Walter Gilliam Presentation

8/12/2019 Walter Gilliam Presentation

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Demonstrating the Links

between

Research, Practice & Policy

in Early Childhood Mental Health

June 16, 2009NAEYC Office of Applied Research

18thNational Institute for Early Childhood Professional Development

Charlotte, North Carolina


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Expulsion from Preschool?

The Expulsion Question

Over past 12 months

Required terminating

participation in program

Behavioral problem

No transition to more

appropriate setting


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PreK Expulsion Results: Nation

10.4% of PreK teachers expelled at least 1 childin past year due to behavior problems

1 child (78%); 2 children (15%);

3 children (6%); 4 children (1%)

PreK Expulsion Rate = 6.7 / 1,000

K-12 Expulsion Rate = 2.1 / 1,000


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Child Care Expulsion Rates

Child Rates

Detroit, MI (Grannan et al., 1999; n=127; 28%)

Rate = 28/1,000

Massachusetts (Gilliam & Shahar, 2006; n=119; 64%)

Rate = 27/1,000 (39% Classes)

Massachusetts (MA DOE, 2003; n=764; ?%)

Rate = 2% expelled; 1% suggested, 1% transferred

Colorado (Hoover, 2006; n=1,075; 17%)

Rate = 10/1,000

Center/Classroom Rates

Chicago, IL (Cutler & Gilkerson, 2002; n=195 I/T; 38%)

Rate = 42% of Centers

Alaska (Alaska CCPO, 2005; n=493; 71%)

Rate = 35% Centers


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Expulsion Rates (per 1,000)

Gilliam, WS & Shahar, G (2006). Preschool and child care expulsion and suspension:

Rates and predictors in one state.Infants and Young Children, 19, 228-245.

Gilliam, WS (2005). Prekindergarteners left behind: Expulsion Rates in state

prekindergarten programs.FCD Policy Brief, Series No. 3. Available: www.fcd-us.org/resources/resources_show.htm?doc_id=464280


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State PreK Expulsion Rates


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Classroom characteristics may

contribute to (or fail to help)

challenging behaviors.

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Length of School Day

Predicts Expulsion

9.0%

13.2%

7.1%

Half-Day School-Day Extended-Day

Length of Day

%

Classrooms

Expelling


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High Child-Teacher Ratio

Predicts Expulsion

7.7%

10.5%

12.7%

9.8%

Under 8 8 to 9 10 to 11 12 and Up

Number of Children Per Teacher

%

ClassroomsExpelling


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Group Size & Teacher Stress

Predict Expulsion (Child Care)

46.9% 50.0%

12.0%

45.7%

High Size

Low Stress

Low Size

High Stress

High Size

High Stress

Low Size

Low Stress

Class Size & Teacher Stress

%C

lassroom

sExpelling


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Worksheets, Flashcards &

Rate of Expulsion

16.1%

9.2%

12.4%

9.0%

11.9% 12.6% 12.5%

8.5%

0%

5%

10%

15%

20%

25%

30%

AlmostEvery Day

A Few Timesper Week

About1/Week

About1/Month or

Never

Worksheets Flashcards

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Dramatic Play Frequency &

Rate of Expulsion

9.4%

12.5%15.4%

25.5%

0%

5%

10%

15%

20%

25%

30%

AlmostEvery Day

A Few Timesper Week

About1/Week

About1/Month or

Never

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Teacher depression & job stress

also predict expulsion.


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Teacher Job Stress

Predicts Expulsion

4.9%

9.3%

14.3%

Low Stress Average Stress High Stress

%ClassroomsE

xpelling


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Increased interest inearly childhood

mental health consultation

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Behavioral Consultation

Predicts Decreased Expulsion

14.3%

10.3%

8.0%

No Access On-Call Access On-Site Access

%C

lassroomsExpelling

Access to Behavioral Support Staff

Gilliam, WS (2005). Prekindergarteners left behind: Expulsion rates in state

prekindergarten programs.FCD Policy Brief, Series No. 3.


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Early Childhood Consultation Partnership

Created in 2002 Combination of State

(DCF/SDE) and Private (CHDI) Funds

Admin -Advanced Behavioral Health

Available to Child Care and ECE

Programs Serving 0- to 5-Year Olds

Services Requested by Child Care

Directors (Teachers & Parents)


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ECCP Results

50

55

60

65

70

75

Pretest Posttest

Conners Oppositional

ECCP Control

50

55

60

65

70

75

Pretest Posttest

Conners Hyperactivity

ECCP Control

(F= 10.68**; d= 0.57) (F= 10.62**; d= 0.51)


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O i i li


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Oppositionality

% Significantly Impaired

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Work Supported by:

Child Health and Development Institute ofConnecticut (CHDI)

Connecticut Department of Children & Families

Connecticut Department of Education

Foundation for Child Development

Pew Charitable Trusts

National Institute for Early Education Research

A.L. Mailman Family Foundation

Schott Foundation for Public Education


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For copies of complete reports and

policy briefs

Please visit: ziglercenter.yale.edu

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Walter S. Gilliam, PhD

Director,

The Edward Zigler Center in Child Development and Social PolicyChild Study Center

Yale University School of Medicine

230 South Frontage Road

PO Box 207900

New Haven, CT 06520-7900

Phone: 203-785-3384

Email: [email protected]

ziglercenter.yale.edu

Walter Gilliam Presentation

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