WHY SCHOOL CLIMATE IS FOUNDATIONAL.
Transcript of WHY SCHOOL CLIMATE IS FOUNDATIONAL.
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“For Georgia’s reform strategies aimed at improving education to take hold and succeed, students must be engaged and excited about going to school. School climate is the foundation of a successful school and positive educational outcomes for all of our students.”
—Georgia Partnership for Excellence in Education
WHY SCHOOL CLIMATE IS FOUNDATIONAL.
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How Might We Create a Positive School Climate?
Language as the Missing Link
Arianne B. Weldon, MPH
Strategic Innovation Manager
Strategy, Innovation, and Engagement Team
Georgia Family Connection Partnership
Garry McGiboney, PhD
Deputy Superintendent, Office of School
Safety and Climate
Georgia Department of Education
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—BUCKMINSTER FULLER
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You never change things by fighting the existing reality.
To change something, build a new system that makes the existing system obsolete.
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Problem
Purpose-Driven
Task-Driven
Interested
Committed
Basic Problem
Presenting Problem Remedy
Solution
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Problem
Purpose-Driven
Task-Driven
Interested
Committed
Basic Problem
Presenting Problem Remedy
Solution
*
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Problem
Purpose-Driven
Task-Driven
Interested
Committed
Basic Problem
Presenting Problem Remedy
Solution
*
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Problem
Purpose-Driven
Task-Driven
Interested
Committed
Basic Problem
Presenting Problem Remedy
Solution
LANGUAGE SKILLS
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In some cases children do not know how to appropriately
channel their frustrations, do not have the language
skills to express themselves or clearly understand
what is going on around them, and act out in anger as a
form of release.
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In other words...
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“When children don’t have language,
their behavior becomes their language.”
—Judge Peggy H. Walker
Douglas County Juvenile Court
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A Common View from the
Existing System
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“That’s the story on this kid. Right there.”
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The numbers and files can’t talk back.
But what if they could?
What if they told us that we got the story wrong?
And that our remedy is not a solution.
Haycock, 2014
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HOW DO WE MOVE FROM
REMEDIES TO SOLUTIONS?
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Look at the System from an Epidemiological Perspective
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DISEASES
Do not occur by chance—
there are always
determinants for the
disease to occur.
Are not distributed at
random. Patterns of
determinants provide clues
to inform solutions.
Look at the System from an Epidemiological Perspective
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DISEASES
Do not occur by chance—
there are always
determinants for the
disease to occur.
Are not distributed at
random. Patterns of
determinants provide clues
to inform solutions.
Look at the System from an Epidemiological Perspective
DISRUPTIVE BEHAVIORS
Do not occur by chance—
there are always
determinants for the
behavior to occur.
Are not distributed at
random. Patterns of
determinants provide clues
to inform solutions.
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In other words...
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There is a crack in everything.
That’s how the light gets in.
—Leonard Cohen
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And language is that light for children.
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The ability to communicate is fundamental to a
child’s social, emotional, and cognitive development.
Law, et al., 2017
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Language is the vehicle by which children:
• communicate their needs and ideas
• develop and maintain relationships
• solidify their understanding of concepts
Law, et al., 2017
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Speech skills are about producing sounds accurately.
Examples include
articulation disorders,
fluency disorders, and voice
disorders.
American Speech-Language Association
SPEECH LANGUAGE
Language skills deal with meaning.
Children and youth with a
language deficit may have trouble
communicating thoughts and
feelings – expressive language.
Or they may have trouble
understanding the meaning of
what’s being said – receptive
language.
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PREVALENCE
Tremblay, et al 2018; Norbury, et al, 2017
At least 12% of children entering school have
language difficulties that hinder their social
development and educational progress.
Language skill deficits significantly predict
problems with:
• behavioral,
• mental health, and
• academic outcomes.
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The role of language skill deficits as a “missing link”
for children with behavioral problems has been
considered only recently.
Snow, 2013; Van Daal, et al., 2007
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Elements of Language Skills
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Language As a Child Well-Being Indicator, 2017
*The Elements of Language
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*The Elements of Language
Language As a Child Well-Being Indicator, 2017
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WHY DOES THIS MATTER?
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Higher language skills are linked with higher rates of
academic engagement.
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Lower language skills are linked with higher rates of aggression.
Chow & Wehby, 2019
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Children with lower receptive language skills are more likely
to experience peer rejection than children with higher
receptive language skills.
LaVigne and Van Rybrorek, 2011; Menting, Van Lier, and Koot, 2011
In fact, aggression may be the symptom (presenting problem)of a language deficit (basic problem).
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Language skill deficits are the most frequent
developmental problems among children and
youth, yet they are the least identified.
REMEDY or SOLUTION
Prelock, et al, 2008
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EARLY CLUES
&
IMPACTS
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The number of loving words a baby hears in the
first three years of life makes a big difference in
their language development.
Law, et al, 2017
Language skill development starts early.
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Rapid brain development begins prior to birth,
extends throughout a child's first years of life,
and is shaped by caregiver engagement
which is essential for language learning.
If this developmental process is disrupted by
preterm birth (<37 weeks), problems with
language development are likely to occur.
Journal of Pediatric Health Care, March 2019
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Parents/caregivers can be supported by
hospital staff — from the time they enter the
neonatal intensive care unit (NICU), in how
to engage with and read to their baby.
Journal of Pediatric Health Care, March 2019
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language-delayed 3-year-olds have behavior problems.
2 3in
Communication Trust
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Children with underdeveloped language skills at age
2 are up to 5X more likely to have language delays
when they enter elementary school.
Encyclopedia on Early Childhood Development
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A longitudinal cohort study — following 19,000
children from birth — observed that the most
important factor in reaching the expected
levels in reading and math at age seven was a
child’s language skill at age five.
The language skill factor was greater than the link
to poverty or level of parental education.
Law, et al
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Another cohort study following over
11,000 children from birth to adulthood
found that those with poor language
skills at age five are:
2X
more likely to have mental health problems3X
4X
more likely to be unemployed
more likely to have reading difficulties
IMPACTS INTO ADULTHOOD
Law, et al
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WHAT DO LANGUAGE SKILL DEFICITS
LOOK LIKE?
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• Have a low vocabulary level compared to their same-age
peers.
➢ This leads to problems using words to express their
ideas, thoughts, and feelings.
• Leave words out of sentences when talking.
• Use tenses (past, present, future) incorrectly.
• Struggle to put words together into a sentence or may not string
together words correctly in their sentences.
CHILDREN AND YOUTH WITH EXPRESSIVE LANGUAGE DEFICITS:
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*
• Struggle to follow directions that are spoken to them.
• Experience difficulty understanding what people say to
them.
• Have problems organizing their thoughts for speaking and
writing.
• Act out or withdraw when they cannot understand their
social environment.
CHILDREN AND YOUTH WITH RECEPTIVE LANGUAGE DEFICITS:
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Language deficits include the inability to process and
understand everyday language, including the idioms
and metaphors that we use to “spice up” everyday
interactions.
For example we say,
“She gave me the cold shoulder.”
“The homework is a breeze.”
“Nothing is written in stone.”
Snow, 2013
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The presence of behavioral difficulties can blind adults to the existence of language deficits.
We then assign “cause” to the behavior and react to the “cause” instead of the language skill deficit.
Snow, 2013
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How we characterize behavior often
determines how we react to the behavior.
How we respond to someone’s behavior has more to do
with why we think they did something than what they
actually did.
ATTRIBUTION
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What happens when we attribute the
wrong cause to the behavior?
FUNDAMENTAL ATTRIBUTION ERROR
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Does the student have the language skills to request the help they need?
“That student is lazy, just says ‘I dunno’.”
Does the student receive extra help?
“That student doesn’t care.”
Does the student receive more information?
“That student has an attitude.”
Is the student given an opportunity to express himself or ask questions?
Does the student receive an explanation using words they
comprehend?
Does the student have the language skills to express their thoughts
or ask questions?
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54%52%
62% 62%57%
53%
48%
23%27%
37% 37% 37% 35%31%
3% 4%8% 9% 9% 9% 9%
4th 5th 6th 7th 8th 9th 10th
PE
RC
EN
T O
F S
TU
DE
NT
S A
SS
IGN
ED
OS
S
GRADE LEVEL
Longitudinal analysis of 130,801 students; 9,487 of
whom were assigned OSS during their K-3 years.
STUDENTS ASSIGNED OSS IN K-3 ARE SIGNIFICANTLY
MORE LIKELY TO BE ASSIGNED OSS IN 4TH - 10TH GRADE.
GOSA, 2018
3 OR MORE TIMES
1-2 TIMES
NEVER SUSPENDED
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8.5%
15.0%
10.1% 10.3%
14.5%
20.2%
15.6% 15.9%
38.0%
44.4%
38.1%40.6%
3RD GRADEREADING
7TH GRADEREADING
3RD GRADEMATH
7TH GRADEMATH
3RD AND 7TH GRADE READING & MATH EXCEEDSBY K-3 OUT-OF-SCHOOL SUSPENSION
ST
UD
EN
TS
AS
SIG
NE
D O
SS
IN
K –
3
3 OR MORE TIMES3 OR MORE TIMES
1-2 TIMES
NEVER SUSPENDED
Longitudinal analysis of 130,801 students; 9,487 of
whom were assigned OSS during their K-3 years. GOSA, 2018
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* 74%: “Other”
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Snow, 2013
Unidentified language deficits are often misinterpreted
and mischaracterized as rudeness, disinterest, poor
motivation, and a lack of willingness to engage.
REMEDY or SOLUTION
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It can help to re-conceptualize behavior problems as skill deficits, and keep in mind that behavior itself is often
a form of communication.
This represents a shift from
REMEDIES to SOLUTIONS.
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Snow, 2013
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HOW DO LANGUAGE SKILLS
LINK TO MENTAL HEALTH?
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Problems with development of language skills are linked
to problems with mental health development
during the transition from childhood to adolescence.
Westrupp, et al., 2019
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Petersen, et al., 2013; Petersen, et al, 2015
DIRECTION OF EFFECT
Studies of children and youth ages 2 to 13 show that language deficits predict later behavior problems more strongly than behavior problems predict later language deficits.
This suggests that language skills may be a useful target for both prevention and treatment of behavior problems.
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The prevalence of previously unidentified language
deficits in children ages 5 to 13 determined to have
emotional and behavioral disorders is 81%.
Hollo, et al., 2014
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“Children with language deficits are 10 times
more likely to present antisocial behaviors
than their peers.”
Chow & Wehby, 2019
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Prelock, 2008
Identification of language deficits is complicated by the fact that they are often attributed to other diagnostic conditions.
For example, the diagnostic criteria for ADHD, oppositional
defiant disorder, and conduct disorder share many
characteristics with language deficits:
• difficulty listening when spoken to,
• difficulty following instructions,
• talking excessively,
• blurting out answers,
• interrupting, and
• waiting for turns in conversation.
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Starr et al, 2019
Negative Emotion Differentiation
(NED)
The ability to make distinctions between different, negative
emotions by applying precise words to describe negative
emotional states.
Children and youth with language deficits have low NED and
typically refer to their emotions in general terms such as
“bad” or “mad.”
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Lindquist et al, 2015; Starr et al, 2019
Children and youth with strong language skills have high NED
and can use more granular terms to describe their
emotions — “I feel frustrated” or “I feel ashamed."
Compared to their peers with low NED, children with high NED
have a greater ability to regulate emotions, cope with problems,
and are better protected against depression.
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WHAT DOES THIS MEAN?
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Operating at the surface level when the situation requires a
deeper understanding of a child’s emotional state can result
in a young person being judged as selfish or uncaring.
Consider instead the possibility of
language skill deficits.
A BASIC PROBLEM — NOT JUST A PRESENTING PROBLEM.
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Psychotherapy for children and youth is often based on the assumption that their language represents their thoughts and feelings.
For children with language deficits, such a situation is not only likely to be ineffective, it may also be confusing and stressful.
Gualtieri et al.
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Understanding a child’s language skill deficit will not only influence the diagnostic process, it will also help determine the most appropriate response.
Gualtieri et al.
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For example, a 10-year-old boy was referred with a diagnosis of psychosis based on his peculiar responses in testing. During therapy sessions, he was extremely active and talkative. Questioning and problem-solving approaches often led to inappropriate and peculiar verbal responses.
*
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For example, a 10-year-old boy was referred with a diagnosis of psychosis based on his peculiar responses in testing. During therapy sessions, he was extremely active and talkative. Questioning and problem-solving approaches often led to inappropriate and peculiar verbal responses.
A language assessment identified a receptive language deficit. When the therapist lowered his expectations of high-level verbal responses and added visual cues (pictures and drawings), the child’s activity level decreased, and he was able to work with the therapist.
*
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For example, a 10-year-old boy was referred with a diagnosis of psychosis based on his peculiar responses in testing. During therapy sessions, he was extremely active and talkative. Questioning and problem-solving approaches often led to inappropriate and peculiar verbal responses.
A language assessment identified a receptive language deficit. When the therapist lowered his expectations of high-level verbal responses and added visual cues (pictures and drawings), the child’s activity level decreased, and he was able to work with the therapist.
He was able to draw pictures of the problem situation (i.e. being teased by peers) and then draw alternative ways of dealing with frustration and anger.
*
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In another example, a five-year-old student had temper tantrums every time the teacher instructed the students to move from one activity to another.
*
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In another example, a five-year-old student had temper tantrums every time the teacher instructed the students to move from one activity to another.
*
The teacher, because of her training, noticed that the student did not appear to understand the instructions. Therefore, she gave the student a stuffed animal to take with him during any type of transition; the temper tantrums ceased.
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The Dot Story
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HOW DO LANGUAGE SKILLS
LINK TO CHILDREN WHO
EXPERIENCE TRAUMA?
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Children and youth who experience trauma are often
literally “out of touch” with their feelings, and frequently
have no language to describe their internal states.
van der Kolk, 2005.
LANGUAGE-TRAUMA LINK
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It is estimated that between 35% and 73% of children in
foster care suffer from language deficits.
Krier, et al., 2018; Stock and Fisher, 2006
In a review of studies examining maltreated, school-age
children, the researchers found that 86% had significant
language deficits.
➢ That is 3 to 5 times the prevalence rate of the
general population.
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Children in foster care—who are in talk-based behavior
therapy and case planning, are effectively in a “second
language” environment if their language skills are deficient
and have not been considered.
Snow, 2013
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Children in foster care with language deficits
have longer stays in care than their peers
without language deficits.
Krier, et al., 2018
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Children in foster care who have language deficits are more likely to experience:
• Problems with resilience, health, and well-being—including mental health;
• Poorer overall educational attainment;
• Challenging behavior; and
• Problems with behavioral and mental health interventions.
Menting, Van Lier, and Koot (2011)
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Child A’s Story
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Prior to her present placement, a 15- year-old girl had 20 previous placement breakdowns. With a history of aggressive behavior—including being verbally and physically abusive, she had several police charges pending. She had previously been identified as having no obvious difficulties with her ability to communicate, but that she would communicate emotion by her behavior.
Following staff concern about her language skills and inability to understand information, a full language assessment was conducted and revealed a range of unidentified language and communication needs. After the assessment, the foster care staff and family were briefed on how to create a language-rich environment and increase the girl’s opportunities to learn and use language.
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As a result of the language skill enrichment and support, Child A’s communication, social skills, and behavior improved significantly, and the charges were dropped.
Her social worker said: “What I have experienced is her improved confidence in expressing herself, listening, and understanding. This has been an invaluable part of the progress she has made in placement and has allowed her greater opportunities to make meaningful relationships with adults and peers alike.”
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ARE LANGUAGE DEFICITS LINKED
TO DISRUPTIVE YOUTH?
*
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Youth involved with juvenile justice are five times more likely than their non-offending peers to have language deficits.
*
Most young offenders are not given
a language assessment.
Hopkins, et al. 2017; Snow, 2013
HOWEVER
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DO LANGUAGE DEFICITS IMPACT INTERVENTIONS?
ORAL LANGUAGE
DIFFICULTYMANIFESTATION IN A RESTORATIVE JUSTICE CONFERENCE
Reduced expressive vocabulary
A lack of emotion-related words, such that expressing remorseand saying things that convey authenticity and genuineness—even if these are felt and intended—can be difficult.
“Yep,” “nope,” “dunno,” “maybe”—all minimalist responsesaimed at avoiding having to speak, but potentially conveyingresistance to engagement in the process..
Receptive languagedifficulty
Appears to understand what is being said – and may nod in agreement – but misses important nuances.
Difficulties processing figurative language.
Snow, 2013
*
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Successful expression of remorse requires substantial language skills.
In other words—not only must the words be correct, but the delivery, tone of voice, and facial expression must match.
LaVigne, et al.
*
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“Complaining about a problem without
proposing a solution is called whining.”
—Teddy Roosevelt
*
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WHAT CAN BE DONE?
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Include language skills as a well-
being indicator—similar to other
skills essential for engagement and
learning.
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Health Barriers To Learning
Source: Health Barriers to Learning, The
Children’s Health Fund, 2017 * Added in Georgia
1) Uncontrolled asthma
2) Dental pain
3) Unaddressed hearing problems
4) Behavioral & mental health problems
5) Persistent hunger
6) Uncorrected vision problems
7) Lead exposure
8) Language skill deficits*
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Include Language Nutrition
coaching training as a practice
among workforces that already
reach nearly every parent and
baby, including:
nursing
child care
WIC
foster parents & CASAs
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Provide parents of infants
admitted to a Neonatal
Intensive Care Unit (NICU)
with support in how to engage
and share reading experiences
with their babies.
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STEP 1: Train ALL school personnel to recognize
signs indicating problems with language skills.
STEP 3: Apply screening results to enhance and/or adjust
classroom practices & instruction.
STEP 2: If indicated,
student support staff—nurses,
social workers, counselors—
screen for potential language
delays or disorders (PLS-5,
CCC-2, CELF-5).
Individual therapy by
a certified speech-
language
pathologist (inc.
teletherapy).
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PLS-5: Preschool Language Scales | Fifth Edition
➢ Age range: Birth – 7 years and 11 months
CCC-2: Children's Communication Checklist-2
➢ Age range: 4 – 16 years and 11 months
CELF-5: Clinical Evaluation of Language Fundamentals-5
➢ Age range: 5 – 21 years and 11 months
Screening Tools
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Provide training for teachers to monitor development of
language skills throughout ALL grade levels and illustrate to
teachers how to create a language-rich classroom while also
being aware of their own use of words.
*
SUCH AS…
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These include:
• Using visuals to ensure a students’ prediction of the sequence of activities and steps within activities
• Using strategies embedded in activities to sustain student engagement
• Recruiting students’ interests with hands‐on material, embedding real-life application and students’ interests.
• Pairing verbal language with visuals, gestures, role play, and real-life materials.
• Verifying that the students understand your language.
Enhance language and learning through engagement strategies.*
*Emily Rubin (Social Emotional Engagement-Knowledge and Skills, SEE-KS)
*
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Listen to yourself – how are you communicating with children and youth?
Is that working well? How do you know? Verify that children and youth understand you.
How are children and youth communicating with you? Are you doing all or most of the talking?
Is there anything you can change to make communication easier and more effective for children and youth (and their parents)?
Therapists, Case Workers, Judges, and Others
Talking Trouble Aotearoa NZ
*
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Assess language skills — using a valid
and reliable language assessment (e.g.
PLS-5, CELF-5) — as part of all
evaluations and re-evaluations for
Individualized Education Programs
(IEPs).
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Utilize the policy change in Georgia
that added certified Speech-Language
Pathologists to the list of Medicaid
provider types who may provide
services via telemedicine.
Implemented April 2017
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Screen and assess the language
skills of all children & youth in
foster care and juvenile justice—
including at the point of the competency
assessment prior to adjudication, to
inform appropriate interventions.
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Screen and assess language skills as part of the Comprehensive
Child and Family Assessment (CCFA)* process along with
guidance for how to apply the results to develop and implement
appropriate plans of care.
The CCFA is a detailed assessment conducted for children entering
foster care to support service planning and decision-making regarding
the safety, permanency, and well-being of children, youth, and families.
*
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Provide training to increase awareness
and understanding of the relationship
between language skill development and
mental health development so that
appropriate responses are provided that
meet the child’s needs.
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Webinar 1: Language & Attribution TheoryWebinar 2: Misdiagnosis & Missed OpportunitiesWebinar 3: Language Acquisition: Strategies for FamiliesWebinar 4: Language Acquisition: Strategies for EducatorsWebinar 5: Language & Literacy
namiga.org/signalswebinars/
Designed to equip educators, families, and other stakeholders with:
• An understanding of what can be missed when reacting to the presenting behavior
without considering underlying developmental and other indicators that are driving
the behavior.
• The impact of missed indicators on social engagement skills and emotional and
mental health development.
• New employee orientation, group lunch and learns, etc…
WEBINAR SERIES
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Train mental health providers to
complete a language screening
(e.g. PLS-5, CCC-2, CELF-5) for all
children and youth referred to them
and apply findings to inform the
diagnostic process and interventions
considered.
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Given what is known about pathways into the
justice system, screening and assessment of language
skills (e.g. PLS-5, CCC-2, CELF-5) should occur:
Journal of Child Psychology and Psychiatry, October 2017
• Among students struggling to read;
• When behavioral problems are first emergent;
• When a child is at risk of suspension from school;
• When mental health difficulties are apparent;
• On first contact with the justice system; and
• In planning interventions following a conviction.
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Is this the system we want to continue?
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Or is it time to create a new system that is solution-based?
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Solutions — not remedies.