improving post- school outcomes for adolescents with emotional/behavioral issues deanne unruh,...
TRANSCRIPT
Improving Post-School Outcomes for
Adolescents with Emotional/Behavioral
Issues
Deanne Unruh, University of OregonMarilyn D'Ottavio, Transition Services Coordinator for Albuquerque Public Schools,Ginny Johnson, Bureau Chief for Long-term Services Division Intake Eligibility, NM Dept. of Health
Session Overview
• Characteristics & outcomes of youth with E/BD
• Gaps & Barriers to Service
• Evidence-informed practices & program strategies
• Examples of model programs
NLTS2 School Characteristics of
Youth with ED
• 53% of youth with ED received special education services prior to the age of 9
• 40 % of youth with ED have reported attendance in 5 or more schools
• 73% of youth with ED have been suspended and/or expelled
• Youth with ED have the highest dropout rate of any other disability category (4.2% in one year)
NLTS2 Characteristics of Youth with ED
• 33.5% youth with ED receive some type of mental health services
• 46.5% of youth with ED reside with a single parent
• 34.7% of youth with ED reside in poverty
• 75% of youth with ED have been stopped by police other than for a traffic violation
• 58% of the ED sample were arrested at least once, and
(NLTS2, Wagner, et al., 2005)
NLTS2 Post-School Outcomes 1 – 4 Years Out of School
27.420.4
38.6
30.6
0
20
40
60
80
100
Employed Post-SecondaryEnrollment
Perc
en
t
Emotional Disturbance Learning Disability
84.3
61.2
34.3
22.2
49.1
23.816.2
9.9
0
20
40
60
80
100
Stopped ByPolice
Arrested In Fight past 12months
Carried aWeapon in last
30 days
Per
cen
t
Emotional Disturbance All other Disabilities
NLTS2 Other Post-School Experiences of Youth with ED
Service Needs of Youth with ED in Schools
• Multiple agencies beyond Special Education– Mental Health– Juvenile Justice– Vocational Rehabilitation– What else?
Service Gaps:
• In Age Continuity of Services
• Between Child & Adult Mental
Health Services
• Within & Across Systems
• In Effective, Developmentally Appropriate, and Appealing Services
Davis, Greene, & Hoffman (In Press)
Public Service System
AGE
Child Mental Health
Adult Mental HealthChild Welfare
Special Education
Juvenile Justice Criminal Justice
Substance Abuse
Vocational Rehabilitation
Housing
Birth Death
CHILD SYSTEM ADULT SYSTEM
Davis & Greene, in press
Essential Features of Service Delivery Model
• Individualized to Unique Needs of Youth
• Competitive Employment
• Social Skill Training
• Immediate Access to Wrap-Around Services Driven by Unique Needs of Individual
• Flexible Educational Opportunities
Bullis & Cheney, (1999)
Developing Transition Plan
Lessons Learned:Multi-Agency Collaboration
Development & dissemination
of Screening & Referral Process
Education of ALL local
partners
Regular planning meetings with multiple agencies
Use of formative evaluation data to review project services
Unruh & Bullis, (2005)
Lessons Learned:
Youth with ED
Development of self-determination skills
Employment/education defined by interests/needs of youth
Employability skill training is more than the youth being employed
Important role of the Transition Specialist
Development of wrap-around servicesUnruh & Bullis, (2005)
What can we do?Program Administrators
– Value, support, and conduct data-based decision-making evaluation activities for program improvement
– Ensure hiring practices that bring staff committed to transition-age youth; Job descriptions should specify expectations
– Ensure program staff have what it takes to do the job (e.g., cell phones, adequate compensation, access to ongoing training with TA, etc.
– Be an advocate for program staff and students re: program services
Unruh & Clark, (in press)
What Can We Do? Transition Program staff
• Participate in data-based evaluation activities for program improvement
• Embrace and implement evidence-based practices for youth with ED
• Get to know your local partners and work closely with them
• Value the voice of your students to develop and implement transition plan
Unruh & Clark, (in press)