Based on my experience as a
mother with 2 sons that suffer from emotional and behavioral disorders that
attend Westerville City Schools, I feel there is a great opportunity for
improving educational outcomes and post school outcomes for students within the
scope of Special Educational Services. The interrelated academic, behavioral, mental
health and or Substance abuse problems for my children have developed and
become quit sever over the last several years. In my research and my search for behavioral
and mental health services as it pertains to the academic and home/based
community supports; I have found many models of promising practices that are
evidence based, but not available to me in Franklin County. Despite my efforts/petitions for early
intervention, my relentless requests for access to programs designed to optimize
the opportunity to intervene early and prevent continued delinquency and drug
abuse, provide mental health supports, behavioral supports (intensive i.e. BIP
specialist) in the academic setting have been continuously ignored or rebutted
with an explanation associated with severe lack of funding, or that the types
of programs, services I required do not exist
Statistically individuals with emotional and behavior disorders
experience the least favorable outcomes of individuals with disabilities and
the need for a School-Based. The need
for services early identification and Teaming and Wraparound in our schools are
urgent.
•
Building youth competence in social skills,
mental health, and general living skills (e.g., making healthy choices,
organization and study skills, mentoring, securing effective therapy): Improving and or creating programs with
emphasis on Positive Behavior Plans, Mentoring, Positive youth development and
youth in transition programs.
•
Increasing family and community supports (e.g.,
parent guidance, homework guidance, and linking schools to community therapy
and supports): Increasing
awareness and improving the cross systems of care network for effective
collaboration between families, schools and the community based supports and
programs.
•
Identifying students with exceptional needs and
implementing appropriate accommodations and supports. Improving and eliminating barriers in the Childfind
programs
•
Building youth competence in social skills,
mental health, and general living skills (e.g., making healthy choices,
organization and study skills, mentoring, securing effective therapy): Improving and or creating programs with
emphasis on Positive Behavior Plans, Mentoring, Positive youth development and
youth in transition programs.
•
Increasing family and community supports (e.g.,
parent guidance, homework guidance, and linking schools to community therapy
and supports): Increasing
awareness and improving the cross systems of care network for effective
collaboration between families, schools and the community based supports and
programs.
•
Enhancing school and teacher capacity to address
multiple components in academics and behavior (e.g., classroom structure,
teacher-student interactions and evidence-based academic instruction) Implementing
effective behavior intervention plans and supports with observable, objective and measurable
goals; that involve positive behavior plans that provide practices /supports
and tools for to improve academic and
behavioral academic and behavior outcomes for all students.
Contributing factors
•
Failure to provide early intervention,
prevention, assessments/diagnoses, available treatment and support versus the
function and functional needs of child/youth along with diagnosis through the
school system and juvenile justice system.
In 2002 I feel it would have been practical to evaluate my boys at
the behest of their teachers.
•
Lack of framework and services that facilitate
evidence based support and services for k-12.
The need to include behavior modification in the IEP for the school
setting is imperative. The academic
component of the IEP should not be the main focus of the as much as
strengthening the underlying cognitive disruptions. Emotional/Socially delayed
students need to be taught how to strengthen their learning and develop
compensatory strategies for modifying maladaptive behaviors. In educational terms, cognition,
psychosocial/behavioral, sensory-motor/physical; three major areas that can impact
learning. The Missing element to date from the IEP’s of both my boys are
"tools" to help them learn and generalize new behaviors, use academic materials and coaching as the "vehicles" to reach the
objectives.
•
A need for better cross systems collaborative
care in early intervention: For example,
Emotional and behavioral disturbance currently in Ohio is classified as mental
health thus not covered under DODD/MRDD rules The Idea has specific
language and rules that a child meeting certain criteria’s under Emotional and
behavioral disturbance may be found as having emotional / social developmental
delay based on certain circumstances pertaining to the developmental
milestones, environment and other risk factors. State specific Idea and DD eligibility
requirements have created egregious problematic barriers where both my boys
meet eligibility for developmental delayed but have continuously been denied
services.
•
Lack of treatment options i.e. dual focus, age
restrictions and limitations for accessing services: Adolescent Mental Health,
Hospitals, behavior supports/coaching, Day Treatment Programs, etc...These
restrictions are due to allocation of grants, lack of funding and lack of
coverage from private, public funded health insurance and no coverage under the
Mental Health Parity Law.
Students with Emotional/Social and behavioral disabilities are usually
identified later than those with other disabilities, despite the availability
of valid and reliable screening tools. Research suggests that behavioral and
emotional problems identified during adolescence can often be linked to early
childhood behavioral patterns (Hinshaw et al., 1993; Walker, Colvin, &
Ramsey, 1995; Walker, Shinn, O’Neil, & Ramsey, 1987; Walker et al., 1990).
Early intervention appears to be both possible and cost effective (Forness et
al., 1996; Hinshaw, Han, Erhardt, & Huber, 1992; Knitzer, 1996; Walker,
1995; Zigler, Taussig, & Black 1992).
