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Demonstrating the Linksbetween
Research, Practice & Policyin Early Childhood Mental Health
Demonstrating the Linksbetween
Research, Practice & Policyin Early Childhood Mental Health
June 16, 2009NAEYC Office of Applied Research
18th National Institute for Early Childhood Professional DevelopmentCharlotte, North Carolina
June 16, 2009NAEYC Office of Applied Research
18th National Institute for Early Childhood Professional DevelopmentCharlotte, North Carolina
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“Expulsion” from Preschool?“Expulsion” from Preschool?
• The Expulsion Question
– Over past 12 months
– Required terminating
participation in program
– Behavioral problem
– No transition to more
appropriate setting
• 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: NationPreK Expulsion Results: Nation
• 10.4% of PreK teachers expelled at least 1 child
in 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
• 10.4% of PreK teachers expelled at least 1 child
in 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 RatesChild 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
• 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)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 RatesState PreK Expulsion Rates
Classroom characteristics may contribute to (or fail to help)
challenging behaviors.
Classroom characteristics may contribute to (or fail to help)
challenging behaviors.
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Length of School Day Predicts Expulsion
Length of School Day Predicts Expulsion
9.0%
13.2%
7.1%
Half-Day School-Day Extended-Day
Length of Day
% C
lass
room
s E
xpel
lin
g9.0%
13.2%
7.1%
Half-Day School-Day Extended-Day
Length of Day
% C
lass
room
s E
xpel
lin
g
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High Child-Teacher Ratio Predicts Expulsion
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
% C
lass
room
s E
xpel
lin
g
7.7%
10.5%
12.7%
9.8%
Under 8 8 to 9 10 to 11 12 and Up
Number of Children Per Teacher
% C
lass
room
s E
xpel
lin
g
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Group Size & Teacher Stress Predict Expulsion (Child Care)
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
lass
room
s E
xpel
lin
g 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
lass
room
s E
xpel
lin
g
Worksheets, Flashcards & Rate of ExpulsionWorksheets, Flashcards & Rate of Expulsion
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Dramatic Play Frequency & Rate of ExpulsionDramatic Play Frequency & Rate of Expulsion
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Teacher depression & job stressalso predict expulsion.
Teacher depression & job stressalso predict expulsion.
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Teacher Job Stress Predicts ExpulsionTeacher Job Stress Predicts Expulsion
4.9%
9.3%
14.3%
Low Stress Average Stress High Stress
% C
lass
room
s E
xpel
lin
g
4.9%
9.3%
14.3%
Low Stress Average Stress High Stress
% C
lass
room
s E
xpel
lin
g
Increased interest in early childhood
mental health consultation
Increased interest in early childhood
mental health consultation
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Behavioral Consultation Predicts Decreased Expulsion
Behavioral Consultation Predicts Decreased Expulsion
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 PartnershipEarly 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)
• 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 ResultsECCP Results
(F = 10.68**; d = 0.57) (F = 10.62**; d = 0.51)
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Oppositionality % Significantly ImpairedOppositionality % Significantly Impaired
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Work Supported by:Work Supported by:
• Child Health and Development Institute of
Connecticut (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
• Child Health and Development Institute of
Connecticut (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
For copies of complete reports and policy briefsFor copies of complete reports and policy briefs
Please visit: ziglercenter.yale.eduPlease visit: ziglercenter.yale.edu
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Walter S. Gilliam, PhDDirector,The Edward Zigler Center in Child Development and Social PolicyChild Study CenterYale University School of Medicine230 South Frontage RoadPO Box 207900New Haven, CT 06520-7900
Phone: 203-785-3384Email: [email protected]
ziglercenter.yale.edu
Walter S. Gilliam, PhDDirector,The Edward Zigler Center in Child Development and Social PolicyChild Study CenterYale University School of Medicine230 South Frontage RoadPO Box 207900New Haven, CT 06520-7900
Phone: 203-785-3384Email: [email protected]
ziglercenter.yale.edu
