Transcript USF-ELL 2011

Presented by
Rance L. Harbor, Ph.D., School Psychologist
Hillsborough County Public Schools
Leto High School
Email: [email protected]
Learning Objectives
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How to identify and assess academic,
acculturation, and emotional factors that may
impact English Language Learner students.
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Specifically, we will discuss characteristics often
present with ELL students at risk for school failure
including
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language acquisition
Acculturation
school bonding
and family factors.
Learning Objectives
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How to develop Tier 1, 2, and 3
interventions based on the students’
needs at each level.
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Assessment and outcome measurement
techniques and materials will be presented for
each level.
Identification and
Assessment of Academic,
Acculturation, and
Emotional Factors
ELLs in Florida by Country of Birth
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United States 149,327
Mexico 10,232
Cuba 18,864
Puerto Rico 5,384
Colombia 4,556
Dominican Republic 2,945
FL DOE, 2009-2010
Latinos are the most numerous and fastest
growing ethnic minority group in the
United States, and approximately 15.4
million are under the age of 18 years (U.S.
Department of Commerce, Bureau of the
Census 2009).
Selection of Assessment Tools
and Identification of Appropriate
Treatment Goals
Tier 1, 2, & 3 Identification
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Make sure you know the Referral Question!
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Harbor Student Survey (Spanish & English)
Support Service Intake Form
Background Information- Parent Form (Spanish & English)
Teacher Feedback Form (English only, but Spanish in 2011)
Student Feedback Form (Spanish & English)
Classroom Observations
Behavior Rating Scales (CBCL or BASC)
Tier 1, 2, & 3 Identification
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Cella Testing
IPT Testing
FAIR Testing
Math Formative
FCAT Writing, Reading, Math
Algebra 1 Grades
Intensive Reading Grades
Discipline Reports
Attendance Reports
Student Survey
Please rate how much the following questions apply to you by circling the appropriate number.
Behavior
Not at Some Very
All
Much
1. How motivated are you to stay in school?
1
2
3
2. Do you believe you will be able to graduate?
1
2
3
3. Do you think you can pass Algebra?
1
2
3
4. Do you think you will pass the FCAT Math?
1
2
3
5. Do you think you will pass the FCAT Reading?
1
2
3
6. Do you think you think you will pass the ACT or SAT?
1
2
3
7. How well do you understand your teachers when they are
teaching?
1
2
3
8. How well do you understand what you read in your text books?
1
2
3
9. Do you think you can make all A, B, or C grades?
1
2
3
10. How much do things at home interfere with you being successful at school?
1
2
3
11. How much do things in your neighborhood interfere with you
being successful at school?
1
2
3
12. How safe do you feel at school?
1
2
3
Student Survey
Always
Some
Never
13. How often do you feel sad/ depressed?
1
2
3
14. How often do you sleep in class?
1
2
3
15. How often do you feel anxious or nervous?
1
2
3
16. How often do you get angry at your teachers?
1
2
3
17. How often do you get angry at other students?
1
2
3
18. How often do you get angry at your parents?
1
2
3
19. How often do you get in trouble at school?
1
2
3
20. How often are you late for your classes?
1
2
3
21. How often are you absent from school?
1
2
3
Student Survey
Who do you feel comfortable going to for help if another student, or an adult at
school, was harassing or bullying you?
(Check all that apply and write a specific name of the person if you want.)
 Teacher(s) _________________  Administrator _________________  School Resource Officer
School Psychologist  School Social Worker  Guidance Counselor  School Nurse
 A Friend  Parent (s) ______________  Nobody
What things about school worry you the most? ___________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
What things could we do to help you do better in school? ____________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Teacher Survey
Please rate this student’s behavior by circling the appropriate number.
Behavior
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Attendance
Arrives to class on time
Participation in class
Completion of class assignments
Completion of homework
Remains alert in class
Sits still, stays focused
Interaction/ Social Skills with peers
Interaction/ Social Skills with teacher
General attitude
11. Does this student appear sad/ depressed?
12. Does this student sleep in class?
13. Does this student appear anxious/ nervous?
14. Does this student get angry?
15. Is this student a discipline problem?
Very Poor
1
1
1
1
1
1
1
1
1
1
Always
Poor
2
2
2
2
2
2
2
2
2
2
Often
Fair
3
3
3
3
3
3
3
3
3
3
Sometimes
Good
4
4
4
4
4
4
4
4
4
4
Seldom
Excellent
5
5
5
5
5
5
5
5
5
5
Never
1
1
1
1
1
2
2
2
2
2
3
3
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3
4
4
4
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4
5
5
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5
Current Grade (estimate): A B C D F
Academic Concerns, if any: __________________________________________
Behavior Concerns, if any: __________________________________________
Academic Needs
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What about ELL?
• For those students who:
• have not passed FCAT Reading Benchmark
• Who took the FAIR Assessment
• Examine by Grade
• ELL Status x Success Zone AP2
• Compare:
• Developmental Score 2008-09 for FCAT Reading
• FSP Score AP1
• FSP Score AP2
Academic Interventions
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Going to develop a FUSE model to coteach regular
education classes with ELL Paraprofessionals. This will
allow LYCs who are stuggling to also have additional
ELL resources as well as allow small group pullout/Tier 2
instruction for LYAs and LYBs
Newcomer Academy will consist of core language
acquisition classes (English, Spanish, Dev LA) with
splintering off for Math and Science based on placement
test results. Core classes will also allow for delivery of
Tier 2 transitional services from psych, guidance, and
social work (similar to work already being done in
acculturation group) since students are already grouped
together.
Academic Interventions
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For all Level 1 FCAT students, an intensive
reading program is required. Developmental LA
course counts for LYAs + LYBs. Academy of
Reading is not recommended as it is not at an
appropriate reading level for them.
Suggested Math + Science placement tests for
newcomers. Math department has Algebra
materials in Spanish to create a "screener". Note:
Geometry is too language intensive for Lys.
Acculturation
Mental Health
The Importance to Address Culture
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What is culture?
• Worldview that a group has which allows members
of that group to interpret the world.
• Culture cannot be interpreted to just mean
individuals from a particular ethnic group.
Culture and Pathology
• A group’s values determine how a problem will be
expressed.
• College students express problems overwhelmingly
as “being tired”, or “being burnt out”; this is not
common among individuals who are not currently in
college.
Why do different cultural groups
look at pathology different?
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Reason is because of their worldview.
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Rejection of mind-body duality.
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A disease of one person is, by default,
a disease of the group and of the
whole (Kirmayer & Young, 1998).
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This shared responsibility can, in many
instances, relieve the stress that is normally
experienced by an individual living in a
Western society.
Introduction to Depression
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Depression is a disorder characterized by persistent
depressed (sad) mood which may last months or even
years.
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About 2% of school-age children (i.e. children 6-12
years of age) appear to have a major depression at any
one time.
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Puberty - the rate of depression increase to about
4% major depression overall.
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Overall, approximately 20% of youth will have one or
more episodes of major depression by the time they
become adults.
Prevalence of Depression
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Lifetime prevalence for Major Depressive
Disorder
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17% for men
21.3% for women. (Garber 2000)
Prevalence Rates of depression:
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Adolescence: 0.4%  6.4%.
Prevalence of Depression
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Latina women are at a higher risk of
having a depressive episode.
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Women seem to be affected more in
general, but as many as 46% of Latina
women were depressed.
Opposed to men, the prevalence of
depression in Latino men is 19.6%
(NAMI).
Differential Issues in Diagnosis
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Much stigma and negative connotation
associated with depression or any mental
related issues in the Latino Culture.
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Often associated as being “crazy” or “ataque de
nervios”.
In order to receive help, Latinos may complain
and express somatic symptoms.
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Seeking medical attention is a more valid and
socially acceptable way to receive services and
avoid embarrassment.
Differential Issues in Diagnosis
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Rather than seeking professional
help, many rely on spiritual belief
or other folk tale particular to
their culture.
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Latinos may seek treatment from general
doctors which may result in
misdiagnosing or missing the root of the
problem all together.
Differential Issues in Diagnosis
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Other factors that can play a role is the
on-going stress of issues such as:
Poverty
Racism
Social stratification
Legal status
Pre-existing mental health issues in native country
Assimilation and Acculturation (student and parents)
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Acculturation - individuals are able to find value and
meaning in both cultures and identify with both.
Assimilation: The student’s home cultural values and
beliefs are replaced by the new culture, leaving behind the
parents’ culture .
Barriers
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One big barrier is the shortage of Latinos in
the health force to adequately serve these
communities.
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1.7% of all school psychologists are Latino.
Not knowing where to receive help can
pose a barrier especially because many
Latino families are of low to middle income
families
Barriers
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Increase the awareness of Latino issues
concerning depression including, cultural
traditions among non-Latino groups and
individuals.
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Realizing that although Latinos are very
interdependent as a family, the sense of
“space” to communicate feelings of depression
is not easily available and can pose a great
barrier if a child is experiencing such feelings.
Barriers
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By learning how to reach the Latino communities
includes everyone that is involved in the child’s life.
That may be parents, brothers and sister and as a
whole come up with better interventions.
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Making resources available for parents is of great
step to help their children receive medical
treatment if needed.
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Lack of information regarding the intensity and
severity of depression. Not informing Latinos of
the severity of depression as well as the treatment
available can further hinder in receiving the
adequate treatment.
A Tier 2 Intervention:
ELL Transition Group
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5 students
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3 females (1 from Cuba, 2 from Dominican Republic)
2 males (both from Cuba
Primarily 9th and 10th graders/Spanish first
language
Met bi-weekly for 50 mintues
Referred primarily by Guidance Counselor
Served as a reference point/bridge between them
and the school
A Tier 2 Intervention:
ELL Transition Group
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Adjustment
Issues
Barriers
Transition
Family support
Group support as a means for navigating
school
Legal status
ELL Transition Group/Tier 3
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Individual Students
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Larger issues than just transition
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Socio-emotional
Behavioral
Anxiety
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Anxiety involves constant, excessive, and
unrealistic worry
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Generalized Anxiety Disorder
Obsessive Compulsive Disorder
Panic Disorder
Posttraumatic Stress Disorder
Separation Anxiety
Social Anxiety
Specific Phobias
Culture & Anxiety
“Cultural differences in
perceptions and approaches
to illness have an impact in
the experience of disease,
interpretation of symptoms,
symptom expression, and
the manner in which one
copes”
Salman et al. (1997)
Cultural influences in defining Anxiety
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Social stigma and family shame linked to
psychological disorders in Latino culture
Influence descriptions and interpretations of
psychological symptoms
Salman et al. (1997)
Cultural influences in defining Anxiety
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Culturally accepted terms when referring to symptoms
Widely used term to communicate a wide range of symptoms
is “nervios”
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Anxiety
Somatic symptoms
Panic attacks
Misbehavior
Emotional distress
Schizophrenia
“Nervios” translates to nerves
Prevalence of Anxiety
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Latinos meet criteria for separation anxiety
disorder more often than Caucasians
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More reported general anxiety, social anxiety and
somatic symptoms
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6-17 years old
Mainly Central American origin
Secondary school students
Females report more social anxiety and somatic
symptoms
Related to absences & visits to school nurse?
Ginsburg & Silverman (1996), Glover et al. (1999), McLaughlin et al. (2007)
Prevalence of Anxiety
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Latinos report more worries than Caucasian
youth
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Research included Mexican youth residing in
Mexico and America as well as European
American youth residing in the United States
A later study added youth residing in the
United States from Central American origins.
Similar results were found.
Varela et al. (2004, 2008)
“Beyond developing explicatory models of
psychopathology with Latino youth, our
understanding of how relevant cultural and
contextual variables may serve to protect or
place such children at greater risk will facilitate
the development of psychosocial and cognitive
interventions and preventive measures for
anxiety disorders with this population.”
Varela & Hensley-Maloney, 2009
Cognitive-Behavioral Therapy
for Anxiety
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Balance of cultural sensitivity and evidence-based practices
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Flexibility necessary
Be a reflective practitioner
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Get to know the student within family and cultural context
Involve the family
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How may my own biases affect treatment?
What is working/not working?
Extended family also valuable
Establish goals that are culturally valued and relevant
Wood et al. (2008)
Barriers to Mental Health Therapy
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Language proficiency of therapists
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Miscommunication
Misdiagnosis/treatment
Cultural barrier
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Cultural context of information
Cultural competence necessary
Suzuki & Ponterotto, 2008
Transition Group 2010-2011
9 students
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4 Females (2 from Cuba, 1 from Puerto Rico, 1 from
Dominican Republic)
5 Males (3 from Cuba, 2 from Colombia)
9th-12th graders
Spanish is primary language
Met bi-weekly
Transition Group 2010-2011
Length of time in country
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2 less than one school year
4 1-2 school years
3 four school years
Referral reasons
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Recent transitions from other countries
Emotional distress
Poor academic motivation
Lack of appropriate coping skills
Level of acculturation/assimilation
Student Goals
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Learn how to make new friends
Share experiences in own countries
Improve emotional states
Improve social & problem-solving skills
Improve grades
Graduate high school
Goals for Transition group
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Decrease symptoms of emotional distress
Increase school and community
involvement
Development and application of problemsolving strategies
Progress Monitoring
Problem identified
Measure
Frequency
Emotional distress
•Achenbach CBCL
•Survey
•Pre & post
•Pre & post
School and community
involvement
•Verbal group
“check-ins”
•Biweekly
Academic motivation
•Survey
•Grades
•Pre & post
•Every 9 weeks
Problem-solving skills
•Survey
•Pre & post
Specifics on Group Counseling
Monitoring progress using the
RtI model.
How and when to access additional resources.
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Family
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Medical
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Anxiety, Headaches, Health Concerns, etc.
Pharmacological
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Need to get the family involved
Anxiety, Depression, ADHD, etc.
Tutoring
Intensive Therapy
Community Support
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Church
Hispanic Council
How and when to access additional
resources.
211
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References
•
www.nami.org
•
Garber J. (2000). Handbook of Developmental Psychopathology,
Second Edition, edited by Arnold J. Sameroff, Michael Lewis, and
Suzanne M. Miller. Kluwer Academic/Plenum Publishers, New
York, 2000.
•
Suzuki, L.A. and Ponterotto, J.G. (2008). Handbook of Multicultural
Assessment. Clinical, Psychological, and Educational Applications,
Third Edition, Jossey-Bass, San Francisco, 2008.
•
Garcia Coll, C., and Garrido, M. (2000) Handbook of
Developmental Psychopathology, Second Edition, edited by Arnold
J. Sameroff, Michael Lewis, and Suzanne M. Miller. Kluwer
Academic/Plenum Publishers, New York, 2000
•
www.psychinternational.com/abroad/abroad01.htm
•
http://www.ldldproject.net/theoretical_foundation.html
References
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Ginsburg, G. S., & Silverman, W. K. (1996). Phobic disorders in
Hispanic and European-American youth. Journal of Anxiety
Disorders, 10, 517–528. doi:10.1016/S0887-6185(96)00027-8.
Glover, S. H., Pumariega, A. J., Holzer, C. E., Wise, B. K., &
Rodriguez, M. (1999). Anxiety symptomatology in MexicanAmerican adolescents. Journal of Child and Family Studies, 8, 47–57.
doi:10.1023/A:1022994510944.
McLaughlin, K. A., Hilt, L. M., & Nolen-Hoeksemsa, S. (2007).
Racial/ethnic differences in internalizing and externalizing symptoms
in adolescents. Journal of Abnormal Child Psychology, 35, 801–816.
doi:10.1007/s10802-007-9128-1.
Salman, E., Diamond, K., Jusino, C., Sanchez-LaCay, A., &
Liebowitz, M. R. (1997). Hispanic Americans. In S. Friedman (Ed.),
Cultural issues in the treatment of anxiety (pp. 59–80). New York:
The Guilford Press.
References
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Silverman, W. K., & Nelles, W. B. (1988). The Anxiety Disorders
Interview Schedule for Children. Journal of the American Academy
of Child and Adolescent Psychiatry, 27, 772–778.
Varela, R. E., Vernberg, E. M., Sanchez-Sosa, J. J., Riveros, A.,
Mitchell, M., & Mashunkashey, J. (2004). Anxiety reporting and
culturally associated interpretation biases and cognitive schemas: A
comparison of Mexican, Mexican American, and European American
families. Journal of Clinical Child and Adolescent Psychology, 33,
237–247. doi:10.1207/s15374424 jccp3302_4.
Varela R, Hensley-Maloney L. The Influence of Culture on Anxiety
in Latino Youth: A Review. Clinical Child and Family Psychology
Review [serial online]. September 1, 2009;12(3):217-233. Available
from: ERIC, Ipswich, MA. Accessed October 19, 2010.
Wood, J., Chiu, A., Hwang, W., Jacobs, J., & Ifekwunigwe, M.
(2008). Adapting Cognitive-Behavioral Therapy for Mexican
American Students with Anxiety Disorders: Recommendations for
School Psychologists. School Psychology Quarterly, 23(4), 515-532.
Retrieved from ERIC database.
For more information contact:
Rance L. Harbor, Ph.D.
School Psychologist
[email protected]