EBD-Change
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The document discusses students with emotional and behavioral disabilities (EBD). It notes that less than 24% of students with EBD receive education in general education settings. Students with EBD also have lower grades, fail more classes at a 51% rate, and drop out of high school at a 51% rate. Those who dropout have high arrest rates, with 1 in 5 arrested during school and 58% arrested within 5 years of leaving school. The document then discusses risk and protective factors for students and positive behavior support as an approach.
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EBD-Change
- 5. Employment of Students With EBD
Notas do Editor
- Compared to 46% of all other students with disabilities.
- Would you want your children subjected to these statistics?
- Individual: hyperactivity, concentration problems, restlessness, risk-taking, aggressiveness, early involvement in antisocial behavior, and beliefs and attitudes favoring deviancy Family : harsh and ineffective parental discipline, lack of parental involvement, family conflict, parental criminality, child abuse and/or neglect, and rejection . Community: high levels of disorganization, high mobility rates, few adults to monitor children's behavior, and high neighborhood levels of drug and gang activity . O'Donnell reported that youth involvement with high-risk and deviant peers is one of the best predictors of delinquency. The literature also suggests that a strong association exists between poverty and youth violence. In fact, p overty may be the single most common denominator for risk of behavioral deviation .
- (Patterson et al, 1998; Walker et al, 1991)
- Students with negative behaviors receive less academic instruction and more punitive consequences than peers (Wehby et al. 1996; Shores et al. 1996) Academic problems foster behavior problems ( Maguin & Loeber, 1996 ) Children from low income families are far more likely to have print related deficits ( Adams, 1988 ) ,lower vocabulary skills, and lack of familiarity with following directions ( Hart & Risley, 1995 ) higher rates of negative interactions with school personnel r egardless of their behavior higher rates of punitive consequences than their peers this tends to make behaviors worse lower rates academic engaged time with teacher perpetuates cycle of problem behavior (Wehby et al. 1996; Shores et al. 1996) Reactive disciplinary approach Lack of teaching about rules, expectations, & consequences Lack of staff consistency Failure to consider and accommodate individual student differences Academic failure (Mayer, 1995; Sugai & Lewis, 1998; Walker, Colvin, & Ramsey, 1996) From 1974 to 1998 suspension/expulsion rates went from 3.7% to 6.8% Suspended youth are far more likely to drop out and become delinquent (Justice Policy Institute, 2001) From 8 AM - 3 PM, students with challenging behaviors fail 7 of every 10 academic trials Nearly half of third graders in New York’s high minority public schools cannot read at all (1996) Identified poor readers at fourth grade have a .88 probability of remaining a poor reader forever (Adams, 1988) 82% of all crimes are committed by people who have dropped out of school (APA Commission on Youth Violence, 1993) Three years after leaving school, 70% of antisocial youth have been arrested (Walker, Colvin, & Ramsey, 1995) Students with academic failure and problem behaviors are far more likely to: drop out of school be involved with the corrections system be single parents be involved with the social services system be unemployed be involved in automobile accidents use illicit drugs
- From 1974 to 1998 suspension/expulsion rates went from 3.7% to 6.8% Suspended youth are far more likely to drop out and become delinquent (Justice Policy Institute, 2001) From 8 AM - 3 PM, students with challenging behaviors fail 7 of every 10 academic trials Nearly half of third graders in New York’s high minority public schools cannot read at all (1996) Identified poor readers at fourth grade have a .88 probability of remaining a poor reader forever (Adams, 1988) 82% of all crimes are committed by people who have dropped out of school (APA Commission on Youth Violence, 1993) Three years after leaving school, 70% of antisocial youth have been arrested (Walker, Colvin, & Ramsey, 1995) Students with academic failure and problem behaviors are far more likely to: drop out of school be involved with the corrections system be single parents be involved with the social services system be unemployed be involved in automobile accidents use illicit drugs