EBD Blog

For schools and local education agencies that are doing a good job of working collaboratively with local mental health agencies or aspire to do so, here is a fine funding opportunity. Wrap-around systems of care have well-known benefits for children and youths with Emotional and Behavioral Disorders.

Grants for the Integration of Schools and Mental Health Systems (Federal Register: January 12, 2009 [CFDA# 84.215M])

Purpose of Program: Grants for the Integration of Schools and Mental Health Systems will provide funds to increase student access to high-quality mental health care by developing innovative approaches that link school systems with the local mental health system.

==> Applications Available: January 12, 2009.
==> Deadline for Transmittal of Applications: February 23, 2009.

Eligible Applicants: State educational agencies (SEAs), local educational agencies (LEAs), including charter schools that are considered LEAs under State law, and Indian tribes.

==> Estimated Range of Awards: $150,000-$400,000.
==> Estimated Average Size of Awards: $325,000.
==> Estimated Number of Awards: 15.

Link to the request for proposals. For more about wrap-around services, see the following sources.

• Burchard, J. D. (2000). How wraparound can help overcome three common barriers to successful transition services. Reaching Today’s Youth, 2(4), 49-51.
• Duckworth, S., Smith-Rex, S., Okey, S., Brookshire, M., Rawlinson, D., Rawlinson, R., Castillo, S., & Little, J. (2001). Wraparound services for young schoolchildren with emotional and behavioral disorders. Teaching Exceptional Children, 26, 54-60.
• Eber, L., Nelson, C. M., & Miles, P. (1997). School-based wraparound for students with emotional and behavioral challenges. Exceptional Children, 63, 539-555.
• Eber, L. (1996). Restructuring schools through wraparound approach: The LADSE Experience. In R. J. Illback & C. M. Nelson (Eds.), School-based services for students with emotional and behavioral disorders (pp. 139-154). Binghamton, NY: Haworth.
• Eber, L., & Nelson, C. M. (1997). Integrating services for students with emotional and behavioral needs through school-based wraparound planning. American Journal of Orthopsychiatry, 67, 385-395.
• Epstein, M. H., Kutash, K., & Duchnowski, A. (Eds.), Outcomes for children and youth with behavioral and emotional disorders and their families. Austin, TX: Pro Ed.
• Malysiak, R. (1997). Exploring theory and paradigm base for wraparound. Journal of Child and Family Studies, 6, 399-408.
• Malloy, J., Cheney, D., & Cormier, G. (1998). Interagency collaboration and the transition to adulthood for students with emotional or behavioral disabilities. Education and Treatment of Children, 31, 303-320.
• VanDenBerg, J. E., & Grealish, E. M. (1997). Individualized services and supports through the wraparound process: Philosophy and procedures. Journal of Child and Family Studies, 5, 7-21.
• Walker, J. S., & Schutte, K. (2003). Individualized Service/Support Planning and Wraparound: Research bibliography. Portland, OR: Portland State University, Research and Training Center on Family Support and Children’s Mental Health.

Just a note to readers that a new little paper back (about 160 pages) that I authored with Rick Brigham (now of George Mason University) will be available before long. It might be used as a text in teacher education (special or general education) or as a resource by parents or anyone who works with children with emotional or behavioral problems. The reference is:
Kauffman, J. M., & Brigham, F.J. (in press). Working with troubled children . Verona, WI: Attainment.

It’s now available in an Advance Reader’s Edition (bound but uncorrected proofs), and we expect it’ll be available in final form in early spring. You may find Attainment Company at http://www.attainmentcompany.com/xcart/home.php . Here’s a Table of Contents:

Chapter 1 Recognizing Early Signs of Behavior Problems: An Overview of Early Intervention and Prevention
Cases in Point
Nathan
Pauline
Larry
Typical Responses to Early Signs of Behavior Problems
Understanding Normal Development and Differences
The Concept of Normal
Differences That Are Not Normal
Definitions of Disorders for Special Education
General Guidelines for Judging Signs of Behavior Problems
Signs of Problems in Infancy
Signs of Problems in Toddlerhood
Signs of Problems in the Early School Years
Signs of Problems in Middle Childhood
Signs of Problems in Adolescence
The Need for Early, Accurate Labels
The Dimensions of Early Intervention and Prevention
Summary
Chapter 2 Understanding Causes
Cases in Point
Mark
Tommy
Increasing and Decreasing Risk
Major Causal Factors
Biological Factors
Genes
Temperament
Brain Malfunction
Other Health-Related Issues
Family Factors
Family Definition and Structure, Including Substitute Parents
Family Interactions
School Factors
Insensitivity to Individuality
Inappropriate Expectations
Inconsistent Management
Instruction in Nonfunctional or Irrelevant Skills Ineffective Instruction in Critical Skills
Undesirable Models
Destructive Contingencies
Social and Cultural Factors
Mass Media: Television, Movies, and Music
Peers
Neighborhood and Urbanization
Ethnicity, Social Class, and Poverty
Summary
Chapter 3 The Dilemma of Early Identification: To Identify or Not to Identify
Cases in Point
Esther P. Rothman
Edith
True and False Identification: Trying to Get Labels Right
At-Risk and Response to Intervention: What Do They Mean?
The “At-Risk” Label
Meanings of Response to Intervention
What’s the Problem? A Caution
Spoiled Identity: Dealing with Pride and Prejudice
Expectations: Setting Them Not Too High and Not Too Low
Social Rejection and Isolation: Facilitating Peer Affiliation
Going From Bad to Worse: Facing The Ultimate Horror
Summary
Chapter 4 Why Responding to Trouble Immediately Is Important
Cases in Point
Dean
Larissa
Behavior Change Is Easier
Chances for Better Life Outcomes Are Enhanced
Academic Progress Is More Likely
Social Acceptance Among Helpful Peers Is Possible
Summary
Chapter 5 General Ideas for Making Things Better
Cases in Point
Derrick
Joshua
A Class That Is Separate and Better
The Centrality of Effective Instruction
The Help of School-Wide Discipline
The Usefulness of Structure and Routine
A Focus on the Positive in Behavior and Consequences
The Importance of Clear Communication
Why Consistent Follow-Through Is Essential
Understanding Cycles of Behavior and Implications for Prevention
Seeing the Cycle or Pattern
Responding Effectively to the Stage or Level
Anticipating the Next Level or Stage
The Use and Abuse of Medication
Summary
Chapter 6 Using Incentives Intelligently
Cases in Point
Rewards Versus Bribes
Andy
Try the Simplest Things First
Telling
Showing Examples
What to Use as Rewards
How to Use Rewards
Getting Started and Moving On
Being As Good As Your Word: Follow-Through
Thinking About Our Fears and Struggles
Summary
Chapter 7 Using Deterrents Deftly
Cases in Point
A Boy with Behavior Problems
Eddie
Commentaries on Punishment
The Necessity of Punishment
Punishment As Part of Teaching
Self-Perception
Keeping Punishment Nonviolent and Matter-of-Fact
Uses and Abuses of Time Out
Exceptions and Evidence Beyond Reasonable Doubt
Making Punishment Consistent, Informative, and Instructive
Making Punishment Stick: Follow-Through
Summary
Chapter 8 Finding Help
Parents as Sources of Support
Working with Consultants
Finding Help in the Literature
Summary

Here’s a special opportunity to learn about how to address challenging behavior problems. This is a star-studded line-up.—JohnL

International Council for Children with Behavioral Disorders

Professional Development

2 0 0 9 International Forum

Achieving Academic and Social Competence: Improving Educational Outcomes for Challenging Students

Tuscany Suites and Casino
Las Vegas, Nevada

January 30-31, 2009

Continue reading ‘CCBD forum 2009′

In “Failing Sam,” Jessica Shyu—who taught special education for two years at an American Indian reservation school in New Mexico—makes an important point about what we provide educationally for students with Emotional and Behavioral Disorders. Teachers may become lulled by having a quiet, disruption-free classroom and overlook the need to provide beneficial instruction. She recalls a particularly challenging student named “Sam.”

His reputation preceded him. A week before he even arrived at school, the teachers were eagerly sharing horror stories they’d heard about the 12-year-old. It was a mix of rumor and truth. They told me about his alcohol problem. They told me about how he doused his cousin with gasoline and lit her on fire. They told me I would be lucky to get him to sit down and not hurt anyone.

Continue reading ‘Teaching them matters’

I recently learned of the existence of the The Juvenile Bipolar Research Foundation, and I wanted to note it here. Alert readers (I know I make you feel snoozy most of the time) probably noted that a link to the JBRF appeared in the Web Resources section a few days ago, but this is the first post that refers to the organization. Here’s a snippet from the about page at the foundation.

The Juvenile Bipolar Research Foundation is the first charitable organization solely dedicated to the support of research for the study of early-onset bipolar disorder. Our board is a remarkable one, made up of dedicated parents, treating professionals and world class clinical investigators and basic science researchers.

JBRF has organized a consortium of collaborating research groups and individual investigators from a number of medical schools and treatment centers including the Albert Einstein College of Medicine, Yale University School of Medicine, Weill Medical College of Cornell University, Columbia University College of Physicians and Surgeons, and SUNY-Syracuse, and will continue to establish collaborations with researchers from other centers around the world to further the goals of the foundation.

JBRF sponsors research, maintains discussion lists, provides links to clinical services, and more. Visit the site at http://jbrf.org/

Gerald R. Patterson

The American Psychological Association (APA) Division 7 (Developmental Psychology), which is holding its annual meeting this weekend in Boston (MA, US), will recognize Gerald R. Patterson with the Urie Bronfenbrenner Award for Lifetime Contribution to Developmental Psychology in the Service of Science and Society. The award will, no doubt, be based on Jerry’s extensive and sound research on the nature, causes, and treatment of anti-social behavior in families.

According to Web site for Developmental Psychology Division of APA,

The award is for an individual whose work has, over a lifetime career, contributed not only to the science of developmental psychology, and who has also worked to the benefit of the application of developmental psychology to society. The individual’s contributions may have been made through advocacy, direct service, influencing public policy or education, or through any other routes that enable scientific developmental psychology to better the condition of children and families.

This is a wonderfully well-deserved honor for Jerry. I was very fortunate to have the opportunity to work with Jerry and his colleagues for a couple of years during my graduate studies; I learned as much about research from hanging around that operation as I did from many of my formal classes combined. His work has influenced many other researchers and clinicians as well as having a direct, beneficial effect on children and youths and their families. Learn more about Jerry and his collaborators’ research at the Oregon Social Learning Center Web site. Also, see Division 7’s Web page about the Bronfenbrenner Award.

Wednesday Social Programs that Work, an organization dedicated to , recognized the Multidimensional Treatment Foster Care (MFTC) program as having strong evidence of its benefits for youths who have many strongly delinquent behavior problems. The developers of the MTFC program include Patricia Chamberlain, Ph.D., John Reid, Ph.D., Philip A. Fisher, Ph.D., and Gerard Bouwman; they are closely associated with the Oregon Social Learning Center (a long-time resident of EBD Blog’s Web resources list). Over the last ~10 years the researchers have conduct multiple randomized clinical trials testing the intervention, and they have consistently found positive outcomes for the youths and their families.

Multidimensional Treatment Foster Care (A foster care intervention for severely delinquent youths)

Randomized controlled trials show sizable reductions in youths’ criminal activity.

Description of the intervention: The Multidimensional Treatment Foster Care program provides severely delinquent youths with foster care in families trained in behavior management, and emphasizes preventing contact with delinquent peers. Typical community treatment for such youth, by contrast, often involves referral to a group care facility with other troubled youth.

As an example of the program’s behavior management techniques, foster parents track and regulate the youths’ behaviors using a point system, with youths receiving points for positive behaviors (e.g., completing chores, attending school regularly), and losing points for negative behaviors (e.g., not completing homework, or not listening to an adult). As youths accumulate more points, they are afforded more freedom from adult supervision.

The program provides the youths and their families with individual and family therapy during their participation in the program, and program case managers closely supervise the youths/families through daily phone calls and weekly foster parent group meetings. The average length of stay in the program is 6-7 months. The average cost is about $3,600 per month (2008 dollars), which is 30 to 50 percent lower than the cost of residential group care (the typical alternative treatment, in which youths are placed in group homes with other offenders, and often provided family therapy.)

Link for the SPTW Web page about the evidence for MFTC (source for the quoted material) and to the Web site that supports adoption of the program.

Over on Behavior Mod Info I have a post about an article in the New York Times that discusses uses of management procedures such as physical restraint that I think are rarely justified. Of course, many of the students with whom educators have used these techniques are students with Emotional and Behavioral Disorders. Link to the entry.

Here’s a description of a highly touted intervention.

[Method X] is recognized worldwide as a general method to reinforce the body’s protective abilities for people of all ages who suffer from various disorders and pre-illness conditions, i.e. practically healthy people.

[Method X] involves the organized interaction between [therapy agent] and person, with optimal conditions to offer benefits to the person as well as the [therapy agent].

[Method X] can assist in the following tasks:

- Correction of psychological development for people with nervous system disorders
- Development of cognitive activity for people with psycho-neurological disorders
- Development of children’s speech
- Removal of chronic pain
- Reduction of neurological and vegetative-vascular reactions
- Relief from psychosomatic conditions
- Reduction of unintentional movements, tics and spasms
- Rehabilitation of people, victims of violence or other stressful situations
- Psycho-emotional training for specialists whose work is connected with extremely stressful situations
- Leisure and relaxation for healthy people–children and adults

The main component of [Method X] is the psychological effect from the interaction between [the client] and [the therapy assistant] in an unaccustomed environment and the physical therapy effect from [Y and Z] made by these [therapists].

Would you want to use this therapy for yourself or your child?

I would! But, that’s because I know what the therapy is.

The paper mail included a copy of Focal Point, the periodical from the Research and Training Center (RTC) on Family Support and Children’s Mental Health at Portland (OR, US) State University. As usual, it includes many worthwhile articles. It reminded me that I should reminder readers of EBD Blog about the RTC.

Continue reading ‘PDX RTC’

Today is the official launch of the Consortium to Prevent School Violence (CPSV). The consortium will provide many resources including fact sheets, research summaries, training resources, and more.

The Consortium to Prevent School Violence (CPSV) seeks to promote the effective implementation of school violence prevention practices that are:

Based in high-quality scientific research

Proven to prevent and reduce school violence

Following the school shootings of Fall 2006, a group of 20 researchers and practitioners in the field of school violence prevention collaborated on the creation of a position statement on the school shootings. In the process, it became apparent that an alliance of researchers and practitioners in school violence prevention to further the common goal of reducing school violence would be highly valuable.

The Consortium is primarily a volunteer effort.

Visit CPSV on the Web. Snag a copy of CPSV press release about the launch.

In “Crown seeks 10-year term for young killer,” Sherri Zickefoose of the Calgary (Alta, CA) Herald reported about the trial of a 14-year-old girl who was convicted of first-degree murder last summer for her contributing to the stabbing deaths of a family of three. The girl was 12 at the time of the murders.

Noting that the “prosecutor says girl is ’significantly disturbed’ and fails to show any remorse” and has requested the maximum punishment, Ms. Zickefoose reported that Justice Scott Brooker is reviewing psychiatric reports.

He is also reviewing a media request to view the reports on which he will base the girl’s sentence.

The girl, who cannot be identified, has both oppositional defiance disorder and conduct disorder, according to psychiatric reports, the hearing in Court of Queen’s Bench was told.

“The young person does not recognize that she has committed a crime, nor does she have any insight into her condition,” said Crown prosecutor Stephanie Cleary, calling the girl “seriously disturbed” and saying she shows no remorse or acceptance of criminal responsibility for her role in the triple slaying.

Court heard the girl suffers from dependency issues, anxiety and depression, and is prone to immature problem-solving and wishful fantasies, though a psychologist hired by the defence said she had no homicidal or sadistic tendencies.

Jeremy Steinke stands accused of actually stabbing the family members, at the encouragement of the girl. Shortly after the girl and Mr. Steinke were arrested, she agreed to marry Mr. Steinke, according to reports in multiple sources. In a story that appeared on MacLeans.ca, James Stevensonof The Canadian Press reported about the jailhouse romance.

Just 18 months ago, the girl and Steinke were arrested in the back of a pickup truck in Leader, Sask. as police combed her blood-soaked house in suburban Medicine Hat.

In the following days, the two exchanged a series of crudely written prison-house

love letters full of spelling mistakes that culminated in Steinke asking for her hand in marriage. The girl, now Canada’s youngest convicted multiple killer, said yes.

“Ahahaha! I never thought I’d find myself hystericaly (sic) laughing in a holding cell in these kinds of circumstances,” wrote the girl. “But still! ahaha you make me so happy! Yes! Yes! I will, I would love to.”

There’s a lot to this story. Whatever the sentence, I hope she gets some good intervention.

Here are some links:

Ms. Zickefoose’s story;
Mr. Stevenson’s coverage of the girl breaking the engagement to Mr. Steinke;
Victoria Times Colonist coverage;