Rubric Soc Stud Math ScienceReading BE SAFE Uses Kind words and actions Displays kind and welcoming behavior towards others Teases, taunts or displays rude or disrespectful behavior towards others Threatens harm or displays verbal/physical aggression towards others Stays in the Assigned AreaExits the classroom without permission (any time during interval) Out of seat or assigned area and fails to comply with initial request to return Remains in the seat or assigned area throughout the interval Out of seat or instructional area but returns the first time asked BE PREPARED TO LEARN Active Task Engagement On-task more than 65% of the interval On task more than 40% but less than 65% of the interval On-task more than 10% but less than 40% of the interval On-task less than 10% of the interval Work CompletionWork completed with reasonable level of effort (Not concerned with accuracy or neatness at this time) Effort expended at a reasonable level but work not completed Little or no work attempted Bonus Points Comments: To Increase Desired Behavior (Modified Check-IN/Check-Out) I am doing my work. I am following the teachers directions. ///// ///// //// I am seated in my assigned work area. Bonus: ///// ///// / I completed my language arts paper. Emotion Regulation Chart Many students have a difficult time recognizing their emotional state. Often, any negative emotion becomes anger. Emotion regulation instruction helps the student identify their emotional state and strategies to appropriately address their emotions. Special Mental Health Concerns Safe Place Movement and Sensory Breaks Human resource Multiple Faceted Behavior Plans Clearly specified protocol for interaction Entrance and exit to building/classroom How to approach when addressing challenging behavior Specific crisis intervention and/or de-escalation activities Open communication with family and private providers, medical professionals Clear knowledge of medication and disorder precautions Dissipation of heat, sleep disorders, thirst, toileting issues, fatigue, breathing problems, medical concerns, etc. To effectively impact student behavior, we must openly address teacher behavior For the most part student behavior works and there is little incentive for students to change. Teachers are not receiving the support and guidance they require to be successful with an increasingly diverse student population. Students pay the price!!! F Teacher behavior impacts student behavior 1 = Verbal Reprimand 2 = Planned Ignoring/No Response 3 = Positive response to talk-out (response desired by student) Classroom Layout Teacher Attention and Feedback Opportunity to Respond Verbal Reprimand for Behavior Verbal Praise for Academics Verbal Praise for Behavior Academic Correction ///// //// (14) // (2) ///// /// (8) /// (3) // (2) /// (3) ///// ///// // (12) // (2) Some Major Challenges Strengthen our commitment to protecting the rights of each INDIVDUAL student with disabilities. Embrace our ethical and professional standards as educators, related service providers, and/or parents or guardians. Decisions for programming must be determined on what we feel is appropriate rather than what is convenient, currently available, or what will reduce our liability for litigation. The need for more research. This research should determine the technology that best supports students with special needs across a variety of appropriate placement options based on the students individualized needs not a general one-size fits all philosophy. We need to increase the quantity and the quality of educational research. The need to start doing a better job of educating new teachers to serve all students. There is a need for both well-prepared general educators who have deep knowledge about subject areas and special educators who have expertise in effective instruction for students with disabilities. Greater efforts to promote collaboration within pre-service programming. We need to re-think our approach to both general ands special education teacher preparation. We must become politically active. For better or worse, education in the United States is a matter of politics. Politicians generally vote in a manner that best protects their ability to be re-elected. Write, call, andyour state and federal representatives to allow them to know how you feel about key issues impacting education. This is especially critical at this time of economic stress special education is an easy target for major state and federal budget cuts.