enhancing swpbis program through trauma sensilve ... · 3/25/18 3 samsha : ss/hs grant logic model...

3/25/18

1

cc:forcedrhubarb-h.ps://www.flickr.com/photos/48659830@N02

EnhancingSWPBISProgram

throughTraumaSensiLve

Approaches,Community

PartnershipsandMindfulness

PracLces

Dr.MollyFlood,Ed.D.,Mr.ToddBreinich,M.S.,

Dr.LisaSchumacher,Ph.D.

Beforewebegin….Traumacontent,bynature,canbevery

unse.ling.Therearesomevideosthatprovide

personalaccountsofadversityfaced.Though

thesevideosdonotprovideexplicitfootage,

theycaninspirereacLonsfromviewers.

– Monitoryourfeelings–Stepaway– Preferredac>vity-talk,walk…–  Iffeelingpersist–seekhelp

3/25/18

2

Objec>ves:•  LookathowMul>-TieredSystemsofSupportcanprovidehelptothoseeffectedbytrauma

•  Definetraumaandtoxicstress•  Discussthepoten>alimpactsoftraumaonthedevelopingbrain.

•  Definesensoryprocessingconsidera>onsforstudentsthatmaybedealingwithstress.

•  Offersome>psforCaregivers•  Reviewhowmindfulnessprac>cescanbeeffec>veinworkingwithvic>msoftrauma

Felter,J.,Gorenberg,M.,(2015);Felter,J.,Gorenberg,M.(2016).

Interconnected System Framework Community & Enhanced Tier II / III Supports

cc:garryknight-h.ps://www.flickr.com/photos/8176740@N05

3/25/18

3

SAMSHA:SS/HSGrant

LogicModelCoreElements•  Element1:Promo%ngearlychildhoodsocialandemo%onallearninganddevelopment.

•  Element2:Promo>ngmental,emo>onal,andbehavioralhealth

•  Element3:Connec>ngfamilies,schools,andcommuni>es

•  Element4:Preven>ngbehavioralhealthproblems(includingsubstanceuse)

•  Element5:Crea>ngsafeandviolence-freeschools

3/25/18

4

LehighCountyPennsylvaniaSystemsofCare

CarbonLehighIntermediateUnit#21SchnecksvillePa.

CLIU provides services to 14 public schooldistricts, non-public schools and 2 Career andTechnical Ins>tutes of the Carbon and Lehighcoun>es.•  LehighLearningAchievementSchool

•  AllentownLearningAchievementSchool

•  HarryS.Truman-CLIUESclassrooms

3/25/18

5

Tier III/Tertiary Interventions 1-5% • 1:1 instruction / Small Group • Alternate assessment • Increased time

1-5% Tier III/Tertiary Interventions •  BHRS /Partial Hospitalization/ FBA • Individual Outpatient Therapy • Outpatient Medication Clinic • Family Based MH Services • D & A Counseling • RENEW

Tier II/Secondary Interventions 5-15% • DI - Academic Supports Reading and Math • Credit Recovery • Alternate Coursework • Remediation • Alternate Assessments

5-15% Tier II/Secondary Interventions • Small Counselor groups • SAP • Community Partners • Resource Officers • Aggression Replacement Training • Medication Monitoring

Tier I/Universal Interventions80-90% • Core Curriculum – reading and math • Course of Study • CBM / Keystones • Transition Services • IEP • Curricular Match

80-90% Tier I/Universal Interventions • SWPBIS • Positive Action – Social Skills/ Bully prevention • D&A awareness • Universal Screening- BIMAS • Positive Support Plans/ Transition

School-Wide Positive Intervention Supports - FRAMEWORK A Multi Tiered System of Support (MTSS) Model Supports

Academic Systems Behavioral Systems

TheHexagonTool

3/25/18

6

UniversalScreener

Systema>cScreeningforBehaviorDisorders(SSBD)(Walker&Severson,1992)

StudentRiskScreeningScale(SRSS)(Drummond,1994)

StrengthsandDifficul>esQues>onnaire(SDQ)(Goodman,1997)

BASCTM2-BehaviorandEmo>onalScreeningSystem(BESS)(Kamphaus&Reynolds,2007)

SocialSkillsImprovementsSystem-PerformanceScreeningGuide(SSiS–PSG)(Ellioi&Gresham,2007)

BIMAS™BehaviorIntervenLonMonitoring

AssessmentSystem(McDougal,Bardos,&Meier,2009)

BIMAS2™BehaviorInterven>onMonitoringAssessmentSystem

JamesL.McDougal,Psy.D.AchillesN.Bardos,Ph.D.

ScoiT.Meier,Ph.D.

TheBehaviorInterven>onMonitoringAssessmentSystem(BIMAS2™)isameasureofsocial,emo>onalandbehavioralfunc>oninginchildrenandadolescentsages5to18years.Scales:

BehavioralConcernScales-Conduct,Nega>veAffect,Cogni>ve/Aien>onAdap%veScales-Social,AcademicFunc>oning

3/25/18

7

CHAMPS–ClassWidePosiLveBehaviorSupport(PBS)(Sprick,2009)

AGGRESSIONREPLACEMENTTRAINING®(GLICK&GIBBS,2011)

•  AggressionReplacementTrainingfeaturesthreecoordinatedandintegratedcomponents:

– SocialSkills

– Anger

– MoralReasoning

3/25/18

8

•  ThePosi>veAc>onprogramfeaturesscriptedlessonsthatareeasytoprepareandteach.

•  GradesK-12•  PreandPostAssessment•  Approximately15+minutesinstruc>on3days

•  ClassroomKits-140lessonsperKit

(Allred,1973)

RENEWisastructuredschool-to-careertransi>onplanningandindividualized

wraparoundprocessforyouthwithemo>onalandbehavioralchallenges.

(Malloy,1996)

3/25/18

9

Mental Health First Aid USA is listed in the Substance Abuse and Mental Health

Services Administration’s National Registry of Evidence-based Programs and

Practices. Mental Health First Aid is an 8-hour course that teaches participants how

to help someone who is developing a mental health problem or experiencing a mental health crisis. The training helps participants identify, understand, and

respond to signs of mental illnesses and substance use disorders.

YouthMentalHealthFirstAid

Kichner,B.,Norm,T.(2001);Na>onalCouncilforBehavioralHealth;

thena>onalcouncil.org

WHAT?DefiningTraumawiththe3Es

Individualtraumaresultsfrom•  anevent,seriesofevents,orsetofcircumstances

•  thatisexperiencedbyanindividualasphysicallyoremo%onallyharmfulorthreateningand

•  thathaslas%ngadverseeffectsontheindividual'sfunc%oningandphysical,social,emo%onal,orspiritualwell-being.

www.SAMHSA.gov

3/25/18

10

AJOURNEY….TraumaAware

Recogni>onoftraumaprevalenceandimpactonstudentdevelopmentandlearning

TraumaSensi>ve

Beginningexplora>onofTICprincipleswithinenvironmentConsensusbuildingaroundprinciplesofTICPREPAREforchange

TraumaResponsive

BeginningofchangeinculturetohighlightroleoftraumaTICprinciplesintegratedatalllevels

MissouriModel:ADevelopmentalFrameworkforTraumaInformed,MODept.ofMentalHealthandPartners(2014).

Ultimate outcome = TraumaInformed

3/25/18

11

www.cdc.gov/ace/prevalence.htm

Felter,J.,Gorenberg,M.(2016)

3/25/18

12

Stress&BrainHealth

•  Keepinmind,thebrain’sfirstandmostbasicpriorityistoensureoursurvival.Allelseissecondary.

•  “ToxicStress”increasesthelikelihoodofBrainHealthproblems

•  Whilesomechildrendemonstrateresilience,mostexperienceongoingdifficul>eswithemo>onregula>on,adaptability,socialskills,andself-concept


Maslow’sHierarchyofNeeds

Rep>lianBrain

LimbicSystem

Cortex

BasicforSurvival

Emo>onsFeelingsRela>onships

Execu>veFunc>oning/Learning&Crea>vity

www.simplypsychology.org

3/25/18

13


3/25/18

14

PaleomammalianBrain/FeelingBrain(limbicsystem)

– DirectsourEmo>ons–  Judgeswhatispleasurableandwhatisscary

– Mediatesfeelings&thoughts– MonitorsDangerandhelpsdirectouraien>on&priori>es

–  LocatedaboveBrainstemandunderCortex

–  ConsistsofAmygdala,Hippocampus,Thalamus,Hypothalamus,BasalGanglia&CingulateGyrus


Cortex/NeomammalianBrain

Cortex–  Execu>veFunc>oning–  Thought/Reasoning–  Self-Awareness–  Narra>ve,senseofself–  5/6ofourbrainmass–  Toppartofbrainandcoversmostoftheotherbrainparts

–  The“Motherboard”Felter,J.,Gorenberg,M.(2016)

3/25/18

15

3/25/18

16


ThreePrimaryCategoriesofResponse

Fight:PhysicalArousalAggressionTroubleconcentra>ngHyperac>vity

Flight:WithdrawalandEscapeSocialisola>onAvoidanceofothersRunningaway

Freeze:S>llingandConstric>ngConstrictedemo>onalexpressionS>llingbehaviorOvercomplianceanddenialofneeds


3/25/18

17

ToxicStressDerailsHealthyDevelopment

hips://www.youtube.com/watch?v=rVwFkcOZHJw&feature=youtu.be

GoodNews!-TheAmazingBrainNeuroplasLcity-TheBraincanchange!Changesinresponsetotrauma,andinresponsetoteachingandlearning.

Neurogenesis-Closelyrelatedtoneuroplas>city,theabilitytogrownewneurons,toincreaseconnecLvitywithinagivenbrainstructure.NeuralNetworks-Thehighwaysofthoughtsandneuralimpulses.Themoreintenselyandfrequentlyaneuralnetwork“fires,”thestrongerits“wiring.”Inshort,repeLLonisagoodthing.


3/25/18

18

NeurobiologicalEffectsofTraumaIncrease Decrease

ü  Sizeofamygdala(increased

fearfulness)

ü NervousSystem(fight/flight/

freeze)

ü Startleseasilyü stresshormones

ü InflammaLon

ü Bloodpressureandheartrateü Weightgain

ü Trembling/shaking

ü Takeslessstresstotriggerastressresponse)

ü  Learningandmemory

ü Smaller,fewerconnecLons,

lessintegraLon

ü Cortex/Brainvolume(smaller

brain)

ü Short-termmemory

ü Verbalrecallü NervousSystem(calming

system)

ü Abilitytoformsocial

connecLons

ü Abilitytoregulatemoodand

affect

Behaviorswesee…

3/25/18

19

hips://vimeo.com/109042767

ExplainingtheBraintoChildrenand

Adolescents

3/25/18

20

SensoryProcessingandIntegra>on

SensoryProcessing:Theorganiza>onofsensoryinforma>oninthenervoussystem

SensoryIntegraLon:Thewayinwhichthebraintakesin,organizesandinterpretssensoryinforma>onfromtheenvironmentandturnsthemintoappropriateresponses–bothmotorandbehavioral.(SPDFounda>on,2016)

8SensorySystems•  Whensensoryprocessingworks

well,allofthesensesworkindividuallyandtogether.

•  Whensensoryprocessingdoesnotworkwellaneurologicalmalfunc>oncanoccurandthebrainisunabletoreceive,interpretandusethesensa>ontointeractadap>velywiththeworld

•  Vision•  Smell•  Taste•  Touch•  Hearing•  Propriocep>on•  Ves>buar•  Interocep>on

Atchison,B.J.,(2007)

3/25/18

21

SensoryStrategies

•  Vision

•  Smell

•  Taste-OralMotor

SensoryStrategies

•  Hearing

•  Touch

3/25/18

22

PropriocepLon

•  Howjointsandmusclescommunicatewiththebrainaboutthebody’splacementandmovementinspace

PropriocepLon

•  Synchronizedandskilledmovement

•  Tellsustheamountofeffortneeded

3/25/18

23

VesLbular

•  Balance,gravityandmovementinforma>on-spa>alawareness

•  InnerEarLoca>on

•  AssistswithSuccessfulEyeMovement

InterocepLon

•  OyenIgnored

•  InternalSensorsGuideSelf-Regula>on– Hunger– Heartrate–  Breathing–  Elimina>on

SPDFounda>on(2016)

3/25/18

24

SensoryProcessingDisorder

Condi>oninwhichthebraincannotefficientlyand/oraccuratelyreceive,organize,andinterpretsensoryinforma>oninordertorespondadap>velytotheirenvironments•  Difficultydetec>ng,registering,organizing,interpre>ngandrespondingtointernalandexternalsensoryinforma>onwithanoutcomethatis“maladap>ve”

•  Aneurological“trafficjam”inthebrain(A.J.Ayres,1970)

SensoryOver-ResponsivityChildrenwhoareover-responsivetendtorespondtoo

much,toosoonorfortoolongtosensorysLmulithatotherchildrentolerateeasily

GeneralBehavior:Maybechallengedwithtransi>ons,appearcontrollingand/ordefiant

Tac>le

• Sensi>vetotextures

• Limiteddiet• Fightswhilestandinginline

• Troubledressing–havealimitedwardrobe

Ves>bular

• Avoidswingsorclimbing

• Scaredonstepsorelevators

• Over-s>mulatedbydifferentpostures

• Oyencarorbussick

Auditory

• Upsetinloudplaces

• Troublewithfiredrillsandannouncements

• Startleeasilytosounds

• Coverearsfrequently

Vision

• Complainofsensi>vitytothesun

• Difficultywithflorescentligh>ng


3/25/18

25

TipsforCaregivers:SensoryStrategiesforOver-Responders

•  “SlowandLow”ac>vi>es

•  Warningandforeshadowingtransi>onsandfutureevents

•  Heavyworkac>vi>es•  Predictability–no

surprises•  Calmyourself•  Rhythmicheadtotoe

movement,rocking

•  Repe>>veac>vi>es•  Recognizethesensory

quali>esintheenvironmentandsupportthechild

•  Helpthechildunderstandhisownsensorypreferences/strategies

•  SensoryToolsandKits


SensoryUnder-responsivityChildrenwhoaresensoryunder-responsivemay:

–  Beunawareofsensoryinputothersno>ce–  Haveadelaybeforerespondingtosensoryinput

–  Haveahighpainthreshold,notcrywhenhurt–  Seemtonotno>cewhenhisnameiscalled–  Seem>redorlethargic–  Seemunawareofthingsaroundhim–  Notno>cesmells–  Needtowatchhishandswhenusingthem–  Prefersedentaryvsac>ve,physicalplay–  Appearpassive,unmo>vatedorapathe>c


3/25/18

26

TipsforCaregiversSensoryStrategiesforUnder-Responders

•  Usealer>ng,fastorintensesensoryinputs•  Uses>mula>onoftasteandsmell–sour,hot,mint,aromabracelets

•  Findandtapintothechild’smo>va>on•  Usecolortoenhanceaien>on•  Vibra>ngtoys,pencils,etc.


SensorySeekingSensorySeekingchildrenmay:•  Befidgety•  Loveroughandtumbleplay•  Bein“perpetualmo>on”•  Behardtocalm•  Beconstantlytouchingorpoking

objectsorpeers•  Havedifficultysi|ngs>ll•  Fallonpurpose•  Stareatmovingobjects/

reflec>ons•  Appeartobearisktaker•  Chewormouthnon-foodobjects


3/25/18

27

TipsforCaregiversStrategiesForSensorySeekers(Cravers)

•  Useoralmotor,olfactoryandgustatoryinputs

•  Createorganizedmovementexperiences–goaldirectedandpurposeful

•  Involvethechildinpurposefulheavyworktasks

•  Environmentalmodifica>ons–fidgets,Velcroondesk


Throughtherapeu>cyoga,Shanthi

Projecthelpsat-riskyouthandtraumasurvivorsestablishhealthyandproduc>verela>onshipswith

themselves,theirfamiliesandtheircommuni>es.

www.shanthiproject.org

3/25/18

28

Calm.com

•  hips://www.calm.com/

•  Calmisamindfulnessmedita>oncompanybasedinSanFrancisco,launchedin2012byAlexTewandMichaelActonSmith.

•  “Dedicatedtointroducingtheamazingbenefitsofmedita>ontohelpaworld-widecalmcommunitynavigatemodernlife.”

MindfulSchoolsisoneofthekeyplayersinthemovementtointegratemindfulnessintothe

everydaylearningenvironmentofK-12classrooms.

www.mindfulschools.org

3/25/18

29

MeMoves

•  Patentedmovementsequencespairedwithmusicandimages

•  Parasympathe>cnervoussystem•  Threecategories:Joy,Calm,Focus•  Immediatebenefitswithincreasedbenefitsayer4-6weeksconsistentuse

•  hips://thinkingmoves.com/

GoNoodle•  Brainbreakswithphysicalac>vity

•  Ac>velearning

•  Increasedengagement,improvedfocus

•  hips://app.gonoodle.com/channels/the-champiverse/gonoodle-101?s=Discover&t=Wo12/4-N/FP-3A-LayoutB-Start%20Here

3/25/18

30

Thisprogramofferstheschoolbasedprac>>oneraclinicallyresearchedYoga

curriculumu>lizingarangeofdevelopmentallygradedyogasequences

whichalignwithRTIandPBIS.hip://membership.getreadytolearn.net/

3/25/18

31

TrumanElementary

1stTrimester•  12ofthe23studentsenrolledu>lized

theSensoryRegula>onRoom•  Those12studentsusedtheroomon

155occasions•  71outofthe155occasions(46%),

studentswereabletore-engagebackintotheirclassroomayerthe3minute>melimit

•  Onlyon4occasionsdidastudentrequireaphysicalcrisisinterven>ontobeu>lized(lastyear12physicalinterven>onswereusedinsame>meperiod)

2ndTrimester•  22ofthe24studentsenrolledu>lized

theSensoryRegula>onRoom•  Those22studentsusedtheroomon

168occasions•  101outofthe168occasions(60%),

studentswereabletore-engagebackintotheirclassroomayerthe3minute>melimit

•  Onlyon1occasiondidastudentrequireaphysicalcrisisinterven>ontobeu>lized(lastyear22physicalinterven>onswereusedinthesameperiod).

•  Thisyeartherehavebeen5totalphysicalinterven>onstodatecomparedto34forthesameperiodlastyear(87.2%reducLon).

3/25/18

32

THANK YOU

enhancing swpbis program through trauma sensilve ... · 3/25/18 3 samsha : ss/hs grant logic model...

Documents