the dessa comprehensive system: a new tool to assess social-emotional strengths & resilience...

The DESSA The DESSA Comprehensive System:Comprehensive System:

A New Tool to AssessA New Tool to AssessSocial-Emotional Strengths & Social-Emotional Strengths &

ResilienceResilience

Paul A. LeBuffe, Devereux Center for Resilient Children

Valerie B. Shapiro, University of Washington

Jack A. Naglieri, University of Virginia & Devereux Center for Resilient Children

© 2010 Devereux Center for Resilient Children

11

Today’s GoalsToday’s Goals

Review the context for the DESSAReview the context for the DESSA Present the DESSA Comprehensive Present the DESSA Comprehensive

SystemSystem Discuss applications in the schoolsDiscuss applications in the schools

22

The Devereux Center The Devereux Center for Resilient Childrenfor Resilient Children


33

http://www.devereuxearlychildhood.org/

DCRC MissionDCRC Mission

The mission of the DCRC is to The mission of the DCRC is to promote social and emotional promote social and emotional development, foster resilience, and development, foster resilience, and build skills for school and life success build skills for school and life success in all children and the adults who in all children and the adults who care for them. care for them.


44

Section 1: The Section 1: The ContextContext

Resilience TheoryResilience Theory


55

What is Resilience?What is Resilience?

Resilience means the personal and community qualities that enable us to rebound from adversity, trauma, tragedy, threats, or other stresses - and to go on with life with a sense of mastery, competence, and hope.

New Freedom Commission, 2003

66

SSCI Journal Articles with "Resilien* in the Title or Topic Field 1980-2006

0

50

100

150

200

250

300

350

400

450

500

1980

1981

1982

1983

1984

1985

1986

1987

1988

1989

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

Year

# o

f A

rtic

les


Use of word “Resilience”Use of word “Resilience”

77


Established Recovery and Established Recovery and Resilience as the mental health Resilience as the mental health

goals for the USgoals for the US

88

The Context The Context (continued)(continued)

Social & Emotional Social & Emotional LearningLearning


99

The Collaborative for The Collaborative for Academic, Social and Academic, Social and Emotional LearningEmotional Learning

Based at the University of Illinois – Based at the University of Illinois – ChicagoChicago

Research and public policy advocates Research and public policy advocates for “Social and Emotional Learning” for “Social and Emotional Learning” or SELor SEL

Recent Meta-analyses of the Recent Meta-analyses of the research literatureresearch literature


1010


1111


1212

CASEL (continued)CASEL (continued)

““CASEL Framework” – 5 key social-CASEL Framework” – 5 key social-emotional skills for school and life emotional skills for school and life successsuccess Primary basis of the DESSA scalesPrimary basis of the DESSA scales

CASEL Framework is being CASEL Framework is being incorporated into state and local incorporated into state and local educational standardseducational standards

CASEL taking a leadership role in CASEL taking a leadership role in writing “common core” SEL standardswriting “common core” SEL standards


1313

Federal SEL LegislationFederal SEL Legislation

HR 4223 – HR 4223 – “The Academic, Social and “The Academic, Social and Emotional Learning Act.”Emotional Learning Act.” Establish a National Technical Establish a National Technical

Assistance and Training Center for SELAssistance and Training Center for SEL Provide grants to support evidence-Provide grants to support evidence-

based SEL programsbased SEL programs Conduct a national evaluation of SEL Conduct a national evaluation of SEL

programsprograms


1414

SEL Standards EstablishedSEL Standards Established

1515

Does Resilience Matter?Does Resilience Matter?

Results of a predictive validity Results of a predictive validity study…study…

1616

The Context The Context (continued)(continued)

NASP NASP Integrated and Comprehensive

School Psychological Services Model


1717

NASP’s Integrated and Comprehensive School Psychological Services Model

(SPR, 2010, 39, (2), 320-333)

Identifies 10 domains that, “provide a general framework of basic competencies”

“effective strategies and skills ..to help (all) students success academically, socially, behaviorally and emotionally.”

“All school psychologists are expected to possess at least a basic level of competency in all of the 10 domains”

1818


(cont) Data-Based Decision Making and

Accountability “School psychologists have knowledge

of varied models and methods of assessment and data collection methods for identifying strengths and needs..”

School psychologists use valid and reliable assessment techniques”

1919


(cont) Interventions and Mental Health

Services to Develop Social and Life Skills “School psychologists have knowledge

of…evidence-based strategies to promote social-emotional functioning and mental health”

“Use assessment and data-collection methods.. that support socialization, learning and mental health.”

2020


(cont) Preventive and Responsive Services

“School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health..”

“School psychologists promote recognition of risk and protective factors”

“School psychologists promote wellness and resilience”

2121

MEB DisordersMEB Disorders

20 – 25% of school-aged children20 – 25% of school-aged children Number is growingNumber is growing 247 Billion dollars per year247 Billion dollars per year Hardship for students, parents and Hardship for students, parents and

schoolsschools

2222

What if we could quickly, efficiently and accurately identify those children at risk of developing MEB disorders and intervene before they begin to exhibit the problem behaviors?

2323

The Devereux The Devereux Comprehensive SystemComprehensive System


2424

The GoalThe Goal

Strength-based assessment of behaviors Strength-based assessment of behaviors related to social and emotional well-related to social and emotional well-beingbeing

Simple, practical, and easy to useSimple, practical, and easy to use Meet or exceed professional standardsMeet or exceed professional standards Provide teachers and mental health Provide teachers and mental health

professionals with tools not found in professionals with tools not found in other assessmentsother assessments

Lead to interventionsLead to interventions Useful in documenting outcomesUseful in documenting outcomes


2525

The DESSA Comprehensive The DESSA Comprehensive SystemSystem

Universal Universal screeningscreening with an 8-item, strength- with an 8-item, strength-based behavior rating scale, the based behavior rating scale, the DESSA-miniDESSA-mini Provide a snapshot of the overall social-emotional Provide a snapshot of the overall social-emotional

competence of your studentscompetence of your students Support universal strategiesSupport universal strategies

Follow-up Follow-up assessmentassessment with at-risk students with at-risk students with the with the DESSADESSA Support targeted strategiesSupport targeted strategies

Periodic Periodic progress monitoringprogress monitoring with the with the DESSA-mini DESSA-mini and and Ongoing Progress Ongoing Progress Monitoring Form.Monitoring Form.


2626

Universal Universal Screening Screening

with the DESSA-miniwith the DESSA-mini


2727

Prevention and the School PsychologistPrevention and the School Psychologist

There is a movement in School There is a movement in School Psychology toward prevention of Psychology toward prevention of academic failure academic failure

In order to prevent academic problems In order to prevent academic problems universal screening is indicateduniversal screening is indicated

In the past, tests of achievement were In the past, tests of achievement were givengiven Today, some have proposed using short Today, some have proposed using short

one minute reading fluency tests, for one minute reading fluency tests, for example, as a way to identify children example, as a way to identify children who are having trouble readingwho are having trouble reading

2828


Similarly, is a movement in School Similarly, is a movement in School Psychology toward prevention of Psychology toward prevention of mental health problems …mental health problems …

Universal screening is one way to Universal screening is one way to prevent academic problemsprevent academic problems Preventing mental health problems Preventing mental health problems

requires screening for those factors that requires screening for those factors that help protect children from developing help protect children from developing mental health issuesmental health issues

This is an important role for school This is an important role for school psychologistspsychologists

2929


NASP’s mission is “to … NASP’s mission is “to … enhance enhance the mental healththe mental health and educational and educational competence of all children.” competence of all children.”

Ensuring the mental health of Ensuring the mental health of students is a key role of school students is a key role of school psychologypsychology

How can school psychologists assess How can school psychologists assess potential mental health problems?potential mental health problems?

3030


School psychologists may… School psychologists may… evaluate mental health status of children evaluate mental health status of children

when they are referred for an evaluationwhen they are referred for an evaluation By the time children with behavioral and By the time children with behavioral and

emotional problems become noticed by emotional problems become noticed by the school psychologist the emotional the school psychologist the emotional issues the drive the problem behaviors issues the drive the problem behaviors may be firmly entrancedmay be firmly entranced

Mental health problems need to Mental health problems need to detected as early as possibledetected as early as possible

3131

Mental Health ScreeningMental Health Screening

According to the US Department of According to the US Department of Health and Human Services (1999) Health and Human Services (1999) about 20% of school aged children about 20% of school aged children have behavioral, social-emotional, have behavioral, social-emotional, and mental health disorders and mental health disorders

Universal screening to identify Universal screening to identify children at risk of developing mental children at risk of developing mental health problems is neededhealth problems is needed

3232

Mental Health ScreeningMental Health Screening School personnel can conduct universal School personnel can conduct universal

screening to help identify these children at screening to help identify these children at risk of mental health problemsrisk of mental health problems

Screening results should help assess the Screening results should help assess the level of resilience for each teacher’s classlevel of resilience for each teacher’s class

Screening tests results could be used to Screening tests results could be used to determine if interventions that teach determine if interventions that teach protective factors should be appliedprotective factors should be applied

Universal screening should be brief to Universal screening should be brief to complete and have evidence of reliability complete and have evidence of reliability and predictive validityand predictive validity

3333

Mental Health ScreeningMental Health Screening One way to screen for potential mental One way to screen for potential mental

health problems is to evaluate health problems is to evaluate children’s protective factorschildren’s protective factors

Protective factors are those variables Protective factors are those variables that lead to resilient outcomes (e.g., that lead to resilient outcomes (e.g., good mental health)good mental health) Protective factors lead to more positive Protective factors lead to more positive

behavioral and psychological outcomes as behavioral and psychological outcomes as well as improved academic performancewell as improved academic performance

Protective factors help children be Protective factors help children be resilient resilient

3434

Mental Health ScreeningMental Health Screening

Protective factors can be measured Protective factors can be measured with the DESSA miniwith the DESSA mini

This is an 8-item rating inventory for This is an 8-item rating inventory for school-aged childrenschool-aged children It is a very brief, but effective, toolIt is a very brief, but effective, tool Several 8-item versions are in Several 8-item versions are in

developmentdevelopment The scale can be completed in less than The scale can be completed in less than

one minuteone minute The scale is effectiveThe scale is effective

3535

DESSA – miniDESSA – mini(Naglieri, LeBuffe (Naglieri, LeBuffe & Shapiro, 2010)& Shapiro, 2010)

A brief measure of social-emotional competencies comprised of four separate forms that can be used for universal screening and ongoing progress monitoring

3636

The DESSA-mini The DESSA-mini

The DESSA-mini allows for:The DESSA-mini allows for: Universal screeningUniversal screening Repeated assessment Repeated assessment Determination of need for instructionDetermination of need for instruction

Four equivalent 8-item formsFour equivalent 8-item forms Completed in 1-2 minutes by teachersCompleted in 1-2 minutes by teachers Yields one score – Social-Emotional Total Yields one score – Social-Emotional Total

ScoreScore


3737

Four Forms of DESSA-Four Forms of DESSA-minimini

3838


3939


368

Need

21121212

12

4040

DESSA-mini ScoresDESSA-mini Scores

One Score – Social Emotional Total (SET)One Score – Social Emotional Total (SET) T ScoresT Scores

Mean of 50, SD of 10Mean of 50, SD of 10 PercentilesPercentiles Descriptive Terms for Score RangesDescriptive Terms for Score Ranges

>> 60 = 60 = Strength (≈ 16%)Strength (≈ 16%) 41-5941-59 = Typical (≈ 68%) = Typical (≈ 68%) < < 40 = 40 = Need for Instruction (≈16%)Need for Instruction (≈16%)


4141

DESSA DESSA minimini

DESSA mini normative groupDESSA mini normative group Standardization data for Teacher Raters Standardization data for Teacher Raters

(N = 1,249)(N = 1,249) Region: NE = 24.6%; South = 39.1%; Region: NE = 24.6%; South = 39.1%;

Midwest = 22.3%; West = 14.0%Midwest = 22.3%; West = 14.0% 50.8% Males50.8% Males Grades Kindergarten through 8Grades Kindergarten through 8

4242

DESSA-mini PsychometricsDESSA-mini Psychometrics

4343



4444


Reliability and SEMReliability and SEM


4545




4646




4747



4848

DESSA-mini ResearchDESSA-mini Research

Manuscript to Manuscript to appear in appear in Psychology in the Psychology in the Schools (2011)Schools (2011)

We studied the We studied the percentage of percentage of agreements agreements between mini and between mini and full DESSAfull DESSA

4949

DESSA-mini ResearchDESSA-mini Research

Overall Overall category category agreemenagreement is t is excellentexcellent

Table 5.

DESSA and Each DESSA-mini Means, SDs, and ns for Grades K - 8.

Dessa-Mini

N n of

Agreements

% Agreement

s

Mini 1 1,222 1,171 96.5%

Mini 2 1,222 1,173 96.2%

Mini 3 1,222 1,160 94.8%

Mini 4 1,222 1,167 95.9%5050

False negatives

have scores <40 on mini but >40 on

Total

True Positives have scores >40

on the miniand >40 on the

Total

True Negatives

have scores <40 on

Total and mini

False Positives have scores

>40 on mini but <40 on Total

5151


Use Use ongoing ongoing progress progress monitoringmonitoring

How do How do we we describe describe changes changes over time?over time?

These children have a score of

32

5252

Monitoring Progress Monitoring Progress with the DESSA-mini with the DESSA-mini

OPMOPM

5353


Ongoing Progress Monitoring Ongoing Progress Monitoring FormForm

5454

Poor Response to Poor Response to InstructionInstruction

5555

Poor Response to Poor Response to InstructionInstruction

5656

31333436

2125


5757

31323639

1438


5858

31353943

444

12


5959

313841

73


6060

Response to InstructionResponse to Instruction

6161

ConclusionsConclusions

Universal screening of factors that predict Universal screening of factors that predict resilience can be efficiently conductedresilience can be efficiently conducted

School psychologists should take on this School psychologists should take on this important mental health screening roleimportant mental health screening role

Once evaluated, teachers and school Once evaluated, teachers and school psychologists should work together to psychologists should work together to deliver a curriculum that improves deliver a curriculum that improves protective factors and maximize resilienceprotective factors and maximize resilience

6262

Assessment Assessment & Planning & Planning for for Intervention Intervention with the with the DESSADESSA


6363

The Devereux Student The Devereux Student Strengths AssessmentStrengths Assessment

Based on resilience theory & SEL Based on resilience theory & SEL principlesprinciples

72 items72 items 8 scales8 scales Completed by parents, teachers, and/or Completed by parents, teachers, and/or

after-school / community program staffafter-school / community program staff Takes 15 minutes to completeTakes 15 minutes to complete On-line administration, scoring and On-line administration, scoring and

reporting availablereporting available


6464

Purposes of the DESSAPurposes of the DESSA

Identify social-emotional strengths and Identify social-emotional strengths and needs of elementary and middle school needs of elementary and middle school children.children.

Tier I - Produce classroom profiles that Tier I - Produce classroom profiles that guide universal prevention strategies.guide universal prevention strategies.

Tier II - Identify at-risk children so that Tier II - Identify at-risk children so that targeted interventions can occur.targeted interventions can occur.

Tier III - For special education students, Tier III - For special education students, identify important strengths that can be identify important strengths that can be incorporated into IEPs.incorporated into IEPs.


6565

Additional Purposes of the Additional Purposes of the DESSADESSA

Foster collaboration between parents Foster collaboration between parents and teachersand teachers

Document outcomes for individual Document outcomes for individual students, classrooms, and students, classrooms, and communitiescommunities

Serve as a research measureServe as a research measure


6666

Development of the DESSADevelopment of the DESSA

Review of the literature – 765 itemsReview of the literature – 765 items National Pilot Study – 156 itemsNational Pilot Study – 156 items

Eliminate those with item-total Eliminate those with item-total rr of of << .60 .60 Eliminate those with a Eliminate those with a dd-ratio of -ratio of << .50 .50 Eliminate those that were “N/A”Eliminate those that were “N/A”

Standardization Form – 81 itemsStandardization Form – 81 items Eliminate age trendsEliminate age trends

DESSA Final Form – 72 itemsDESSA Final Form – 72 items


6767

StandardizationStandardization

2,500 children, grades K-82,500 children, grades K-8 All 50 states included in sampleAll 50 states included in sample Representative of US PopulationRepresentative of US Population


6868

DESSA Scale StructureDESSA Scale Structure


6969

Administration of the Administration of the DESSADESSA


7070

DESSA RatersDESSA Raters

Raters Raters provide the ratingsprovide the ratings Teachers, After School StaffTeachers, After School Staff ParentsParents Read English at about the 6Read English at about the 6thth grade level grade level Sufficient opportunity to observe the Sufficient opportunity to observe the

childchild What about raters who have literacy What about raters who have literacy

issues or are ELLs?issues or are ELLs?


7171

DESSA UsersDESSA Users

UsersUsers score and interpret the ratings score and interpret the ratings and use the results to improve and use the results to improve outcomes for the childoutcomes for the child Level E instrumentLevel E instrument


7272

DESSA ResultsDESSA Results T ScoresT Scores

Mean of 50, SD of 10Mean of 50, SD of 10

PercentilesPercentiles

Descriptive Terms for Score RangesDescriptive Terms for Score Ranges >> 60 = 60 = StrengthStrength 41-5941-59 = Typical = Typical < < 40 = 40 = Need for InstructionNeed for Instruction

Individual Profile Individual Profile Classroom ProfileClassroom Profile


7373

DESSA Rating FormDESSA Rating Form

7474

Individual Student ProfileIndividual Student Profile


7575


7676

Reliability - Internal Reliability - Internal Consistency Consistency


7777

Interpreting the Interpreting the DESSADESSA


7878

Interpreting the DESSAInterpreting the DESSA

Three Step ProcessThree Step Process Social-Emotional CompositeSocial-Emotional Composite 8 Individual Scale Scores8 Individual Scale Scores Individual Item AnalysisIndividual Item Analysis


7979

Case StudyCase Study

CharlesCharles 11 year old / 511 year old / 5thth Grade Grade Special education student (EBD)Special education student (EBD) Placement in RTF since age 7Placement in RTF since age 7 Born into foster care, adopted at age 2.5Born into foster care, adopted at age 2.5 History of serious behavioral concerns History of serious behavioral concerns

(see handout – Charles’ Scoring Assistant Report)(see handout – Charles’ Scoring Assistant Report)


8080

Charles – Step 1Charles – Step 1

Social-Emotional CompositeSocial-Emotional Composite

T-score = 51T-score = 51

Percentile = 54Percentile = 54

TypicalTypical


8181

Charles' Individual Student ProfileCharles' Individual Student Profile


8282

Charles– Step 2Charles– Step 2

Individual Scale ScoresIndividual Scale Scores

Strength RangeStrength Range• Goal-Director Behavior: T= 61Goal-Director Behavior: T= 61

Need for InstructionNeed for Instruction• Decision Making: T= 39Decision Making: T= 39


8383

Charles– Step 3Charles– Step 3

Individual Item AnalysisIndividual Item Analysis Need to provide a linkage betweenNeed to provide a linkage between

assessment and interventionassessment and intervention


8484

DESSA Item AnalysisDESSA Item Analysis

Significant Item Score - Strength

Nonsignificant Item Score - Typical

#18 – ask to take on additional work or responsibilities ?

Never

Rarely

Occasionally

Frequently

VeryFrequentl

y

#37 – follow the example of a positive role model?

Significant Item Score - NeedNever

Rarely

Occasionally

Frequently

VeryFrequentl

y#69 – use available resources (people or objects) to solve a problem?

Never

Rarely

Occasionally

Frequently

VeryFrequentl

y


8585

DCRC Approach to InterventionDCRC Approach to Intervention

Strengths, Goals and StrategiesStrengths, Goals and Strategies Step 1 – identify goal(s) of most Step 1 – identify goal(s) of most

concern to stakeholdersconcern to stakeholders Step 2 – identify Step 2 – identify relevant relevant strengths strengths

that can be leveragedthat can be leveraged Step 3 – identify strategyStep 3 – identify strategy Critical – communicate by beginning Critical – communicate by beginning

with strengths!with strengths!

8686

Utilizing the DESSA to Guide Utilizing the DESSA to Guide InterventionIntervention

““Assessment only has value if it leads to Assessment only has value if it leads to an improved outcome for the child” an improved outcome for the child” (NAEYC)(NAEYC)

Many good existing curriculaMany good existing curricula SAMHSASAMHSA CASELCASEL Committee for ChildrenCommittee for Children

Short-Term we’ll provide crosswalksShort-Term we’ll provide crosswalks Long-Term we’ll provide DESSA-guided Long-Term we’ll provide DESSA-guided

strategiesstrategies


8787

Advanced InterpretationAdvanced Interpretation

Rater ComparisonsRater Comparisons Two teachers, two parents, parent-Two teachers, two parents, parent-

teacherteacher Based on the standard error of the Based on the standard error of the

differencedifference Scale level agreement or disagreementScale level agreement or disagreement Strong basis for collaboration Strong basis for collaboration Supports planning across environmentsSupports planning across environments


8888

Rater DifferencesRater Differences

8989

Rater ComparisonsRater Comparisons

58

39

51

60

48

58

40

53

62

32

56

51

47

55

53

55

4

7

5

9

1

3

13

2

10/10/07

10/18/07

51 53

Mrs. E.

Mrs Smith

42

11

9

11

8

10

9

8

9

(See Handout #2: DESSA Record Form)(See Handout #2: DESSA Record Form)


9090

Advanced Interpretation Advanced Interpretation

Pretest-Posttest ComparisonsPretest-Posttest Comparisons Multiple comparisons overtime Multiple comparisons overtime Based on the standard error of Based on the standard error of

predictionprediction Demonstrates statistically reliable Demonstrates statistically reliable

changechange Evaluation of the effectiveness of Evaluation of the effectiveness of

strategiesstrategies


9191

Pretest-Posttest ComparisonsPretest-Posttest Comparisons

39

51

60

58

40

53

48

Mary Smith

Mary Smith

10/10/07

02/28/08

50-65

31-49

44-58

51-67

40-56

51-64

32-50

45-60

48-54

48

65

50

38

62

57

59

X

X

XX

69

X

XX

XX

58

51 57

(See Handout #2: DESSA Record Form)(See Handout #2: DESSA Record Form)


9292

The DESSA The DESSA Comprehensive SystemComprehensive System

SummarySummary

9393

Time 1 DESSA-min ≤40?Yes

NO

Student Receives Universal (Tier 1) Instruction

Student receives full DESSA

Student reassessedWith DESSA minior if indicated

DESSA ≤ 40?NO

Yes

Results reviewed with School Counselor.Plan for Targeted (Tier 2) Supports Developed

Implement Targeted Strategies, monitor with RTI approach

(See page 2)


9696

Time 3

Time 21) Increase frequency & intensity of

Tier 2 supports.

2) Implement individualized strategies

3) Consult with SAPNO

Implement Universal Supports

DESSA-mini ≤ 40?

DESSA-mini for all students, excepts Tier 2

Ongoing Monitoring for Students at Tier 2 (Targeted Instruction)

YES*

Student receives full DESSA to evaluate outcome at the individual scale level


9797

Utilization of the DESSA Utilization of the DESSA Comprehensive System with a Tiered Comprehensive System with a Tiered

ApproachApproach Tier I - Primary PreventionTier I - Primary Prevention

Universal Use of the DESSA Universal Use of the DESSA Classroom ProfileClassroom Profile

• Identifies common areas of strength and concern Identifies common areas of strength and concern • Leads to classroom-wide strategiesLeads to classroom-wide strategies

Tier II - Secondary PreventionTier II - Secondary Prevention Identification of children at-risk due to low PFsIdentification of children at-risk due to low PFs Individual Child ProfileIndividual Child Profile Targeted StrategiesTargeted Strategies


9898

Utilization of the DESSA Utilization of the DESSA (cont.)(cont.)

Tier III - Tertiary PreventionTier III - Tertiary Prevention Identification of strengths and needs in Identification of strengths and needs in

identified childrenidentified children Incorporated into IEPsIncorporated into IEPs Strong basis for collaboration with parentsStrong basis for collaboration with parents

Program EvaluationProgram Evaluation Evaluate progress at the scale, child, and Evaluate progress at the scale, child, and

classroom levelclassroom level Basis for quality improvement and continuing Basis for quality improvement and continuing

education effortseducation efforts


9999

Ways the DESSA adds ValueWays the DESSA adds Value

Assess competencies related to Assess competencies related to academic achievementacademic achievement

Support implementation of SEL and Support implementation of SEL and similar programssimilar programs More specific implementationMore specific implementation Outcome determinationOutcome determination

Meet requirements to do meaningful Meet requirements to do meaningful strength-based assessmentstrength-based assessment

100100

Can Change Teacher Can Change Teacher PerceptionsPerceptions

I have one student who has a lot of trouble being I have one student who has a lot of trouble being bossy …and I am frustrated with her a lot. But the bossy …and I am frustrated with her a lot. But the DESSA showed me all the areas she is strong in, and DESSA showed me all the areas she is strong in, and gave me some ideas for channeling some of her gave me some ideas for channeling some of her difficult behaviors to utilize her strengths. difficult behaviors to utilize her strengths.

Being that my students are in a self-contained special Being that my students are in a self-contained special ed. Classroom,... I was surprised that several of my ed. Classroom,... I was surprised that several of my students are "typical" in more areas than I would have students are "typical" in more areas than I would have thought. This allowed me to write strength thought. This allowed me to write strength statements and share good news with the parents. statements and share good news with the parents.

One of my students is very compassionate. He has One of my students is very compassionate. He has very strong S.A. skills. Cool. very strong S.A. skills. Cool.

Direct quotes from teachers in Anchorage, Alaska SDDirect quotes from teachers in Anchorage, Alaska SD

101101

Can Change the Student’s Can Change the Student’s PerceptionPerception

I had a couple kids who don't say nice things I had a couple kids who don't say nice things about themselves. However, they are about themselves. However, they are wonderful in all other areas. I made a point of wonderful in all other areas. I made a point of letting both of these children know how great I letting both of these children know how great I think they are. They both were very happy think they are. They both were very happy with that.with that.

Direct quote from teacher in Anchorage, Alaska SDDirect quote from teacher in Anchorage, Alaska SD

102102

Can Contribute to Teacher Can Contribute to Teacher SatisfactionSatisfaction

I really liked this experience. It was not too laborious I really liked this experience. It was not too laborious and had very worthwhile results. I would tell everyone and had very worthwhile results. I would tell everyone to make the time and do this. to make the time and do this.

Using an assessment tells teachers it's time to start Using an assessment tells teachers it's time to start paying close attention to the social skills. It helps paying close attention to the social skills. It helps teachers’ awareness but it also gives teachers a way to teachers’ awareness but it also gives teachers a way to address these behaviors that is proactive! Many times address these behaviors that is proactive! Many times we're only reacting to students (often negatively or with we're only reacting to students (often negatively or with much frustration) but we aren't doing enough to help much frustration) but we aren't doing enough to help them. them.

I liked how it made me see my students, and it really I liked how it made me see my students, and it really took my teaching with SEL in a new direction took my teaching with SEL in a new direction

Direct quotes from teachers in Anchorage, Alaska SDDirect quotes from teachers in Anchorage, Alaska SD

103103

Essential to PreventionEssential to Prevention

Chemung County Chemung County NYNY 406 preschool 406 preschool

childrenchildren Pre-Post design with Pre-Post design with

no interventionno intervention ResultsResults

N = 406 N = 406 % PreBC % PreBC Concern Concern

%PostBC %PostBC ConcernConcern

StrengthStrength on Pretest Total Protective on Pretest Total Protective FactorsFactors

(n = 76)(n = 76)

0%0% 0%0%

Typical Typical on Pretest Total Protective on Pretest Total Protective FactorsFactors

(n = 275) (n = 275)

14%14% 13%13%

ConcernConcern on Pretest Total Protective on Pretest Total Protective Factors Factors

(n = 55)(n = 55)

51%51% 70%70%

104104

Thank You!Thank You!Contact Information:Contact Information:

Paul LeBuffePaul LeBuffeCo-Director Co-Director Devereux Center for Resilient ChildrenDevereux Center for Resilient [email protected] 610-542-3090610-542-3090

www.studentstrengths.org (DESSA) (DESSA)www.centerforresilientchildren.org


105105

About After-School Programs About After-School Programs (ASP)(ASP)

In 2004, 6.5 million children (K-12) participated in In 2004, 6.5 million children (K-12) participated in ASP nationwide.ASP nationwide.

ASP aims to provide safe and supervised ASP aims to provide safe and supervised environments for children during after-school environments for children during after-school hours (3pm-6pm). hours (3pm-6pm).

National accreditation standards for ASPs include SEL. National accreditation standards for ASPs include SEL. The Obama Administration intends to double the The Obama Administration intends to double the

funding for ASPs. funding for ASPs. Including Including measuresmeasures to maximize performance and to maximize performance and

effectiveness across grantees nationwide. effectiveness across grantees nationwide. Will support an additional 1 million children Will support an additional 1 million children


108108

the dessa comprehensive system: a new tool to assess social-emotional strengths & resilience...

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resilient children valerie

training center

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emotional development

emotional learning act

context resilience theory