Moving Beyond What We
Know:
Risk and Resilience Factors
and the Development of EBD
Christine Christle
Kristine Jolivette
C. Michael Nelson
University of Kentucky
Terrance M. Scott
University of Florida
Dismal Futures
for Students with EBD

Difficulty maintaining jobs


Only 44% had jobs 3 - 5 years after leaving
school (McLaughlin, Leone, Warren, & Schofield, 1994)
Criminal Activity
1/5 of students with EBD arrested while in
school
 58% arrested 5 years after school
 73% of EBD drop outs arrested within 5
years of leaving school (Chesapeake Institute,

1994)
Risk and Resilience
Risk: conditions or situations that are
empirically related to particular
outcomes (Reddy et al., 2001)
 Resilience: a characteristic that allows
a person to make appropriate
behavioral choices in the presence of
multiple risk factors (Finley, 1994)

Risk and Resilience

Operate through complex interactions
across life domains
 Individual
 Family
 School
 Peer groups
 Community
Individual Factors
RESILIENCE
RISK

Cognitive deficits
 Reading
readiness
 Following
directions
 Vocabulary
 Social skills



Early intervention
 Cognitive skills
training
Parent training
Preschool programs
 High/Scope Perry
Preschool Program
Family Factors
RISK


Poor Parenting Skills
 Neglect
 Harsh - Abusive
 Rejection
 Substance abuse,
crime
Child
 Malnutrition
 Aggression
 Emotional problems
RESILIENCE


Prenatal parent training
 Home visitation by
nurses
Teach child
 Health and self care
skills
 Emotional coping
strategies
Family Factors
RISK

Poverty
 Best predictor of
behavioral
deviation (Scott &
RESILIENCE

Nelson, 1999)

Best predictor of
school failure

Link families to
needed services
 Medical
 Social Services
 Employment
Teach educators
about poverty (Payne,
1998)
School Factors
RISK

Low school
involvement
 Failure cycle
 Academics
difficult
 Student escapes
 Teacher avoids
RESILIENCE





Include students in
policy decisions
Match instruction to
level of ability
Facilitate success
Effective academic
instruction
Effective behavior
management
School Factors
RISK
Less academics
 Truancy
 Suspension
 Expulsion
 Dropping out

RESILIENCE




Increase active
participation
Meaningful
instruction
Alternative
programs
Involve parents
Peer Factors
RESILIENCE
RISK




Peer rejection
Deviant peers
Deviancy training
Gang involvement



Teach social skills
Facilitate prosocial
groups
Functional
assessment
 Replace deviant
and gang
involvement
Community Factors
RISK





Media - TV
Recreation
Neighborhood
disorganization
Drugs
Firearms
RESILIENCE





Monitor -Teach reflection
After school programs
Community mentors
(BBBSA)
School/Community links
(SLP)
Drug prevention
programs
 LST
 MPP
Present Study



Hypothesis: There is a correlation between
school poverty rate and academic outcomes. We
can predict that a school with high poverty will
have lower academic outcomes.
#1: What academic variables or indicators
separate effective schools that are at-risk due to
poverty level compared to at-risk schools that are
performing as expected?
#2: What differences in behavioral variables or
indicators, if any, exist between these two types
of schools?
Present Study

Sample: ~6 elementary schools
 1-2 Sds below/above mean on CTBS
 Matched by county - target 3rd grade
 High county poverty & percentage of
free/reduced lunch
Data Collection



Survey: 32 questions - by administrator
Topical Areas
 School-wide Expectations
 School Climate and Discipline
 Evaluation and Decision Making
 Suspension, Expulsion, and Referrals
 Unique Features of School
Supporting Materials (to attach)
 School Handbook/Policies
 Schedules/Calendar
 3rd grade Curricula
Data Collection


On-Site Observations: - Classrooms
 Effective Practices
 Transitions
 Academic foci
 Behavior management systems
On-Site Interviews: -Teachers, staff
 Academic & behavioral expectations
 Remedial plans/decision making
process
 School climate
 Collaboration and partnerships
Data Collection

On-Site Observations: - School-wide
 Hallways
 Lunchroom w/transitions
 Common areas
 Physical surroundings
 Staffing ratios
 Expectations & rules
 Materials & supplies
 Behavior management
 Behavioral incidents
Discussion




What other variables should be observed?
Poverty is a salient variable that can
negatively affect academic achievement what other variables have similar effects?
Are schools that are academically effective
also more behaviorally effective - what
variables separate these two groups
(discipline data; special education referral,
truancy, drop out, or retention rates)?
What is the relationship between school
effectiveness/safety and the community?