Breaking Down the Breaking Down the WallsWalls

for Children at Risk:for Children at Risk:The Need for Targeted The Need for Targeted

InterventionsInterventions

What Places Children at Risk?What Places Children at Risk?

A risk factor approach is based on the A risk factor approach is based on the belief that significant exposure to key risk belief that significant exposure to key risk factors is associated with negative, long-factors is associated with negative, long-term life outcomes term life outcomes

“Students who have a high probability of failing to acquire minimal academic skills necessary for success in the adult world.”

Characteristics of Students At Risk

Low socioeconomic status familiesMinority ethnic groupsLinguistic minority backgroundHistory of academic failureOlder in age than classmatesEmotional and behavior problemsLack of psychological attachment to schoolList your most at-risk students---these are the ones we want YOU to focus on—the ones who need YOUR help the most!

(Ormrod, 2006)

A child from a low-income family A child from a low-income family enters kindergarten with a listening enters kindergarten with a listening vocabulary of 3,000 words, while a vocabulary of 3,000 words, while a child of a middle-income family enters child of a middle-income family enters with a listening vocabulary of 20,000 with a listening vocabulary of 20,000 words (Hart & Risley, 2005).words (Hart & Risley, 2005).

Forty million adults in the U.S. can’t read Forty million adults in the U.S. can’t read well enough to read a simple story to a well enough to read a simple story to a child (NCES, 2005).child (NCES, 2005).

There are many children who begin their There are many children who begin their lives in poverty and without a secure lives in poverty and without a secure

attachmentattachment

From 1983 to 2006, over 10 million From 1983 to 2006, over 10 million Americans reached the 12th grade without Americans reached the 12th grade without having learned to read at a basic level. In the having learned to read at a basic level. In the same period, over 6 million Americans same period, over 6 million Americans dropped out of high school (U.S. Department dropped out of high school (U.S. Department of Education, 2007)of Education, 2007)

What are possible setting events What are possible setting events for at risk children??for at risk children??

Thirty-seven percent of American fourth graders read below the Thirty-seven percent of American fourth graders read below the “Basic” level on the National Assessment of Educational Progress “Basic” level on the National Assessment of Educational Progress (NAEP) reading test (NCES, 2006).(NAEP) reading test (NCES, 2006).

During the summer break, low-income students lose During the summer break, low-income students lose more than two months of reading achievement.more than two months of reading achievement.

By the end of fifth grade, low-income By the end of fifth grade, low-income children fall more than two years children fall more than two years behind their middle-income peers in behind their middle-income peers in verbal achievement as a result of verbal achievement as a result of summer learning differences summer learning differences

Nearly a billion people entered the 21st Nearly a billion people entered the 21st century unable to read a book or sign century unable to read a book or sign their namestheir names

Poverty Places Children at RiskPoverty Places Children at Risk

Number of children in the world living in Number of children in the world living in poverty = 2.2 billionpoverty = 2.2 billion

Every second a child is born into povertyEvery second a child is born into poverty

U.S. Children Living in U.S. Children Living in PovertyPoverty

The official number of poor in the US in 2008 The official number of poor in the US in 2008 is 39.1 million people. More than half are is 39.1 million people. More than half are children.children.

The data is in and the numbers tell a troubling story: The data is in and the numbers tell a troubling story: 44 percent of American children grow up in families 44 percent of American children grow up in families that face serious struggles to make ends meetthat face serious struggles to make ends meet

Two-thirds of American classrooms have Two-thirds of American classrooms have fewer than 50 children’s books, and fewer than 50 children’s books, and almost 60 percent of childcare centers almost 60 percent of childcare centers buy fewer than one book per child a buy fewer than one book per child a year (Neuman et. al, 2001). year (Neuman et. al, 2001). 

The rate of children living in poverty this year will climb to nearly 22%, the highest rate in two decades,

Up to 500,000 children may be homeless this year, living either in shelters or places not meant for habitation.

One out of every two children in the United One out of every two children in the United States will live in a single-parent States will live in a single-parent familyfamily at at some time before they reach age 18. some time before they reach age 18. According the United States Census Bureau, According the United States Census Bureau, in 2007in 2007

About 20 million children live in a About 20 million children live in a household with only their mother or household with only their mother or their father. This is more than one-their father. This is more than one-fourth of all children in the United fourth of all children in the United States.States.

27% of custodial single mothers and their children live in poverty

For example, children in poverty often have less verbal interaction with their parents, resulting in significantly lower vocabularies at the time they

enter school

A number of school-age children (5 to 17) speak a A number of school-age children (5 to 17) speak a language other than English at home. These children language other than English at home. These children make up nearly 1-in-5 in this age group. Most of make up nearly 1-in-5 in this age group. Most of them (7.1 million) speak Spanish at home.them (7.1 million) speak Spanish at home.

Children’s homes and Children’s homes and families constitute one families constitute one of the earliest of the earliest indicators of potential indicators of potential academic failure. academic failure. Research has Research has demonstrated a demonstrated a connection between connection between poverty and school poverty and school dropout for both dropout for both regular and special regular and special education students. education students.

In addition to poverty, students at risk often come from In addition to poverty, students at risk often come from families where academic skills such as reading are not families where academic skills such as reading are not modeled, and where multiple family stressors are present modeled, and where multiple family stressors are present (e.g., alcohol and other drug abuse, divorce, child (e.g., alcohol and other drug abuse, divorce, child maltreatment). maltreatment).

Each week, child protective services (CPS) Each week, child protective services (CPS) agencies throughout the United States agencies throughout the United States receive more than 50,000 reports of receive more than 50,000 reports of suspected child abuse or neglect.suspected child abuse or neglect.

1.7 million (about 2.3 percent) of all 1.7 million (about 2.3 percent) of all American children have a parent in American children have a parent in prison.prison.

Early academic failures are second only to poverty in predicting school failure.

Students whose behaviors identify them as academically or behaviorally deficient are more likely to be exposed to negative interaction and punishment in the classroom and are less likely to be engaged in instructional time with their teachers.

The justice and welfare systems overwhelmingly serve individuals who have poorly developed academic skills and have experienced school failure. Lower levels of literacy are strongly associated with higher rates of delinquency and incarceration.

Most prevention efforts begin in school because it is the place where professionals have the greatest, and typically the earliest, access to children. School-wide efforts to prevent student failure can be organized under a system of positive behavioral interventions and support that involves the entire school. (Sugai et al., 2005 )

Early problem behavior is highly related to successful school experiences (Gresham, Lane, & Lambros, 2000; Lyman, 2002). Children who evidence problem behavior at school are likely to struggle early, often, and throughout their school careers (Patterson, 1992; Walker, Colvin, & Ramsey, 2005).

Studies show that ODD presents in 5-15% of all Studies show that ODD presents in 5-15% of all school aged children. (aacap.org)school aged children. (aacap.org)

ODD is reported in boys almost twice as much ODD is reported in boys almost twice as much as it is reported in girls. (Carlson and Gaub and as it is reported in girls. (Carlson and Gaub and

Tamm 2001). This involves over 5 million Tamm 2001). This involves over 5 million students in the USstudents in the US..

Early appearing aggressive behaviors are the Early appearing aggressive behaviors are the best predictor of juvenile gang membership best predictor of juvenile gang membership

and violence.and violence. (Reid, 2003)(Reid, 2003)

Of the young children who show early signs of Of the young children who show early signs of problem behavior, it has been estimated that fewer problem behavior, it has been estimated that fewer

than 10% receive services for these difficulties. than 10% receive services for these difficulties. (Kazdin & Kendall, 2002) (Kazdin & Kendall, 2002)

Fatherlessness Places Children at Risk

According to 72 % of the U.S. population,fatherlessness is the most significant

family or social problem facing America, and in most nations of the world.

According to 72 % of the U.S. population,fatherlessness is the most significant

family or social problem facing America, and in most nations of the world.

*Fathering In America Poll January

2000

*Fathering In America Poll January

2000

The impact of fatherlessnessis far-reaching….

The impact of fatherlessnessis far-reaching….

Three out of four teenage suicides Three out of four teenage suicides occur in households where a parentoccur in households where a parent

has been absent.*has been absent.*

Three out of four teenage suicides Three out of four teenage suicides occur in households where a parentoccur in households where a parent

has been absent.*has been absent.*

*Jean Beth Eshtain, “Family Matters: The Plight of America’s Children.” The Christian CenturyJuly 2003

*Jean Beth Eshtain, “Family Matters: The Plight of America’s Children.” The Christian CenturyJuly 2003

Fatherless children are at a Fatherless children are at a dramatically greater risk of drugdramatically greater risk of drug

and alcohol abuseand alcohol abuse.*.*

Fatherless children are at a Fatherless children are at a dramatically greater risk of drugdramatically greater risk of drug

and alcohol abuseand alcohol abuse.*.*

*U.S. Department of Health & Human Services. National Center For Health Statistics Survey On Child HealthWashington DC, 2002

*U.S. Department of Health & Human Services. National Center For Health Statistics Survey On Child HealthWashington DC, 2002

75% of all adolescent patients in75% of all adolescent patients inchemical abuse centers come fromchemical abuse centers come from

fatherless homes.*fatherless homes.*

75% of all adolescent patients in75% of all adolescent patients inchemical abuse centers come fromchemical abuse centers come from

fatherless homes.*fatherless homes.**Rainbows For All God’s Children*Rainbows For All God’s Children

Children in single-parent familiesChildren in single-parent familiesare 2-3 times as likely to have are 2-3 times as likely to have

emotional & behavioral problemsemotional & behavioral problems.*.*

Children in single-parent familiesChildren in single-parent familiesare 2-3 times as likely to have are 2-3 times as likely to have

emotional & behavioral problemsemotional & behavioral problems.*.**U.S. Department of Health & Human Services. National Center For Health Statistics

National Health Interview SurveyHyattsville, MD, 2003

*U.S. Department of Health & Human Services. National Center For Health Statistics National Health Interview Survey

Hyattsville, MD, 2003

Fatherless children are Fatherless children are twicetwiceas likely to drop out of school.*as likely to drop out of school.*Fatherless children are Fatherless children are twicetwice

as likely to drop out of school.*as likely to drop out of school.*

*U.S. Department of Health & Human Services. National Center For Health Statistics Survey On Child Health

Washington, DC GPO 2003

*U.S. Department of Health & Human Services. National Center For Health Statistics Survey On Child Health

Washington, DC GPO 2003

85% of all youths sitting in prisonsgrew up in a fatherless home.*

85% of all youths sitting in prisonsgrew up in a fatherless home.*

*Fulton Co. Georgia Jail PopulationsTexas Dept. of Corrections 2002

*Fulton Co. Georgia Jail PopulationsTexas Dept. of Corrections 2002

90% of homeless and runaway children are from fatherless homes.*

90% of homeless and runaway children are from fatherless homes.*

*[U.S. D.H.H.S., Bureau of the Census.]*[U.S. D.H.H.S., Bureau of the Census.]

Boys born to an unmarried teen motherare 10 times more likely to become

a chronic juvenile offender.*

Boys born to an unmarried teen motherare 10 times more likely to become

a chronic juvenile offender.*

*Source: Conseur, Amy et al. "Maternal and Perinatal Risk Factors for Later Delinquency." Pediatrics 99(2004): 785-790.

*Source: Conseur, Amy et al. "Maternal and Perinatal Risk Factors for Later Delinquency." Pediatrics 99(2004): 785-790.

The “root cause” of crime, more than any other, is The “root cause” of crime, more than any other, is fatherlessness. Almost 70% of juveniles fatherlessness. Almost 70% of juveniles

incarcerated in state reform institutions, 75% of incarcerated in state reform institutions, 75% of teenage homicide perpetrators, and most gang teenage homicide perpetrators, and most gang

members come from homes with no father present.members come from homes with no father present. Fatherlessness & Crime 2001 by Dave KopelFatherlessness & Crime 2001 by Dave Kopel

The correlation between preschool-age The correlation between preschool-age aggression and aggression at age 10 is aggression and aggression at age 10 is higher than that for IQ.higher than that for IQ. (Kazdin, 2000)(Kazdin, 2000)

All children need at least one person to believe in

them

Teachers Promote Self-Determination in

At Risk StudentsStrategies:Present rules and instructions in an informational rather than controlling mannerGive students opportunities to make choices (individually or as a group)Evaluate students’ performance in a non-controlling mannerUse extrinsic reinforcers selectively

(Ormrod, 2006)

Everyone needs love, especially Everyone needs love, especially when they feel they don’t deserve itwhen they feel they don’t deserve it

When a student struggles When a student struggles academically, we look for academically, we look for

instructional solutionsinstructional solutions

We have to We have to look for look for

solutions solutions when a when a student student

struggles struggles behaviorallybehaviorally

““We need to We need to start start

fighting fighting crime in the crime in the high chair,high chair,not the not the electric electric chair.”chair.”

  George Sweat, Former Chief of PoliceGeorge Sweat, Former Chief of Police

Winston-Salem, North CarolinaWinston-Salem, North Carolina

For children who are at risk, the sooner we can provide support the better chance they have of succeeding.

If our American way of life fails the child,If our American way of life fails the child,it fails us allit fails us all

Pearl S. BuckPearl S. Buck

Teachers Encouraging Teachers Encouraging At Risk Students At Risk Students

Make the curriculum Make the curriculum relevant to student to relevant to student to students’ lives and students’ lives and needsneeds

Use students’ strengths Use students’ strengths to promote high self-to promote high self-esteemesteem

Communicate high Communicate high expectations for expectations for students’ performancestudents’ performance

Encourage and facilitate Encourage and facilitate school involvement and school involvement and extracurricular activitiesextracurricular activities

How can you do this How can you do this with the students you with the students you listed???listed???

(Ormrod, 2006)(Ormrod, 2006)

Positive Behavior SupportsPositive Behavior Supports

Check-in, CheckoutCheck-in, Checkout

Social skills trainingSocial skills training

MentoringMentoring

Teach Organizational skillsTeach Organizational skills

Self-monitoringSelf-monitoring

New Comers ClubNew Comers Club

There are things that schools can to support children who are at risk:

Targeted StrategiesTargeted Strategies Showcasing Student’s talents

Positive Peer Reporting

Peer Tutoring

Pre-teach Key Concepts

Homework Club

Wrap Around

The Impact of Mentoring…The Impact of Mentoring…

Can Change a LifeCan Change a Life

So let’s begin…So let’s begin…