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The DESSA The DESSA Comprehensive System:Comprehensive System:
A New Tool to AssessA New Tool to AssessSocial-Emotional Strengths & Social-Emotional Strengths &
ResilienceResilience
Paul A. LeBuffe, Devereux Center for Resilient Children
Valerie B. Shapiro, University of Washington
Jack A. Naglieri, University of Virginia & Devereux Center for Resilient Children
© 2010 Devereux Center for Resilient Children
11
Today’s GoalsToday’s Goals
Review the context for the DESSAReview the context for the DESSA Present the DESSA Comprehensive Present the DESSA Comprehensive
SystemSystem Discuss applications in the schoolsDiscuss applications in the schools
22
The Devereux Center The Devereux Center for Resilient Childrenfor Resilient Children
© 2010 Devereux Center for Resilient Children
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DCRC MissionDCRC Mission
The mission of the DCRC is to The mission of the DCRC is to promote social and emotional promote social and emotional development, foster resilience, and development, foster resilience, and build skills for school and life success build skills for school and life success in all children and the adults who in all children and the adults who care for them. care for them.
© 2010 Devereux Center for Resilient Children
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Section 1: The Section 1: The ContextContext
Resilience TheoryResilience Theory
© 2010 Devereux Center for Resilient Children
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What is Resilience?What is Resilience?
Resilience means the personal and community qualities that enable us to rebound from adversity, trauma, tragedy, threats, or other stresses - and to go on with life with a sense of mastery, competence, and hope.
New Freedom Commission, 2003
66
SSCI Journal Articles with "Resilien* in the Title or Topic Field 1980-2006
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© 2010 Devereux Center for Resilient Children
Use of word “Resilience”Use of word “Resilience”
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© 2010 Devereux Center for Resilient Children
Established Recovery and Established Recovery and Resilience as the mental health Resilience as the mental health
goals for the USgoals for the US
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The Context The Context (continued)(continued)
Social & Emotional Social & Emotional LearningLearning
© 2010 Devereux Center for Resilient Children
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The Collaborative for The Collaborative for Academic, Social and Academic, Social and Emotional LearningEmotional Learning
Based at the University of Illinois – Based at the University of Illinois – ChicagoChicago
Research and public policy advocates Research and public policy advocates for “Social and Emotional Learning” for “Social and Emotional Learning” or SELor SEL
Recent Meta-analyses of the Recent Meta-analyses of the research literatureresearch literature
© 2010 Devereux Center for Resilient Children
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© 2010 Devereux Center for Resilient Children
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© 2010 Devereux Center for Resilient Children
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CASEL (continued)CASEL (continued)
““CASEL Framework” – 5 key social-CASEL Framework” – 5 key social-emotional skills for school and life emotional skills for school and life successsuccess Primary basis of the DESSA scalesPrimary basis of the DESSA scales
CASEL Framework is being CASEL Framework is being incorporated into state and local incorporated into state and local educational standardseducational standards
CASEL taking a leadership role in CASEL taking a leadership role in writing “common core” SEL standardswriting “common core” SEL standards
© 2010 Devereux Center for Resilient Children
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Federal SEL LegislationFederal SEL Legislation
HR 4223 – HR 4223 – “The Academic, Social and “The Academic, Social and Emotional Learning Act.”Emotional Learning Act.” Establish a National Technical Establish a National Technical
Assistance and Training Center for SELAssistance and Training Center for SEL Provide grants to support evidence-Provide grants to support evidence-
based SEL programsbased SEL programs Conduct a national evaluation of SEL Conduct a national evaluation of SEL
programsprograms
© 2010 Devereux Center for Resilient Children
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SEL Standards EstablishedSEL Standards Established
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Does Resilience Matter?Does Resilience Matter?
Results of a predictive validity Results of a predictive validity study…study…
1616
The Context The Context (continued)(continued)
NASP NASP Integrated and Comprehensive
School Psychological Services Model
© 2010 Devereux Center for Resilient Children
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NASP’s Integrated and Comprehensive School Psychological Services Model
(SPR, 2010, 39, (2), 320-333)
Identifies 10 domains that, “provide a general framework of basic competencies”
“effective strategies and skills ..to help (all) students success academically, socially, behaviorally and emotionally.”
“All school psychologists are expected to possess at least a basic level of competency in all of the 10 domains”
1818
NASP’s Integrated and Comprehensive School Psychological Services Model
(cont) Data-Based Decision Making and
Accountability “School psychologists have knowledge
of varied models and methods of assessment and data collection methods for identifying strengths and needs..”
School psychologists use valid and reliable assessment techniques”
1919
NASP’s Integrated and Comprehensive School Psychological Services Model
(cont) Interventions and Mental Health
Services to Develop Social and Life Skills “School psychologists have knowledge
of…evidence-based strategies to promote social-emotional functioning and mental health”
“Use assessment and data-collection methods.. that support socialization, learning and mental health.”
2020
NASP’s Integrated and Comprehensive School Psychological Services Model
(cont) Preventive and Responsive Services
“School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health..”
“School psychologists promote recognition of risk and protective factors”
“School psychologists promote wellness and resilience”
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MEB DisordersMEB Disorders
20 – 25% of school-aged children20 – 25% of school-aged children Number is growingNumber is growing 247 Billion dollars per year247 Billion dollars per year Hardship for students, parents and Hardship for students, parents and
schoolsschools
2222
What if we could quickly, efficiently and accurately identify those children at risk of developing MEB disorders and intervene before they begin to exhibit the problem behaviors?
2323
The Devereux The Devereux Comprehensive SystemComprehensive System
© 2010 Devereux Center for Resilient Children
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The GoalThe Goal
Strength-based assessment of behaviors Strength-based assessment of behaviors related to social and emotional well-related to social and emotional well-beingbeing
Simple, practical, and easy to useSimple, practical, and easy to use Meet or exceed professional standardsMeet or exceed professional standards Provide teachers and mental health Provide teachers and mental health
professionals with tools not found in professionals with tools not found in other assessmentsother assessments
Lead to interventionsLead to interventions Useful in documenting outcomesUseful in documenting outcomes
© 2010 Devereux Center for Resilient Children
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The DESSA Comprehensive The DESSA Comprehensive SystemSystem
Universal Universal screeningscreening with an 8-item, strength- with an 8-item, strength-based behavior rating scale, the based behavior rating scale, the DESSA-miniDESSA-mini Provide a snapshot of the overall social-emotional Provide a snapshot of the overall social-emotional
competence of your studentscompetence of your students Support universal strategiesSupport universal strategies
Follow-up Follow-up assessmentassessment with at-risk students with at-risk students with the with the DESSADESSA Support targeted strategiesSupport targeted strategies
Periodic Periodic progress monitoringprogress monitoring with the with the DESSA-mini DESSA-mini and and Ongoing Progress Ongoing Progress Monitoring Form.Monitoring Form.
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Universal Universal Screening Screening
with the DESSA-miniwith the DESSA-mini
© 2010 Devereux Center for Resilient Children
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Prevention and the School PsychologistPrevention and the School Psychologist
There is a movement in School There is a movement in School Psychology toward prevention of Psychology toward prevention of academic failure academic failure
In order to prevent academic problems In order to prevent academic problems universal screening is indicateduniversal screening is indicated
In the past, tests of achievement were In the past, tests of achievement were givengiven Today, some have proposed using short Today, some have proposed using short
one minute reading fluency tests, for one minute reading fluency tests, for example, as a way to identify children example, as a way to identify children who are having trouble readingwho are having trouble reading
2828
Prevention and the School PsychologistPrevention and the School Psychologist
Similarly, is a movement in School Similarly, is a movement in School Psychology toward prevention of Psychology toward prevention of mental health problems …mental health problems …
Universal screening is one way to Universal screening is one way to prevent academic problemsprevent academic problems Preventing mental health problems Preventing mental health problems
requires screening for those factors that requires screening for those factors that help protect children from developing help protect children from developing mental health issuesmental health issues
This is an important role for school This is an important role for school psychologistspsychologists
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Prevention and the School PsychologistPrevention and the School Psychologist
NASP’s mission is “to … NASP’s mission is “to … enhance enhance the mental healththe mental health and educational and educational competence of all children.” competence of all children.”
Ensuring the mental health of Ensuring the mental health of students is a key role of school students is a key role of school psychologypsychology
How can school psychologists assess How can school psychologists assess potential mental health problems?potential mental health problems?
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Prevention and the School PsychologistPrevention and the School Psychologist
School psychologists may… School psychologists may… evaluate mental health status of children evaluate mental health status of children
when they are referred for an evaluationwhen they are referred for an evaluation By the time children with behavioral and By the time children with behavioral and
emotional problems become noticed by emotional problems become noticed by the school psychologist the emotional the school psychologist the emotional issues the drive the problem behaviors issues the drive the problem behaviors may be firmly entrancedmay be firmly entranced
Mental health problems need to Mental health problems need to detected as early as possibledetected as early as possible
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Mental Health ScreeningMental Health Screening
According to the US Department of According to the US Department of Health and Human Services (1999) Health and Human Services (1999) about 20% of school aged children about 20% of school aged children have behavioral, social-emotional, have behavioral, social-emotional, and mental health disorders and mental health disorders
Universal screening to identify Universal screening to identify children at risk of developing mental children at risk of developing mental health problems is neededhealth problems is needed
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Mental Health ScreeningMental Health Screening School personnel can conduct universal School personnel can conduct universal
screening to help identify these children at screening to help identify these children at risk of mental health problemsrisk of mental health problems
Screening results should help assess the Screening results should help assess the level of resilience for each teacher’s classlevel of resilience for each teacher’s class
Screening tests results could be used to Screening tests results could be used to determine if interventions that teach determine if interventions that teach protective factors should be appliedprotective factors should be applied
Universal screening should be brief to Universal screening should be brief to complete and have evidence of reliability complete and have evidence of reliability and predictive validityand predictive validity
3333
Mental Health ScreeningMental Health Screening One way to screen for potential mental One way to screen for potential mental
health problems is to evaluate health problems is to evaluate children’s protective factorschildren’s protective factors
Protective factors are those variables Protective factors are those variables that lead to resilient outcomes (e.g., that lead to resilient outcomes (e.g., good mental health)good mental health) Protective factors lead to more positive Protective factors lead to more positive
behavioral and psychological outcomes as behavioral and psychological outcomes as well as improved academic performancewell as improved academic performance
Protective factors help children be Protective factors help children be resilient resilient
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Mental Health ScreeningMental Health Screening
Protective factors can be measured Protective factors can be measured with the DESSA miniwith the DESSA mini
This is an 8-item rating inventory for This is an 8-item rating inventory for school-aged childrenschool-aged children It is a very brief, but effective, toolIt is a very brief, but effective, tool Several 8-item versions are in Several 8-item versions are in
developmentdevelopment The scale can be completed in less than The scale can be completed in less than
one minuteone minute The scale is effectiveThe scale is effective
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DESSA – miniDESSA – mini(Naglieri, LeBuffe (Naglieri, LeBuffe & Shapiro, 2010)& Shapiro, 2010)
A brief measure of social-emotional competencies comprised of four separate forms that can be used for universal screening and ongoing progress monitoring
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The DESSA-mini The DESSA-mini
The DESSA-mini allows for:The DESSA-mini allows for: Universal screeningUniversal screening Repeated assessment Repeated assessment Determination of need for instructionDetermination of need for instruction
Four equivalent 8-item formsFour equivalent 8-item forms Completed in 1-2 minutes by teachersCompleted in 1-2 minutes by teachers Yields one score – Social-Emotional Total Yields one score – Social-Emotional Total
ScoreScore
© 2010 Devereux Center for Resilient Children
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Four Forms of DESSA-Four Forms of DESSA-minimini
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Four Forms of DESSA-Four Forms of DESSA-minimini
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Four Forms of DESSA-Four Forms of DESSA-minimini
368
Need
21121212
12
4040
DESSA-mini ScoresDESSA-mini Scores
One Score – Social Emotional Total (SET)One Score – Social Emotional Total (SET) T ScoresT Scores
Mean of 50, SD of 10Mean of 50, SD of 10 PercentilesPercentiles Descriptive Terms for Score RangesDescriptive Terms for Score Ranges
>> 60 = 60 = Strength (≈ 16%)Strength (≈ 16%) 41-5941-59 = Typical (≈ 68%) = Typical (≈ 68%) < < 40 = 40 = Need for Instruction (≈16%)Need for Instruction (≈16%)
© 2010 Devereux Center for Resilient Children
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DESSA DESSA minimini
DESSA mini normative groupDESSA mini normative group Standardization data for Teacher Raters Standardization data for Teacher Raters
(N = 1,249)(N = 1,249) Region: NE = 24.6%; South = 39.1%; Region: NE = 24.6%; South = 39.1%;
Midwest = 22.3%; West = 14.0%Midwest = 22.3%; West = 14.0% 50.8% Males50.8% Males Grades Kindergarten through 8Grades Kindergarten through 8
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DESSA-mini PsychometricsDESSA-mini Psychometrics
4343
DESSA-mini PsychometricsDESSA-mini Psychometrics
© 2010 Devereux Center for Resilient Children
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DESSA-mini PsychometricsDESSA-mini Psychometrics
Reliability and SEMReliability and SEM
© 2010 Devereux Center for Resilient Children
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DESSA-mini PsychometricsDESSA-mini Psychometrics
Reliability and SEMReliability and SEM
© 2010 Devereux Center for Resilient Children
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DESSA-mini PsychometricsDESSA-mini Psychometrics
Reliability and SEMReliability and SEM
© 2010 Devereux Center for Resilient Children
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DESSA-mini PsychometricsDESSA-mini Psychometrics
© 2010 Devereux Center for Resilient Children
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DESSA-mini ResearchDESSA-mini Research
Manuscript to Manuscript to appear in appear in Psychology in the Psychology in the Schools (2011)Schools (2011)
We studied the We studied the percentage of percentage of agreements agreements between mini and between mini and full DESSAfull DESSA
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DESSA-mini ResearchDESSA-mini Research
Overall Overall category category agreemenagreement is t is excellentexcellent
Table 5.
DESSA and Each DESSA-mini Means, SDs, and ns for Grades K - 8.
Dessa-Mini
N n of
Agreements
% Agreement
s
Mini 1 1,222 1,171 96.5%
Mini 2 1,222 1,173 96.2%
Mini 3 1,222 1,160 94.8%
Mini 4 1,222 1,167 95.9%5050
False negatives
have scores <40 on mini but >40 on
Total
True Positives have scores >40
on the miniand >40 on the
Total
True Negatives
have scores <40 on
Total and mini
False Positives have scores
>40 on mini but <40 on Total
5151
DESSA-mini PsychometricsDESSA-mini Psychometrics
Use Use ongoing ongoing progress progress monitoringmonitoring
How do How do we we describe describe changes changes over time?over time?
These children have a score of
32
5252
Monitoring Progress Monitoring Progress with the DESSA-mini with the DESSA-mini
OPMOPM
5353
© 2010 Devereux Center for Resilient Children
Ongoing Progress Monitoring Ongoing Progress Monitoring FormForm
5454
Poor Response to Poor Response to InstructionInstruction
5555
Poor Response to Poor Response to InstructionInstruction
5656
31333436
2125
© 2010 Devereux Center for Resilient Children
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31323639
1438
© 2010 Devereux Center for Resilient Children
5858
31353943
444
12
© 2010 Devereux Center for Resilient Children
5959
313841
73
© 2010 Devereux Center for Resilient Children
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Response to InstructionResponse to Instruction
6161
ConclusionsConclusions
Universal screening of factors that predict Universal screening of factors that predict resilience can be efficiently conductedresilience can be efficiently conducted
School psychologists should take on this School psychologists should take on this important mental health screening roleimportant mental health screening role
Once evaluated, teachers and school Once evaluated, teachers and school psychologists should work together to psychologists should work together to deliver a curriculum that improves deliver a curriculum that improves protective factors and maximize resilienceprotective factors and maximize resilience
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Assessment Assessment & Planning & Planning for for Intervention Intervention with the with the DESSADESSA
© 2010 Devereux Center for Resilient Children
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The Devereux Student The Devereux Student Strengths AssessmentStrengths Assessment
Based on resilience theory & SEL Based on resilience theory & SEL principlesprinciples
72 items72 items 8 scales8 scales Completed by parents, teachers, and/or Completed by parents, teachers, and/or
after-school / community program staffafter-school / community program staff Takes 15 minutes to completeTakes 15 minutes to complete On-line administration, scoring and On-line administration, scoring and
reporting availablereporting available
© 2010 Devereux Center for Resilient Children
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Purposes of the DESSAPurposes of the DESSA
Identify social-emotional strengths and Identify social-emotional strengths and needs of elementary and middle school needs of elementary and middle school children.children.
Tier I - Produce classroom profiles that Tier I - Produce classroom profiles that guide universal prevention strategies.guide universal prevention strategies.
Tier II - Identify at-risk children so that Tier II - Identify at-risk children so that targeted interventions can occur.targeted interventions can occur.
Tier III - For special education students, Tier III - For special education students, identify important strengths that can be identify important strengths that can be incorporated into IEPs.incorporated into IEPs.
© 2010 Devereux Center for Resilient Children
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Additional Purposes of the Additional Purposes of the DESSADESSA
Foster collaboration between parents Foster collaboration between parents and teachersand teachers
Document outcomes for individual Document outcomes for individual students, classrooms, and students, classrooms, and communitiescommunities
Serve as a research measureServe as a research measure
© 2010 Devereux Center for Resilient Children
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Development of the DESSADevelopment of the DESSA
Review of the literature – 765 itemsReview of the literature – 765 items National Pilot Study – 156 itemsNational Pilot Study – 156 items
Eliminate those with item-total Eliminate those with item-total rr of of << .60 .60 Eliminate those with a Eliminate those with a dd-ratio of -ratio of << .50 .50 Eliminate those that were “N/A”Eliminate those that were “N/A”
Standardization Form – 81 itemsStandardization Form – 81 items Eliminate age trendsEliminate age trends
DESSA Final Form – 72 itemsDESSA Final Form – 72 items
© 2010 Devereux Center for Resilient Children
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StandardizationStandardization
2,500 children, grades K-82,500 children, grades K-8 All 50 states included in sampleAll 50 states included in sample Representative of US PopulationRepresentative of US Population
© 2010 Devereux Center for Resilient Children
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DESSA Scale StructureDESSA Scale Structure
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Administration of the Administration of the DESSADESSA
© 2010 Devereux Center for Resilient Children
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DESSA RatersDESSA Raters
Raters Raters provide the ratingsprovide the ratings Teachers, After School StaffTeachers, After School Staff ParentsParents Read English at about the 6Read English at about the 6thth grade level grade level Sufficient opportunity to observe the Sufficient opportunity to observe the
childchild What about raters who have literacy What about raters who have literacy
issues or are ELLs?issues or are ELLs?
© 2010 Devereux Center for Resilient Children
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DESSA UsersDESSA Users
UsersUsers score and interpret the ratings score and interpret the ratings and use the results to improve and use the results to improve outcomes for the childoutcomes for the child Level E instrumentLevel E instrument
© 2010 Devereux Center for Resilient Children
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DESSA ResultsDESSA Results T ScoresT Scores
Mean of 50, SD of 10Mean of 50, SD of 10
PercentilesPercentiles
Descriptive Terms for Score RangesDescriptive Terms for Score Ranges >> 60 = 60 = StrengthStrength 41-5941-59 = Typical = Typical < < 40 = 40 = Need for InstructionNeed for Instruction
Individual Profile Individual Profile Classroom ProfileClassroom Profile
© 2010 Devereux Center for Resilient Children
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DESSA Rating FormDESSA Rating Form
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Individual Student ProfileIndividual Student Profile
© 2010 Devereux Center for Resilient Children
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© 2010 Devereux Center for Resilient Children
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Reliability - Internal Reliability - Internal Consistency Consistency
© 2010 Devereux Center for Resilient Children
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Interpreting the Interpreting the DESSADESSA
© 2010 Devereux Center for Resilient Children
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Interpreting the DESSAInterpreting the DESSA
Three Step ProcessThree Step Process Social-Emotional CompositeSocial-Emotional Composite 8 Individual Scale Scores8 Individual Scale Scores Individual Item AnalysisIndividual Item Analysis
© 2010 Devereux Center for Resilient Children
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Case StudyCase Study
CharlesCharles 11 year old / 511 year old / 5thth Grade Grade Special education student (EBD)Special education student (EBD) Placement in RTF since age 7Placement in RTF since age 7 Born into foster care, adopted at age 2.5Born into foster care, adopted at age 2.5 History of serious behavioral concerns History of serious behavioral concerns
(see handout – Charles’ Scoring Assistant Report)(see handout – Charles’ Scoring Assistant Report)
© 2010 Devereux Center for Resilient Children
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Charles – Step 1Charles – Step 1
Social-Emotional CompositeSocial-Emotional Composite
T-score = 51T-score = 51
Percentile = 54Percentile = 54
TypicalTypical
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Charles' Individual Student ProfileCharles' Individual Student Profile
© 2010 Devereux Center for Resilient Children
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Charles– Step 2Charles– Step 2
Individual Scale ScoresIndividual Scale Scores
Strength RangeStrength Range• Goal-Director Behavior: T= 61Goal-Director Behavior: T= 61
Need for InstructionNeed for Instruction• Decision Making: T= 39Decision Making: T= 39
© 2010 Devereux Center for Resilient Children
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Charles– Step 3Charles– Step 3
Individual Item AnalysisIndividual Item Analysis Need to provide a linkage betweenNeed to provide a linkage between
assessment and interventionassessment and intervention
© 2010 Devereux Center for Resilient Children
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DESSA Item AnalysisDESSA Item Analysis
Significant Item Score - Strength
Nonsignificant Item Score - Typical
#18 – ask to take on additional work or responsibilities ?
Never
Rarely
Occasionally
Frequently
VeryFrequentl
y
#37 – follow the example of a positive role model?
Significant Item Score - NeedNever
Rarely
Occasionally
Frequently
VeryFrequentl
y#69 – use available resources (people or objects) to solve a problem?
Never
Rarely
Occasionally
Frequently
VeryFrequentl
y
© 2010 Devereux Center for Resilient Children
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DCRC Approach to InterventionDCRC Approach to Intervention
Strengths, Goals and StrategiesStrengths, Goals and Strategies Step 1 – identify goal(s) of most Step 1 – identify goal(s) of most
concern to stakeholdersconcern to stakeholders Step 2 – identify Step 2 – identify relevant relevant strengths strengths
that can be leveragedthat can be leveraged Step 3 – identify strategyStep 3 – identify strategy Critical – communicate by beginning Critical – communicate by beginning
with strengths!with strengths!
8686
Utilizing the DESSA to Guide Utilizing the DESSA to Guide InterventionIntervention
““Assessment only has value if it leads to Assessment only has value if it leads to an improved outcome for the child” an improved outcome for the child” (NAEYC)(NAEYC)
Many good existing curriculaMany good existing curricula SAMHSASAMHSA CASELCASEL Committee for ChildrenCommittee for Children
Short-Term we’ll provide crosswalksShort-Term we’ll provide crosswalks Long-Term we’ll provide DESSA-guided Long-Term we’ll provide DESSA-guided
strategiesstrategies
© 2010 Devereux Center for Resilient Children
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Advanced InterpretationAdvanced Interpretation
Rater ComparisonsRater Comparisons Two teachers, two parents, parent-Two teachers, two parents, parent-
teacherteacher Based on the standard error of the Based on the standard error of the
differencedifference Scale level agreement or disagreementScale level agreement or disagreement Strong basis for collaboration Strong basis for collaboration Supports planning across environmentsSupports planning across environments
© 2010 Devereux Center for Resilient Children
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Rater DifferencesRater Differences
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Rater ComparisonsRater Comparisons
58
39
51
60
48
58
40
53
62
32
56
51
47
55
53
55
4
7
5
9
1
3
13
2
10/10/07
10/18/07
51 53
Mrs. E.
Mrs Smith
42
11
9
11
8
10
9
8
9
(See Handout #2: DESSA Record Form)(See Handout #2: DESSA Record Form)
© 2010 Devereux Center for Resilient Children
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Advanced Interpretation Advanced Interpretation
Pretest-Posttest ComparisonsPretest-Posttest Comparisons Multiple comparisons overtime Multiple comparisons overtime Based on the standard error of Based on the standard error of
predictionprediction Demonstrates statistically reliable Demonstrates statistically reliable
changechange Evaluation of the effectiveness of Evaluation of the effectiveness of
strategiesstrategies
© 2010 Devereux Center for Resilient Children
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Pretest-Posttest ComparisonsPretest-Posttest Comparisons
39
51
60
58
40
53
48
Mary Smith
Mary Smith
10/10/07
02/28/08
50-65
31-49
44-58
51-67
40-56
51-64
32-50
45-60
48-54
48
65
50
38
62
57
59
X
X
XX
69
X
XX
XX
58
51 57
(See Handout #2: DESSA Record Form)(See Handout #2: DESSA Record Form)
© 2010 Devereux Center for Resilient Children
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The DESSA The DESSA Comprehensive SystemComprehensive System
SummarySummary
9393
Time 1 DESSA-min ≤40?Yes
NO
Student Receives Universal (Tier 1) Instruction
Student receives full DESSA
Student reassessedWith DESSA minior if indicated
DESSA ≤ 40?NO
Yes
Results reviewed with School Counselor.Plan for Targeted (Tier 2) Supports Developed
Implement Targeted Strategies, monitor with RTI approach
(See page 2)
© 2010 Devereux Center for Resilient Children
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Time 3
Time 21) Increase frequency & intensity of
Tier 2 supports.
2) Implement individualized strategies
3) Consult with SAPNO
Implement Universal Supports
DESSA-mini ≤ 40?
DESSA-mini for all students, excepts Tier 2
Ongoing Monitoring for Students at Tier 2 (Targeted Instruction)
YES*
Student receives full DESSA to evaluate outcome at the individual scale level
© 2010 Devereux Center for Resilient Children
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Utilization of the DESSA Utilization of the DESSA Comprehensive System with a Tiered Comprehensive System with a Tiered
ApproachApproach Tier I - Primary PreventionTier I - Primary Prevention
Universal Use of the DESSA Universal Use of the DESSA Classroom ProfileClassroom Profile
• Identifies common areas of strength and concern Identifies common areas of strength and concern • Leads to classroom-wide strategiesLeads to classroom-wide strategies
Tier II - Secondary PreventionTier II - Secondary Prevention Identification of children at-risk due to low PFsIdentification of children at-risk due to low PFs Individual Child ProfileIndividual Child Profile Targeted StrategiesTargeted Strategies
© 2010 Devereux Center for Resilient Children
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Utilization of the DESSA Utilization of the DESSA (cont.)(cont.)
Tier III - Tertiary PreventionTier III - Tertiary Prevention Identification of strengths and needs in Identification of strengths and needs in
identified childrenidentified children Incorporated into IEPsIncorporated into IEPs Strong basis for collaboration with parentsStrong basis for collaboration with parents
Program EvaluationProgram Evaluation Evaluate progress at the scale, child, and Evaluate progress at the scale, child, and
classroom levelclassroom level Basis for quality improvement and continuing Basis for quality improvement and continuing
education effortseducation efforts
© 2010 Devereux Center for Resilient Children
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Ways the DESSA adds ValueWays the DESSA adds Value
Assess competencies related to Assess competencies related to academic achievementacademic achievement
Support implementation of SEL and Support implementation of SEL and similar programssimilar programs More specific implementationMore specific implementation Outcome determinationOutcome determination
Meet requirements to do meaningful Meet requirements to do meaningful strength-based assessmentstrength-based assessment
100100
Can Change Teacher Can Change Teacher PerceptionsPerceptions
I have one student who has a lot of trouble being I have one student who has a lot of trouble being bossy …and I am frustrated with her a lot. But the bossy …and I am frustrated with her a lot. But the DESSA showed me all the areas she is strong in, and DESSA showed me all the areas she is strong in, and gave me some ideas for channeling some of her gave me some ideas for channeling some of her difficult behaviors to utilize her strengths. difficult behaviors to utilize her strengths.
Being that my students are in a self-contained special Being that my students are in a self-contained special ed. Classroom,... I was surprised that several of my ed. Classroom,... I was surprised that several of my students are "typical" in more areas than I would have students are "typical" in more areas than I would have thought. This allowed me to write strength thought. This allowed me to write strength statements and share good news with the parents. statements and share good news with the parents.
One of my students is very compassionate. He has One of my students is very compassionate. He has very strong S.A. skills. Cool. very strong S.A. skills. Cool.
Direct quotes from teachers in Anchorage, Alaska SDDirect quotes from teachers in Anchorage, Alaska SD
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Can Change the Student’s Can Change the Student’s PerceptionPerception
I had a couple kids who don't say nice things I had a couple kids who don't say nice things about themselves. However, they are about themselves. However, they are wonderful in all other areas. I made a point of wonderful in all other areas. I made a point of letting both of these children know how great I letting both of these children know how great I think they are. They both were very happy think they are. They both were very happy with that.with that.
Direct quote from teacher in Anchorage, Alaska SDDirect quote from teacher in Anchorage, Alaska SD
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Can Contribute to Teacher Can Contribute to Teacher SatisfactionSatisfaction
I really liked this experience. It was not too laborious I really liked this experience. It was not too laborious and had very worthwhile results. I would tell everyone and had very worthwhile results. I would tell everyone to make the time and do this. to make the time and do this.
Using an assessment tells teachers it's time to start Using an assessment tells teachers it's time to start paying close attention to the social skills. It helps paying close attention to the social skills. It helps teachers’ awareness but it also gives teachers a way to teachers’ awareness but it also gives teachers a way to address these behaviors that is proactive! Many times address these behaviors that is proactive! Many times we're only reacting to students (often negatively or with we're only reacting to students (often negatively or with much frustration) but we aren't doing enough to help much frustration) but we aren't doing enough to help them. them.
I liked how it made me see my students, and it really I liked how it made me see my students, and it really took my teaching with SEL in a new direction took my teaching with SEL in a new direction
Direct quotes from teachers in Anchorage, Alaska SDDirect quotes from teachers in Anchorage, Alaska SD
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Essential to PreventionEssential to Prevention
Chemung County Chemung County NYNY 406 preschool 406 preschool
childrenchildren Pre-Post design with Pre-Post design with
no interventionno intervention ResultsResults
N = 406 N = 406 % PreBC % PreBC Concern Concern
%PostBC %PostBC ConcernConcern
StrengthStrength on Pretest Total Protective on Pretest Total Protective FactorsFactors
(n = 76)(n = 76)
0%0% 0%0%
Typical Typical on Pretest Total Protective on Pretest Total Protective FactorsFactors
(n = 275) (n = 275)
14%14% 13%13%
ConcernConcern on Pretest Total Protective on Pretest Total Protective Factors Factors
(n = 55)(n = 55)
51%51% 70%70%
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Thank You!Thank You!Contact Information:Contact Information:
Paul LeBuffePaul LeBuffeCo-Director Co-Director Devereux Center for Resilient ChildrenDevereux Center for Resilient [email protected] 610-542-3090610-542-3090
www.studentstrengths.org (DESSA) (DESSA)www.centerforresilientchildren.org
© 2010 Devereux Center for Resilient Children
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About After-School Programs About After-School Programs (ASP)(ASP)
In 2004, 6.5 million children (K-12) participated in In 2004, 6.5 million children (K-12) participated in ASP nationwide.ASP nationwide.
ASP aims to provide safe and supervised ASP aims to provide safe and supervised environments for children during after-school environments for children during after-school hours (3pm-6pm). hours (3pm-6pm).
National accreditation standards for ASPs include SEL. National accreditation standards for ASPs include SEL. The Obama Administration intends to double the The Obama Administration intends to double the
funding for ASPs. funding for ASPs. Including Including measuresmeasures to maximize performance and to maximize performance and
effectiveness across grantees nationwide. effectiveness across grantees nationwide. Will support an additional 1 million children Will support an additional 1 million children
© 2010 Devereux Center for Resilient Children
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