Foundational Aspects of Evidence Based Classrooms: Supporting Students with Emotional and Behavioral Disabilities

A presentation at OSPI's 2019 Student Support Conference in May 2019 by Jacob Campbell and is tagged with Breakout Session, Conference

FOUNDATIONAL ASPECTS OF EVIDENCE BASED CLASSROOMS SUPPORTING STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISABILITIES OSPI’S 2019 STUDENT SUPPORT CONFERENCE Better Together: Collaboration, Coordination, and Compassion Wenatchee Convention Center May 23 and 24. Jacob Campbell, MSW LICSW PSD1 Program Social Worker Heritage University Adjunct Faculty (509) 392-1056 http://jacobrcampbell.com/ jacob.r.campbell@gmail.com

AGENDA • Review of the definitions and understandings regarding work with students with emotional and behavioral disabilities • Some practical examples of what the EBD program looks like in Pasco School District • Elements of an Effective EBD Program for the 21st Century • Participatory Evaluation and Expert Review for Classrooms Serving Students with EBD (PEER-EBD) Jacob Campbell, LICSW Supporting Students with EBD 05/23/19

GROUPING FOR EMOTIONAL BEHAVIORAL DISABILITIES (EBD) Externalizing behaviors Internalizing behaviors Low incidence disorders EBD is qualified as an “emotional disturbance” as a condition exhibiting one or more specific emotional and/or behavioral difficulties over a long period of time and to a marked degree, which adversely affects educational performance. (Gresham, Lane, Macmillan, & Bocian, 1999; Child with a disability or student eligible for special education, 2007)

ELEMENTS OF AN EFFECTIVE EBD PROGRAM FOR THE 21ST CENTURY Individualized Programing Content & Climate-Group Process Structure Philosophy and Systems Approach Jacob Campbell, LICSW Supporting Students with EBD (Walker & Fecser, 2000) 05/23/19

ELEMENTS OF AN EFFECTIVE EBD PROGRAM FOR THE 21ST CENTURY Philosophy and Systems Approach Statement of Mission, Purpose, Values and Beliefs Balanced Behavior Management Effective Instructional Approaches and Style Individualized Programing Meaningful overall assessment Academic accommodations and modifications Wraparound supports as appropriate FBA & BIP is developed and implemented Therapeutic supports and approaches as needed Culturally responsive Positive Responses to Feelings and Needs Data-Based Decision Making Schedule High Levels of Engagement Effective Crisis Prevention and Intervention Rules, Rituals, Routines Clear Referral and Reintegration Guidelines Content & Climate-Group Process Group Meetings Prosocial Skill Development Ongoing Professional Development Structure Strong Parent Involvement and Supports Jacob Campbell, LICSW Supporting Students with EBD (Walker & Fecser, 2000) 05/23/19

ASCD WHOLE SCHOOL WHOLE COMMUNITY WHOLE CHILD A collaborative approach to learning and health Jacob Campbell, LICSW Supporting Students with EBD 05/23/19

RESEARC H BASED OBSERVATION INTERVIEWS REVIEWING ARTIFACTS EXPERT REVIEW PEER-EBD PARTICIPATORY EVALUATION AND EXPERT REVIEW FOR CL ASSROOMS SERVING S TUDENTS WITH EBD INDIVIDUAL SURVEYS FACILITATED TEAM ASSESSMENT (Tsai, Cheney, Walker, 2013) Jacob Campbell, LICSW Supporting Students with EBD 05/23/19

WHAT HAS THIS LOOKED LIKE IN PASCO SCHOOL DISTIRCT HISTORICALLY ADDRESSING BEHAVIORAL CONCERNS Jacob Campbell, LICSW Supporting Students with EBD 05/23/19

THE BRIDGES PROGRAM SIMILAR BUT DIFFERENT Jacob Campbell, LICSW Supporting Students with EBD 05/23/19

THE BRIDGES PROGRAM DONEC QUIS NUNC Pasco High School John McLoughlin Middle School Mark Twain Elementary School Longfellow Elementary School Ruth Livingston Elementary School James McGee Elementary School Jacob Campbell, LICSW Supporting Students with EBD 05/23/19

THE BRIDGES PROGRAM HIGH RATIO STAFF TO STUDENTS INCLUSION OF A SOCIAL WORKER EXTRA TRAINING FOR STAFF PROGRAM EVALUATION VIEW OF BEHAVIORS DATA DRIVEN DECISION MAKING Jacob Campbell, LICSW Supporting Students with EBD 05/23/19

THE BRIDGES PROGRAM Education Manage Behaviors General Education Jacob Campbell, LICSW Supporting Students with EBD 05/23/19

CLASSROOM STRUCTURES Tracking behavior Token economy POSITIVE REINFORCEMENT Specially designed social skill instruction GROUP WORK Progressive level system with privileges Academic instruction Jacob Campbell, LICSW Supporting Students with EBD 05/23/19

ELEMENTS OF AN EFFECTIVE EBD PROGRAM FOR THE 21ST CENTURY Philosophy and Systems Approach Statement of Mission, Purpose, Values and Beliefs Balanced Behavior Management Effective Instructional Approaches and Style Individualized Programing Meaningful overall assessment Academic accommodations and modifications Wraparound supports as appropriate FBA & BIP is developed and implemented Therapeutic supports and approaches as needed Culturally responsive Positive Responses to Feelings and Needs Data-Based Decision Making Schedule High Levels of Engagement Effective Crisis Prevention and Intervention Rules, Rituals, Routines Clear Referral and Reintegration Guidelines Content & Climate-Group Process Group Meetings Prosocial Skill Development Ongoing Professional Development Structure Strong Parent Involvement and Supports Jacob Campbell, LICSW Supporting Students with EBD (Walker & Fecser, 2000) 05/23/19

ELEMENTS OF AN EFFECTIVE EBD PROGRAM FOR THE 21ST CENTURY Philosophy and Systems Approach Structure Content & Climate-Group Process Individualized Programing Jacob Campbell, LICSW Supporting Students with EBD (Walker & Fecser, 2000) 05/23/19

ELEMENTS OF AN EFFECTIVE EBD PROGRAM FOR THE 21ST CENTURY PHILOSOPHY AND SYSTEMS APPROACH Structure & Climate-Group Process StatementContent of Mission, Purpose, Values and Beliefs Programing OngoingIndividualized Professional Development Clear Referral and Reintegration Guidelines Strong Parent Involvement and Supports ASCD WHOLE CHILD INITIATIVE SUPPORTED SUSTAINABLE Jacob Campbell, LICSW Supporting Students with EBD (Walker & Fecser, 2000) 05/23/19

ELEMENTS OF AN EFFECTIVE EBD PROGRAM FOR THE 21ST CENTURY Philosophy and Systems Approach Statement of Mission, Purpose, Values and Beliefs Content & Climate-Group Process Individualized Programing Clear Referral and Reintegration Guidelines Ongoing Professional Development Structure Strong Parent Involvement and Supports Jacob Campbell, LICSW Supporting Students with EBD (Walker & Fecser, 2000) 05/23/19

ELEMENTS OF AN EFFECTIVE EBD PROGRAM FOR THE 21ST CENTURY Philosophy and Systems Approach STRUCTURE Content & Climate-Group Process Balanced Behavior Management Individualized Programing Effective Crisis Prevention and Intervention ASCD WHOLE CHILD INITIATIVE Schedule High Levels of Engagement Data-Based Decision Making SAFE Clear Referral and Reintegration Guidelines Ongoing Professional Development Statement of Mission, Purpose, Values and Beliefs ENGAGED Strong Parent Involvement and Supports Jacob Campbell, LICSW Supporting Students with EBD (Walker & Fecser, 2000) 05/23/19

ELEMENTS OF AN EFFECTIVE EBD PROGRAM FOR THE 21ST CENTURY Philosophy and Systems Approach Statement of Mission, Purpose, Values and Beliefs Content & Climate-Group Process Individualized Programing Data-Based Decision Making Clear Referral and Reintegration Guidelines Effective Crisis Prevention and Intervention Balanced Behavior Management Schedule High Levels of Engagement Ongoing Professional Development Structure Strong Parent Involvement and Supports Jacob Campbell, LICSW Supporting Students with EBD (Walker & Fecser, 2000) 05/23/19

ELEMENTS OF AN EFFECTIVE EBD PROGRAM FOR THE 21ST CENTURY Philosophy and Systems Approach Statement of Mission, Purpose, Values and Beliefs Structure Balanced Behavior Management Effective Crisis Prevention and Intervention Ongoing Professional Development Prosocial Skill Development Schedule High Levels of Engagement Rules, Rituals, Routines Individualized Programing Group Meetings Effective Instructional Approaches and Style Positive Responses to Feelings and Needs ASCD WHOLE CHILD INITIATIVE HEALTHY Data-Based Decision Making ENGAGED SUPPORTED CHALLENGED Clear Referral and Reintegration Guidelines CONTENT & CLIMATE-GROUP PROCESS Strong Parent Involvement and Supports Jacob Campbell, LICSW Supporting Students with EBD (Walker & Fecser, 2000) 05/23/19

ELEMENTS OF AN EFFECTIVE EBD PROGRAM FOR THE 21ST CENTURY Philosophy and Systems Approach Statement of Mission, Purpose, Values and Beliefs Effective Instructional Approaches and Style Rules, Rituals, Routines Individualized Programing Positive Responses to Feelings and Needs Data-Based Decision Making Clear Referral and Reintegration Guidelines Content & Climate-Group Process Schedule High Levels of Engagement Effective Crisis Prevention and Intervention Balanced Behavior Management Group Meetings Prosocial Skill Development Ongoing Professional Development Structure Strong Parent Involvement and Supports Jacob Campbell, LICSW Supporting Students with EBD (Walker & Fecser, 2000) 05/23/19

ELEMENTS OF AN EFFECTIVE EBD PROGRAM FOR THE 21ST CENTURY Philosophy and Systems Approach Statement of Mission, Purpose, Values and Beliefs INDIVIDUALIZED PROGRAMING Structure Clear Referral and Reintegration Guidelines Content & Climate-Group Process Effective Instructional Approaches and Style Effective Crisis Prevention and Intervention Data-Based Decision Making ASCD WHOLE CHILD INITIATIVE Schedule High Levels of Engagement Rituals, Routines MeaningfulRules, overall assessment Academic accommodations and modifications Wraparound supports as appropriate FBA & BIP is developed and implemented Therapeutic supports and approaches as needed Culturally Positive Responsesresponsive to Feelings and Needs Group Meetings Prosocial Skill Development Ongoing Professional Development Balanced Behavior Management HEALTHY Strong ENGAGED SUPPORTED Parent Involvement and SupportsCHALLENGED Jacob Campbell, LICSW Supporting Students with EBD (Walker & Fecser, 2000) 05/23/19

ELEMENTS OF AN EFFECTIVE EBD PROGRAM FOR THE 21ST CENTURY Philosophy and Systems Approach Statement of Mission, Purpose, Values and Beliefs Effective Instructional Approaches and Style Rules, Rituals, Routines Individualized Programing Meaningful overall assessment Academic accommodations and modifications Wraparound supports as appropriate FBA & BIP is developed and implemented Therapeutic supports and approaches as needed Culturally responsive Positive Responses to Feelings and Needs Data-Based Decision Making Clear Referral and Reintegration Guidelines Content & Climate-Group Process Schedule High Levels of Engagement Effective Crisis Prevention and Intervention Balanced Behavior Management Group Meetings Prosocial Skill Development Ongoing Professional Development Structure Strong Parent Involvement and Supports Jacob Campbell, LICSW Supporting Students with EBD (Walker & Fecser, 2000) 05/23/19

RESEARC H BASED OBSERVATION INTERVIEWS REVIEWING ARTIFACTS EXPERT REVIEW PEER-EBD PARTICIPATORY EVALUATION AND EXPERT REVIEW FOR CL ASSROOMS SERVING S TUDENTS WITH EBD INDIVIDUAL SURVEYS FACILITATED TEAM ASSESSMENT (Tsai, Cheney, Walker, 2013) Jacob Campbell, LICSW Supporting Students with EBD 05/23/19

PEER-EBD PARTICIPATORY EVALUATION AND EXPERT REVIEW FOR CL ASSROOMS SERVING S TUDENTS WITH EBD INDIVIDUAL SURVEYS 4 Over Arching Elements Evidence Based Practices Indicators 93 19 FACILITATED TEAM ASSESSMENT Work on developing group consensus Sub Questions (Tsai, Cheney, Walker, 2013) Jacob Campbell, LICSW Supporting Students with EBD 05/23/19

EXPERT REVIEW PEER-EBD PARTICIPATORY EVALUATION AND EXPERT REVIEW FOR CL ASSROOMS SERVING S TUDENTS WITH EBD Dr. Lisa Hoyt, Ph.D. lisahoytphd@comcast.net Dr. Bridget Walker, Ph.D. https://www.linkedin.com/in/bawalkerphd (Tsai, Cheney, Walker, 2013) Jacob Campbell, LICSW Supporting Students with EBD 05/23/19

REFERENCE • Child with a disability or student eligible for special education, 392-172A WAC § 01035 (2007) Retrieved from https:// apps.leg.wa.gov/WAC/default.aspx?cite=392-172A-01035 • Fecser, F. A. (1993) A model re-ed classroom for troubled students. Journal of Emotional and Behavioral Problems, 1(4), pp. 15-20. • Gresham, F. M., Lane, K. L., Macmillan, D. L., & Bocian, K. M. (1999). Social and Academic Profiles of Externalizing and Internalizing Groups: Risk Factors for Emotional and Behavioral Disorders. Behavioral Disorders, 24(3), 231–245. https://doi.org/ 10.1177/019874299902400303 • Hobbs, N. (1982). The troubled and troubling child. San Francisco, CA: Jossey-Bass Publishers. Jacob Campbell, LICSW Supporting Students with EBD 05/23/19

REFERENCE • Hobbs, N. (2002). Nicholas Hobbs and the Twelve principles of ReEDucation. Reclaiming Children and Youth,11(2), 72–73. • Tsai, S.-F., Cheney, D., & Walker, B. (2013). Preliminary Psychometrics of the Participatory Evaluation and Expert Review for Classrooms Serving Students with Emotional/Behavioral Disabilities (PEER-EBD). Behavioral Disorders, 38(3), p137–153. 17p. 1 Diagram, 5 Charts. Retrieved from http://search.proquest.com/docview/888056093?accountid=14169 • Walker, B., & Fecser, F. (2002). Elements of an effective re-education program for the 21st century. Reclaiming Children and Youth, 11(2), 110– 115. • Walker, B., Clancy, M., Shu-Fei, T., & Cheney, D. (2013). Bridging the research-to-practice gap: Empowering staff to implement meaningful program evaluation and improvement to better serve students with emotional or behavioral disorders. Beyond Behavior, 22(3), p3–14. 12p. Jacob Campbell, LICSW Supporting Students with EBD 05/23/19

Portrait style photo of Jacob Campbell

Dr. Jacob Campbell

28 slides

Description

A look into working with students who have emotional and behavioral disabilities (EBD). It reviews some definitions of what EBD is, what the best practices are related to a set of classrooms addressing these behavioral disabilities, relating these principles to the ASCD’s whole child inititive, and a method for evaluating these practices.