Project SUCCESS
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Marjorie Montague, James McKinney, and Anne Hocutt direct Project SUCCESS (grant number: H237F40022). Project SUCCESS is a comprehensive approach that considers the following classroom entry points for prevention:
Implementation of the Intervention The comprehensive intervention is classroom-based. Therefore, administrators must solicit the interest of their faculty before taking any further steps. The categories of costs associated with introducing and sustaining this practice are:
Introducing the Intervention Administrators introduce the intervention to volunteer teachers. The teachers are given release time for training and technical assistance in the classroom. Project SUCCESS staff found that it helps to begin with direct assistance to classroom teachers before transitioning to technical assistance on an as-needed basis. Supporting Implementation Ongoing support at the school level from administrators and commitment of teachers are necessary. Administrators must provide time for teachers to meet and review their progress and make modifications (e.g., for a grade-level social skills program). Reinforcement and recognition for teachers who participate, maintain the program, and engage others in the program are also important. Ongoing training and consultation are key to addressing the needs of the teachers and the children. Project staff members discovered several barriers to success. These were:
Children at risk for developing serious emotional disturbance typically have multiple and complex learning, behavioral, and emotional needs. These children and their families need integrated service delivery that focuses on educational and mental health services. Families need access to agencies that will provide social services and support. Schools can provide linkages to social service and health agencies in what is called a full service school model. Project SUCCESS included case management for the families of children who were high-risk. Project staff had an agreement with a mental health agency, which provides on-site assistance at these full-service schools to fund a case manager for the project. About Project Field Sites Two full-service elementary schools were studied at the Miami site, Fienberg/Fisher and Miami Park. Fienberg/Fisher had more than 1,000 students from 14 countries in Pre-K-6, and was highly multicultural. Students spoke 16 languages. Students were 74% Hispanic, 14% Black/non-Hispanic, 10% white/non-Hispanic, and 2% Asian or American Indian; faculty are 71% Hispanic, 17% white/non-Hispanic, 13% Black/non-Hispanic, and 1% Asian or American Indian. Three percent of students in mainstream classes had disabilities, while students with learning and emotional disabilities were in a separate program in the school. 54% were in Chapter One, 38% were in the English as a Second Language program, and 91% of the students received a free or reduced-price lunch. There was a 48% mobility rate at this school. Miami Park had more than 900 students, 68% of whom were Black (non-Hispanic), 29% Hispanic, and 3% white (non-Hispanic); 18.1% of the students had disabilities, and the largest category of disability was emotionally handicapped (4.4% of the students); 13% of the student body was considered to be "at risk." Free and reduced-price lunches were given to 91% of the students. There was a 36% mobility rate at this school. Given the target students' moderate to high risk status coupled with unusually serious behavior problems, the data indicate that the project has prevented inappropriate referrals for special education and potential identification as serious emotional disturbance. Findings from Project SUCCESS suggest the following:
Project Offerings Project SUCCESS staff work directly with classroom teachers to provide support in the classroom (grades 1-4). Project SUCCESS also works with schools to establish full service schools. One article is available from the project: * Lago-Delello, E. (1998). Classroom dynamics and the development of serious emotional disturbance. Exceptional Children, 64, 479-492. * McKinney, J.D., Montague, M., & Hocutt, A.M. (1998). Systematic screening of children at risk for developing SED: Initial results from a prevention project. In C. Liberton, K. Kutash, & R. Friedman (Eds.), The 10th Annual Research Conference Proceedings, A System of Care for Children's Mental Health: Expanding the Knowledge Base (pp. 271-276). Tampa, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Research and Training Center for Children's Mental Health. |
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| For more information about this project, please contact Marjorie
Montague. Questions? Comments? E-mail crsnyder@zoo.uvm.edu Back to the main page for Prevention Strategies Back to the Center for Effective Collaboration and Practice |
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