School Violence Prevention and Intervention
Schools and Special Education
Functional Behavioral Assessment
Prevention Strategies that Work
Prevention and Early Intervention
Promising Practice in Children's Mental Health
Strengthening the Safety Net
Addressing Antisocial Behavior
For the small number of children and youth who display serious and persistent anti-social behavior, interventions must be comprehensive, initiated as early as possible, sustained, and involve each student's family, peers, teachers, and a variety of service providers and service systems. The key to success for these students is the provision of comprehensive interventions - interventions that incorporate coordinated, interagency approaches that are collaborative in nature and individually tailored to each student. Alternative programs and placements, such as day-treatment centers, specialized schools, special classes, and residential environments may be necessary for some students. The most successful alternative programs and placements tend to be characterized by:
Increasingly, the services that are offered in alternative programs are being incorporated into students' neighborhood schools, enabling students to remain at home and in their home school. Schools successfully utilizing comprehensive services typically provide a school-wide approach to addressing the needs of children with behavioral problems, including primary and secondary prevention strategies for all students.
Rhode Island's Westerly Middle School and High School employ collaborative teaching among teams of regular and special educators. Those teams modify their instruction to enhance engagement and learning among all students, and the schools provide students with alternative disciplinary responses incorporated into individualized behavior plans, a planning center to go for academic and emotional support, and a team of individuals who work with students, teachers, and families to monitor efforts and to improve results. These efforts, in turn, are backed by staff development, student mentoring, and links with mental health and social service agencies. By employing these mechanisms, Westerly has been able to improve the grades, achievement, and attendance of students with emotional and behavioral problems, while at the same time decreasing disciplinary referrals and establishing inclusive and responsive learning communities among students, faculty, staff, and families (Osher, 1996).
Osher, D. (1996). Working with students who are behaviorally challenging: A preliminary report Washington, DC: Chesapeake Institute.
|© 2001 The CECP is part of the American Institutes for Research (AIR), and is funded under a cooperative agreement with the Office of Special Education Programs (OSEP), U.S. Department of Education (ED), with supplemental funding from the Center for Mental Health Services (CMHS), U.S. Department of Health and Human Services (HHS).|