adverse childhood experiences and evidence based kernels
DESCRIPTION
A look at how a known ACE score of 1 can impact the academic, behavioral and health trajectory of an 8th grader (and evidence based tools we can use to teach them better).TRANSCRIPT
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Responding to ACES at Park Place Middle School
Joe NeigelAugust 28, 2014
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Our Goals This Morning
Review the Adverse Childhood Experiences Study and how early life trauma influences behavior, health outcomes and readiness to learn.
Discover how ACES impact students and educators at Park Place Middle School.
Consider simple, evidence‐based strategies educators can adopt to mitigate the harm ACES cause to students and the learning environment.
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Adverse Childhood Experiences Study (ACES)
ACES began as a weight‐loss study at Kaiser‐Permanente inSouthern California. It became the largest study evercompleted to examine the health and social effects oftraumatic childhood experiences over the lifespan.
Middle class, average age of 57 80% white, 10% black, 10% Asian 74% some college 44% graduated college 49.5% men
Examines three general forms of abuse and household dysfunction.
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The Adverse Experiences• Child physical abuse
• Child sexual abuse
• Child emotional abuse
• Neglect
• Mentally ill, depressed or suicidal person in the home
• Drug addicted or alcoholic family member
• Witnessing domestic violence against the mother
• Loss of a parent to death or abandonment, including abandonment by divorce
• Incarceration of any family member
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ACE Score Calculator
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ACE Study Findings
ACEs are very common.
They are well‐concealed.
The ACE Study found that the number of categories, not necessarily the frequency or severity of the experiences within a category, determine health outcomes across the population as a whole.
ACEs are strong indicators of what happens later in life, in terms of health risks, diseases and premature death.
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The Science Behind ACES
A child’s environment and experience shapes their behavior and health.
Our brain is designed to prioritize survival.
Cortisol is released when our “Fight, Flight, or Freeze” response is triggered.
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Toxic Stress
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Toxic Stress Prolonged exposure to Cortisol is toxic, and makes permanent changes to the brain.
This means your students may be perfectly suited to survive in their home environment, but they may not know how to act in the classroom or other “normal” situations.
Toxic Stress Hormone exposure even changes how genes are expressed, allowing for Mothers or Fathers to pass on survival characteristics from generation to generation.
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Recognizing some signs of traumatic brain development
Hypervigilance ‐ “Always on the ready.”
Display of trauma induced ADHD symptoms, including an inability to stay on task or follow directions.
Early onset of sexualized behaviors and activity.
More impulsive, aggressive and disruptivebehaviors, including those leading to suspension.
Being less able to tolerate stress.
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Other Negative Effects Prolonged exposure to Cortisol is shown to have negative effects, such as:
Impaired cognitive performance
Weakened immune system
Hyperglycemia (fatigue, excessive thirst/urination)
Decreased bone density
Decrease in muscle tissue
Higher blood pressure
Slower healing, and other health consequences
Increased risk of physical and mental health problems, including development of health risk behaviors
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Graded Relationships in Health Risk Behaviors
• There is a strong “dose/response” relationship between a person’s ACE score and the likelihoodthey will adopt personal solutions that lead to serious health problems.
• Dose/Response is a direct measure of “cause and effect.”
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Dose‐Response: More Gas = More Miles
0
50
100
150
200
250
300
350
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Num
ber o
f Miles Y
ou Can
Driv
e (Respo
nse)
Gallons of Gas(Dose Gets Bigger)
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Smoking• We can see the cause and effect relationship ACEs create in people and in populations.
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Alcoholism• We can see the cause and effect relationship ACEs create in people and in populations.
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Intravenous Drug Use• We can see the cause and effect relationship ACEs create in people and in populations.
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Chronic Depression• We can see the cause and effect relationship ACEs create in people and in populations.
01020304050607080
0 1 2 3 >=4
% W
ith a Life
time History of
Dep
ression
ACE Score
WomenMen
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Attempted Suicide• We can see the cause and effect relationship ACEs create in people and in populations.
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ACEs lead to risk factors for the 10 most common causes of early death in the United States
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Early Death in the US• With an ACE score of 0, the majority of adults have few, if any,
risk factors for diseases leading to early death
• With an ACE score of 4 or more, the majority of adults have multiple risk factors for these diseases, or the diseases themselves.
• Prepare yourself for this –
The things we identify as risk factors (obesity, illicit drug use, promiscuity) are, in fact, effective short‐term devices – coping
mechanisms – for the trauma experienced as a child
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Reframing Our Point of View• This is an important idea. Framing this
another way, many of the things termed public health problems are actually personal solutions.
“What is conventionally viewed as a problem is actually a solution to an unrecognized prior adversity.”
Dr. Vincent Felitti, co‐principal investigator of ACE Study
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ACEs Impact Park Place MSWe also know ACES drive :
• Special education needs
• Grade repetition
• Problems at school
• Educator burnout
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Meet Mallory
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Getting to Know Mallory
• Mallory is in 8th grade at Park Place Middle School.
• Mallory’s Counselor, Jennifer Garcia, knows her mother physically abused her in the past. As a result, her known ACE Score is “1.”
• Keep in mind ‐ ACEs travel in clusters: Among people exposed to physical abuse, 84% report at least 2 additional ACEs.
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Mallory’s Grades
Mallory appears to have trouble paying attention in class. She doesn’t turn in her homework and
seems to have a hard time following directions; her grades reflect this.
• 8th graders like Mallory, who indicated being victims of physical abuse on our Healthy Youth Survey, were nearly twice as likely (1.7x) to report getting C’s, D’s and F’s.
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Bullying and Safety at School
Mallory has trouble making lasting friendships and is frequently the target of bullying behavior.
• 8th graders like Mallory, who indicated they had been physically abused by an adult, were:
Nearly twice as likely (1.8x) to report being the victims of bullying.
2.5x more likely to report missing days of school because they felt unsafe.
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Mallory’s Mental HealthMallory seems pretty disengaged in class and always looks tired. She can’t seem to remember facts from 10 minutes ago.• 8th graders who report being physically abused by an
adult were 2.5x more likely to report being depressedon the last HYS.
• Students like Mallory were also 2.9x more likely to report contemplating suicide.
• Unfortunately, these 8th graders are also 2.5x less likely to report knowing an adult they can turn to when feeling depressed.
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Mallory’s Personal SolutionsMallory was caught bringing a flask of alcohol to school in 7th grade. She talked with Sandra Olson and avoided most of her suspension, but she and her family really haven’t engaged with any helping adults since then.
• 8th graders like Mallory are 3.8x more likely to report current alcohol use, and
• They are 3.1x more likely indicate any other type of current drug use, including Marijuana.
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Mallory’s in every classroom
Nearly 1 in 7 8th graders at Park Place Middle School indicated they had been physically abused by an adult on the last Healthy Youth Survey.
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ACE Effects in SchoolLow School Engagement
Source: National Survey of Children’s Health, Johns Hopkins University (2012)
0%
10%
20%
30%
40%
50%
60%
0 ACE 1 ACE 2 ACE 3+ ACEs
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ACE Effects in SchoolDoes Not Finish Tasks Started
Source: National Survey of Children’s Health, Johns Hopkins University (2012)
0%
10%
20%
30%
40%
50%
60%
0 ACE 1 ACE 2 ACE 3+ ACEs
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ACE Effects in SchoolHighly Externalizing Behavior
Source: National Survey of Children’s Health, Johns Hopkins University (2012)
0%
5%
10%
15%
20%
25%
30%
35%
40%
0 ACE 1 ACE 2 ACE 3+ ACEs
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ACE Effects in SchoolHousehold Contacted Due to Problems at School
Source: National Survey of Children’s Health, Johns Hopkins University (2012)
0%
10%
20%
30%
40%
50%
60%
0 ACE 1 ACE 2 ACE 3+ ACEs
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ACE Effects in SchoolGrade Repetition
Source: National Survey of Children’s Health, Johns Hopkins University (2012)
0%
5%
10%
15%
20%
25%
0 ACE 1 ACE 2 ACE 3+ ACEs
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Beyond the HallwaysLife‐long Negative Outcomes Linked to ACEs
Partial List of ACE Dose/Response Outcomes
Alcoholism & alcohol abuse School Drop‐Out
Chronic obstructive pulmonary disease & ischemic heart disease
Intimate partner violence—perpetration & victimization
Depression and other MH issues Sexually transmitted disease
Chronic Unemployment Obesity
High risk sexual activity Suicide attempts
Illicit drug use Unintended pregnancy
Intimate partner violence Early Death
Three or more marriages Increased Emergency Room Use
Increased Pharmacy Use Significant Financial Problems
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Population Attributable Risk PAR = The difference in rate of a condition between an exposed population and an unexposed population.
In this case, it is a calculation used by the CDC to estimate the proportion of a health outcome that is attributable to ACE
Takes into account:The increased risk due to each level of ACE
The prevalence of the number of ACE categories
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Population Attributable Risk
Current Smoking
Smoking NotAttributable toAce
SmokingAttributable toACE
78.3%
21.7%
Risk data from Felitti, et. Al: PAR analysis: RE Voorhees
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Population Attributable Risk
Ever Using Illicit Drugs
32.1% notattributable toACE
67.9%attributable toACE
Risk data from Felitti, et. Al: PAR analysis: RE Voorhees
67.9%
32.1%
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Population Attributable Risk
Risk data from Felitti, et. Al: PAR analysis: RE Voorhees
Alcoholism
3.2% of self‐reportedalcoholism notattributable toACE96.8% of self‐reportedalcoholismattributable toACE
96.8%
3.2%
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Population Attributable Risk
Risk data from Felitti, et. Al: PAR analysis: RE Voorhees
Reporting Having Attempted Suicide
0% ofattemptedsuicide notattributable toACE100% ofattemptedsuicide isattributable toACE
100%
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How ACES Increase Suicide Attempts
1 of 100 people with 0 ACEs attempt suicide
10 of 100 people with 3 ACEs attempt suicide
20 of 100 people with 7 ACEs attempt suicide
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ACEs Path
“Personal Solution”
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Psychological Depletion
• Whether you like it or not, you are on the ACEs frontline.
• The constant demand of caring for others as you manage your classrooms can lead to burnout:• Illness• Chronic fatigue• Emotional exhaustion• Indifference or detachment• Isolation from colleagues• A lack of personal satisfaction
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• Trauma‐informed schools and classrooms can create an environment where teachers and students with injured brains will thrive.
• Evidence‐based Kernels can lead you from intuitive responses to intentional action.
• Safe and predictable classrooms are the key to working successfully with trauma‐impacted youth.
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• Mood is your internal emotional state.
• Affect is how you externalize your emotions through verbal and non‐verbal cues.
• Research shows that trauma‐impacted youth are particularly aware of changes in affect, which trigger the fight, flight, or freeze response and decreases the capacity to learn.
Attachment, Self‐Regulation & CompetencyKinniburgh, Blaustein, Spinazzola & van der Kolk, 2005, Psychiatric Annals, pp. 424‐430.
ARC ‐Managing Affect
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• Traumatized children often have difficulty communicating, so their behaviors may then become a “front” for conveying unmet needs or their own unregulated affect.
• Adults may respond to the most distressing symptom, rather than the underlying emotion or need.
• Ask ‐ “What’s happening here?” rather than “What’s wrong with this child?”
Attachment, Self‐Regulation & CompetencyKinniburgh, Blaustein, Spinazzola & van der Kolk, 2005, Psychiatric Annals, pp. 424‐430.
ARC ‐ Attunement
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• Being predictable and having consistent responses to student behavior are vital to establishing safety and reducing a child’s need to exert control.
• Traumatized children may initially react to negative or positive responses.
• An intentional focus on building success, rather than establishing limits – which may be associated with powerlessness or vulnerability – should be your priority.
Attachment, Self‐Regulation & CompetencyKinniburgh, Blaustein, Spinazzola & van der Kolk, 2005, Psychiatric Annals, pp. 424‐430.
ARC ‐ Consistency
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• Building routines and rituals, particularly around trouble areas, can make your classroom fun and predictable.
• Research shows that establishing routines enhances student:
Feelings of safety
Ability to build trust and feeling of reliability within a relationship
Anticipation of the event
Attachment, Self‐Regulation & CompetencyKinniburgh, Blaustein, Spinazzola & van der Kolk, 2005, Psychiatric Annals, pp. 424‐430.
ARC ‐ Routines & Rituals
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• These four strategies come from the Attachment, Self‐Regulation and Competency research conducted by Kinniburgh and Blaustein.
• You can learn more about ARC framework and training atwww.traumacenter.org
• The Compassionate Schools Initiative from OSPI also provides a framework for understanding the negative impacts of stress and trauma on learning.
ARC & Compassionate Schools
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• Kernels are low or no‐cost to implement.
• That means we can unleash access to strategies that support safety, relationship and skill building essential to the foundations of successful brain development.
• Kernels give us a way to implement evidence based practices that will mitigate the ACES trajectory.
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• A kernel is the smallest unit of scientifically proven behavioral influence.
• Kernels produce quick easily measured change that can grow into much bigger change over time.
• They can be used alone OR combined with other kernels to create new programs, strategies or policies.
• Combinations of Kernels are considered “behavioral vaccines.”
• “Planted” Kernels create a culture.
Kernels
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Challenge – Feelings of Safety
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• Also known as “handshakes.”
• Frequent friendly physical and verbal greetings impact social status and perceptions of safety and harm.
• It also affects behavior streams of aggression, hostility or politeness.
Pleasant Greeting with Physical Touch
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Challenge – Praise
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When any person receives specific, spoken recognition for engagement in a target act or behavior, it is widely demonstrated to:• Improve school performance• Improve adult/child interactions• Improve organizational functioning• Increase the frequency of the target
behavior
Verbal Praise
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Verbal Praise As a Social Reinforcer
What are the social reinforcers in your home, classroom or community for this behavior?
Paying attention.
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Verbal Praise As a Social Reinforcer
How about for this behavior?
Showing off.
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Peer to Peer Notes
Notes of praise written from one peer to another, then read aloud or posted on a public display is widely shown to:
• Increase positive friendships• Reduce neighborhood disorganization and crime
• Increase sense of safety• Increase volunteerism• Increase behaviors you want to see more of
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Adult to Child Notes
• Notes from adults to children recognizing them for a SPECIFIC action or behavior is demonstrated to help youth of all ages to:
• Do better at school• Be more socially competent• Reduce ADHD, aggression and problem behaviors
• Increase the behaviors you want to see more of
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Beat the Timer
Steps:• Announce Beat the Timer• Say how long the timer will be set for• Say what behaviors are to beat the
timer• Announce the timer is about to begin• Praise positive behavior while timer is
ticking• Celebrate success and occasionally
reward
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Copy Cat (Paragraph Shrinking)
• After talking with your child, ask him to repeat what was said in 8‐10 words.
• Repeat if summary is poor.
• Praise if the summary is good.
• Helps with retention and understanding of what is said or read.
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The Social Development Strategy
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Random CallingThis kernel is sometimes referred to as “Ritalin on a Stick” and is proven effective by research.Start by putting the names of all the students in the classroom on separate sticks. Every few minutes, the teacher picks a stick randomly to call on student to answer a question, to help, or to do something that maintains attention, generates motor behavior and creates a response. Typically, the stick is put back into the container so that might drawn again, randomly at any given time.Random calling results in:
Equality in participation. Increased attention will be paid to the
lesson Increased academic performance Decreases in disruptive behavior
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Challenge – Recognition
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Positive Note Home for Inhibition
When an adult sends a positive note home with a student for inhibiting an otherwise disruptive behavior, good things happen, particularly when a reward at home occurs in response.
This strategy is demonstrated to reduce disruptive and aggressive behavior, problems at home and increases engagement at school.
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Principal Lottery
When a status figure sends a note home or calls a parent about a student’s positive behavior, research shows that action results in:
Increases in academic achievement
Reductions in disruptive behavior
Reductions in aggression
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Auditory/Visual Signal for Transition
The attention kernel works for students and adults. It results in: Immediate reduction in transition time
Increased academic engagement
Reduced disruptive behavior
Reduced aggression and bullying
Reduced trauma response in traumatized people.
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Beat the Timer
Beat the timer makes daily routines run smoother, reduces parent/child conflict and reduces accidental attention to negative behavior. Research shows that this simple game: • Increases compliance• Increases accuracy and
completion of homework• Helps with chores
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Premack’s Principle
Also known as the Mystery Motivator, Granny’s Wacky Prizes, Prize Bowl and the Game of Life.Results in a reduction in deviant behavior across the lifespan, reduces problem behavior at school, increases desirable behavior in all age groups and reduces addiction. Motivates youth and adults
to do their best and improve
Taps into “intrinsic” motivations
Fosters self‐regulation instead of excitement
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Brain on the Ball
• Suitable for preschoolers through adults• Sitting on therapy balls is shown to increase
attention, improve academic achievement, reduces ADHD symptoms without medication and reduce disruptive behavior
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Other Kernels
Graphic/Node Maps
Choral Responding
Peer to Peer Tutoring
Nasal Breathing
Omega 3
Private Reprimands
More!
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The Bottom Line
• Share what you learned today with your colleagues, especially if they aren’t in this room.
• Consider implementing strategies that seem like a fit for your classroom.
• Reframe your perspective: working with difficult children is hard, but recognizing their behavior as a personal solution might help.
• Partner with me. If you need it, I give you my permission to do what’s in your heart.
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Johnny
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ResourcesPresenter: Joe Neigel
Snohomish County Human ServicesAlcohol and Other Drug Prevention3000 Rockefeller Ave. m/s 305Everett, WA 98201(425) 388‐[email protected]
Power Point: http://www.slideshare.net/jneigel/aces‐and‐kernels‐parents‐2013‐04
Kernels: http://promiseneighborhoods.org/kernels/Orhttp://bit.ly/embry_kernels
ACES: http://www.cdc.gov/ace/index.htmOrhttp://www.acestudy.org/Orhttp://www.fpc.wa.gov/Orhttp://www.acestoohigh.com
ARC Training: http://www.traumacenter.org/research/ascot.php
OSPI Initiative: http://www.k12.wa.us/CompassionateSchools/
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ACEs in Snohomish County
35.3%
22.9%
12.6%9.2% 7.5%
12.6%
37.8%
21.9%
13.6%9.6%
6.3%
10.8%
0%
5%
10%
15%
20%
25%
30%
35%
40%
0 1 2 3 4 5 or moreACEs Score
Snohomish
Washington
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The Darrington Experience
• After seeing a presentation like this, a champion emerged at Darrington Elementary School. With her help, we identified the Good Behavior Game and Brain on the Ball as strategies that were a good fit for her classroom.
• Research shows the Good Behavior Game implemented in a 1st grade classroom for one school year produces:
• 60‐90 minutes more time to teach and learn each day.
• 75‐125 fewer disruptions per hour in classes.• 20%‐30% reduction in need for special education
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The Darrington Experience
• The effects are even more profound over the lifetime of a Good Behavior Game participant:• 50% ‐ 70% reduction in mental health difficulties (e.g.,
ADHD and conduct symptoms).• A 10% to 30% reduction injuries or stress related
complaints.• Reduction in directly observable symptoms of ADHD such
as inattention and fidgeting, even for children not on medication.
• 30% to 60% reduction in referrals, suspensions or expulsions
• At age 13, reduced initiation of smoking by 26% and of hard drugs by more than 50%.
• At age 19, increased the likelihood of high school graduation by 21% and of college attendance by 62%.
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Our Investment
• The County invested approximately $450 in Good Behavior Game manuals and materials.
• Teachers noticed immediate reductions in disruptions and increases in teaching time.
• Teachers implemented the Good Behavior Game in combination with another kernel – alternative seating strategy.
• They replaced all chairs in 1st – 3rd grade with therapy balls.
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Our Investment
• Therapy balls were ordered to each student’s measurement, and had feet to prevent rolling or tip‐overs.
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Our Investment
• Teachers report:• The kids like them• Helps them focus• Works especially well
partnered with the “Behavior Game”
• Comfortable• Better handwriting• Seems to give the students stamina for writing for
longer periods of time• In other classrooms, extra balls are used as a reward.
• Rate of disruptions per student per hour: Goheen (74% reduction) and Monte Calvo (86% reduction) teaching Math.
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