Observing, Understanding, Observing, Understanding, Responding & Protecting Our Responding & Protecting Our

ChildrenChildren

Harold Johnson/MSUHarold Johnson/MSU

2/26/20102/26/2010

2010 Michigan EHDI 2010 Michigan EHDI ConferenceConference

East Lansing, MIEast Lansing, MI

Presentation OutlinePresentation Outline

►What are we talking about?What are we talking about?►Why do WE have to deal with this?Why do WE have to deal with this?►What is stopping us?What is stopping us?►Where can we go for more information Where can we go for more information

and help when we need it?and help when we need it?►What can we realistically do?What can we realistically do?

H. Johnson/MSU 2

What are we talking about?What are we talking about?

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http://www.dcmp.org/FlashLanding/SecureFlash.aspx?G=31653p://

http://www.dcmp.org/http://www.childhelp.org/

Why do Why do WEWE have to deal with have to deal with this?this?

►Every State legally mandates that Every State legally mandates that educators report suspected child educators report suspected child abuse and neglect (Crosson-Tower, abuse and neglect (Crosson-Tower, 2003). 2003).

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http://www.childwelfare.gov/systemwide/laws_policies/state/

Why do WE have to...(cont)Why do WE have to...(cont)

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Example: Michigan

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What is stopping us?What is stopping us?► Barriers to reporting Child Abuse/Neglect Barriers to reporting Child Abuse/Neglect

(CA/N):(CA/N):1. Belief that CA/N is not a common, or sufficiently 1. Belief that CA/N is not a common, or sufficiently

important problem to warrant our attention. important problem to warrant our attention. [info]

2. Insufficient knowledge re....2. Insufficient knowledge re....► ...the signs and symptoms of CA/N; and ...the signs and symptoms of CA/N; and ► ...CA/N reporting procedures and/or conflicting school ...CA/N reporting procedures and/or conflicting school

policies. policies. [info]

3. Perceived negative consequences of reporting, i.e., ...3. Perceived negative consequences of reporting, i.e., ...► ...make things worse for the child; and ...make things worse for the child; and ► ...fear of disapproval from parents, parental denial, lack of ...fear of disapproval from parents, parental denial, lack of

administrative support and legal ramifications for false administrative support and legal ramifications for false allegations. allegations. [info]

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Barriers...(cont.)Barriers...(cont.)4. Lessons learned from past reporting, e.g., 4. Lessons learned from past reporting, e.g.,

nothing happened. nothing happened.

5. Negative attitude towards Child Protective 5. Negative attitude towards Child Protective Services. Services. [Info: 4 & 5]

6. The lack of training, and ongoing support, 6. The lack of training, and ongoing support, concerning recognizing, reporting and concerning recognizing, reporting and responding to possible incidences of CA/N. responding to possible incidences of CA/N.

7. The belief that someone else is dealing with this 7. The belief that someone else is dealing with this problem. problem. [info: 6 & 7]

Alvarex, Kenny, Donohue, & Carpin, 2004; Bonner, & Alvarex, Kenny, Donohue, & Carpin, 2004; Bonner, & Hensley, 1997; Kenny, 2001, 2004Hensley, 1997; Kenny, 2001, 2004

Barriers (cont.) Barriers (cont.) ► In summary, we do not deal with CA/N In summary, we do not deal with CA/N

because we...because we... ...think it is not a significant problem...think it is not a significant problem ...are uncertain how to recognize, or report it...are uncertain how to recognize, or report it ...are afraid of the possible consequences...are afraid of the possible consequences ...do not think anything positive will occur...do not think anything positive will occur ...think someone else is dealing with it...think someone else is dealing with it

► I would also suggest that we have not I would also suggest that we have not dealt with CA/N because it is such a dealt with CA/N because it is such a controversial, and unpleasant topic to controversial, and unpleasant topic to discuss and think about. discuss and think about.

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Barriers (cont.) Barriers (cont.) ► In reality, ...In reality, ...► ...30+% of our students will experience ...30+% of our students will experience

CA/N prior to the 12CA/N prior to the 12thth grade, with the grade, with the greatest risk occurring from birth to age greatest risk occurring from birth to age three years. three years.

► ...we are legally required to report ...we are legally required to report possible instances of CA/Npossible instances of CA/N

► ...yet we are neither prepared for, nor ...yet we are neither prepared for, nor supported in, meeting our legal supported in, meeting our legal responsibility as mandatory reporters of responsibility as mandatory reporters of CA/N. CA/N.

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Barriers (cont.) Barriers (cont.) ► In reality, ...In reality, ...

...our lack of attention, preparation and ...our lack of attention, preparation and support to support to OObserve, bserve, UUnderstand, and nderstand, and RRespond espond serves to increase the duration and the impact serves to increase the duration and the impact of CA/Nof CA/N

...all of our work to provide effective early ...all of our work to provide effective early intervention will be negated, if our students intervention will be negated, if our students are not physically, or mentally able to learn.are not physically, or mentally able to learn.

......WEWE can start to address the horrific realities can start to address the horrific realities of CA/N by enhancing out ability to of CA/N by enhancing out ability to oobserve, bserve, uunderstand, and nderstand, and rrespond to children who are espond to children who are d/hh. d/hh.

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Where can we go for more Where can we go for more information and help when we need information and help when we need

it?it?►A “Community of Learners” has been A “Community of Learners” has been

established to address the issue of established to address the issue of CA/N as experienced by children who CA/N as experienced by children who are d/hh. are d/hh.

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http://deafed-childabuse-neglect-col.wiki.educ.msu.edu/

Hands & Voices has been a partner in this effort since 2007

Go for more info...Go for more info...

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http://www.childhelp.org/hotline

Call and discuss your concerns with an expert...

Report your concerns...Report your concerns...

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http://www.childwelfare.gov/responding/reporting.cfm

What can we realistically do?What can we realistically do?

►We can...We can...1. ...recognize CA/N as a frequent and 1. ...recognize CA/N as a frequent and

significant barrier to the physical, significant barrier to the physical, emotional and academic success of emotional and academic success of OUROUR students who are d/hh. students who are d/hh.

2. ...find the local CA/N experts and begin a 2. ...find the local CA/N experts and begin a conversation about conversation about OUROUR students who students who are d/hh. are d/hh.

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What can we do...(cont.)What can we do...(cont.)►We can...We can...

3. ...request additional training and support 3. ...request additional training and support from state and national EHDI to learn how from state and national EHDI to learn how to to OObserve, bserve, UUnderstand, and nderstand, and RRespond to espond to possible instances of CA/N. possible instances of CA/N.

4. ...enhance our parent’s ability to develop 4. ...enhance our parent’s ability to develop their children’s learning and language skills their children’s learning and language skills by improving their ability to by improving their ability to OObserve, bserve, UUnderstand, and nderstand, and RRespond to children’s espond to children’s interactional behavior, while interactional behavior, while simultaneously protecting them from CA/N. simultaneously protecting them from CA/N.

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What can we do...(cont.)What can we do...(cont.)►We can...We can...

5. ...join the Deaf Education Community of 5. ...join the Deaf Education Community of Learners (Learners (http://deafed-childabuse-neglect-col.wiki.educ.msu.edu/) to identify, document, and recognize ) to identify, document, and recognize those early intervention and K-12 those early intervention and K-12 programs that have established effective programs that have established effective CA/N prevention and response programs, CA/N prevention and response programs, while we challenge those who have yet to while we challenge those who have yet to do so.do so.

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Thank YouThank You

I hope you will join with me I hope you will join with me in an effort to in an effort to OObserve, bserve,

UUnderstand, and nderstand, and RRespond espond to children who are d/hh. to children who are d/hh.

Please give me your contact Please give me your contact information so that we information so that we CANCAN

make a difference together! make a difference together! H. Johnson/MSU 17

H. Johnson/MSU 18

Contact InformationContact Information

► Harold A. Johnson/ProfessorHarold A. Johnson/Professor► Deaf Education Teacher PreparationDeaf Education Teacher Preparation► 343A Erickson Hall343A Erickson Hall► Michigan State UniversityMichigan State University► East Lansing, MI 48824East Lansing, MI 48824

► 517 432-3926 [office]517 432-3926 [office]► 517 353-6393 [fax]517 353-6393 [fax]► 35.8.171.220 [video ph]35.8.171.220 [video ph]► Harold.a.johnson3 [Skype]Harold.a.johnson3 [Skype]► MSUE_H_Johnson [iVisit]MSUE_H_Johnson [iVisit]► www.educ.msu.edu/deafed [Web] [Web]

What do we Know about What do we Know about Child Abuse and Neglect Child Abuse and Neglect

(CA/N)?(CA/N)?

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Barrier #1: CA/N not a big problem...Barrier #1: CA/N not a big problem... Child Maltreatment Report, 2007Child Maltreatment Report, 2007

►In 2007, 1,760 children died of abuse, 73.5% of In 2007, 1,760 children died of abuse, 73.5% of those children died by age 3 years. those children died by age 3 years.

►Children in the age group of birth to one year have Children in the age group of birth to one year have the highest rate of victimizationthe highest rate of victimization

CA/N is experienced by 09% of children with CA/N is experienced by 09% of children with out disabilities out disabilities vs.vs. 31% of children with 31% of children with disabilities (Sullivan & Knutson, 2000). disabilities (Sullivan & Knutson, 2000).

Existent research indicates that while 10% of Existent research indicates that while 10% of hearing boys and 25% of hearing girls report hearing boys and 25% of hearing girls report sexual abuse, vs. 54% of boys who are d/hh sexual abuse, vs. 54% of boys who are d/hh and 50% of girls who are d/hh report sexual and 50% of girls who are d/hh report sexual abuse (Sullivan, Vernon, Scanlan, John, 1987).abuse (Sullivan, Vernon, Scanlan, John, 1987).

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Barrier #1: Belief CA/N is not important... Barrier #1: Belief CA/N is not important... (cont.) (cont.)

► It is estimated that 83% of women with disabilities will be It is estimated that 83% of women with disabilities will be sexually assaulted during their life (Obinna, Krueger, sexually assaulted during their life (Obinna, Krueger, Osterbaan, Sadusky, DeVore, 2005).Osterbaan, Sadusky, DeVore, 2005).

►Consequences of CA/NConsequences of CA/N Melmed, 2004Melmed, 2004► Impact of CA/N greatest among the very young, Impact of CA/N greatest among the very young,

i.e., i.e., Lower social competenceLower social competence Show less empathy Show less empathy Have difficulty recognizing the emotions of othersHave difficulty recognizing the emotions of others More likely to be insecurely attached to their parentsMore likely to be insecurely attached to their parents Demonstrate deficits in IQ scores, Demonstrate deficits in IQ scores, language language

abilitiesabilities and school performance and school performance

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Barrier #1: Belief CA/N is uncommon... (cont.) Barrier #1: Belief CA/N is uncommon... (cont.)

►Consequences of CA/N (cont.) Consequences of CA/N (cont.) Child Welfare Information Gateway (2008)Child Welfare Information Gateway (2008)

►Shaken baby syndrome...consequences may Shaken baby syndrome...consequences may include bleeding in the eyes or brain, injury of include bleeding in the eyes or brain, injury of the spinal cord and neck, and rib/bone fracturethe spinal cord and neck, and rib/bone fracture

►““Depression and withdrawal symptoms were Depression and withdrawal symptoms were common among children as young as 3 who common among children as young as 3 who experienced emotional, physical, or experienced emotional, physical, or environmental neglect. (Dubowitz, Papas, environmental neglect. (Dubowitz, Papas, Black, & Starr, 2002).”Black, & Starr, 2002).”

Barrier #1: Belief CA/N is uncommon... (cont.) Barrier #1: Belief CA/N is uncommon... (cont.)

► Consequences of CA/N (cont.) Consequences of CA/N (cont.) ► Wang, Holton, 2007 (cont.) Wang, Holton, 2007 (cont.) ► Poor physical healthPoor physical health

chronic fatigue, altered immune function, hypertension, chronic fatigue, altered immune function, hypertension, sexually transmitted diseases, obesitysexually transmitted diseases, obesity

► Social difficultiesSocial difficulties insecure attachments with caregivers, which may lead to insecure attachments with caregivers, which may lead to

difficulties in developing trusting relationships with peers difficulties in developing trusting relationships with peers and adults later in lifeand adults later in life

► Cognitive dysfunctionsCognitive dysfunctions deficits in attention, abstract reasoning, deficits in attention, abstract reasoning, language language

developmentdevelopment, and problem-solving skills, which , and problem-solving skills, which ultimately affect academic achievement and school ultimately affect academic achievement and school performanceperformance

► Behavioral problemsBehavioral problems aggression, juvenile delinquency, adult criminality, aggression, juvenile delinquency, adult criminality,

abusive or violent behavior abusive or violent behavior

Back

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Barrier #2...Insufficient knowledge...the signs & Barrier #2...Insufficient knowledge...the signs & symptoms of CA/N. symptoms of CA/N.

►* Child Welfare Information Gateway, 2007b* Child Welfare Information Gateway, 2007b ObserveObserve the child... the child...

► Shows sudden changes in behavior, or school performance Shows sudden changes in behavior, or school performance

► Has not received help for physical, or medical problems Has not received help for physical, or medical problems brought to the parents' attention brought to the parents' attention

► Is always watchful, as though preparing for something bad to Is always watchful, as though preparing for something bad to happenhappen

► Is overly compliant, passive, or withdrawn Is overly compliant, passive, or withdrawn

► Comes to school or other activities early, stays late, and does Comes to school or other activities early, stays late, and does not want to go home not want to go home

What are the child indicators that you have What are the child indicators that you have learned to look for with children who are learned to look for with children who are deaf/hard of hearing?deaf/hard of hearing?

*See Appendix “A” for definitions of CA/N & Appendix “B” *See Appendix “A” for definitions of CA/N & Appendix “B” for signs for specific types of abusefor signs for specific types of abuse

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Barrier #2... (cont.)Barrier #2... (cont.)►ObserveObserve the parent... the parent...

Shows little concern for the child Shows little concern for the child ►Denies the existence of—or blames the child Denies the existence of—or blames the child

for—the child's problems in school or at home for—the child's problems in school or at home ►Asks teachers or other caregivers to use harsh Asks teachers or other caregivers to use harsh

physical discipline if the child misbehaves physical discipline if the child misbehaves ►Sees the child as entirely bad, worthless, or Sees the child as entirely bad, worthless, or

burdensome burdensome ►Demands a level of physical or academic Demands a level of physical or academic

performance the child cannot achieve performance the child cannot achieve ►Looks primarily to the child for care, attention, Looks primarily to the child for care, attention,

and satisfaction of emotional needs and satisfaction of emotional needs

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Barrier #2... (cont.)Barrier #2... (cont.)Observe Observe Parent/Child Interactions:Parent/Child Interactions: Rarely touch or look at each other Rarely touch or look at each other Consider their relationship entirely Consider their relationship entirely

negative negative State that they do not like each other State that they do not like each other ► What are the parent/child indicators that you What are the parent/child indicators that you

have learned to look for with children who are have learned to look for with children who are deaf/hard of hearing?deaf/hard of hearing?

► What professional development support have What professional development support have you received to observe, understand and you received to observe, understand and respond to possible instances of CA/N?respond to possible instances of CA/N?

Back

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Barrier #2... (cont.)Barrier #2... (cont.)► ...Insufficient knowledge re...the reporting ...Insufficient knowledge re...the reporting

procedures.procedures. Most (58%) instances of CA/N are reported by Most (58%) instances of CA/N are reported by

professionals, with teachers representing the professionals, with teachers representing the single largest (17%) category of professionals.single largest (17%) category of professionals.

While protocols have been established to guide While protocols have been established to guide educator’s reporting of CA/N (Crosson-Tower, educator’s reporting of CA/N (Crosson-Tower, 2003), most (87%) educators submit reports 2003), most (87%) educators submit reports to school officials vs. Child Protective Services to school officials vs. Child Protective Services (CPS), with less than 30% of suspected cases (CPS), with less than 30% of suspected cases subsequently shared with CPS.subsequently shared with CPS.

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Barrier #3. Perceived negative consequences of Barrier #3. Perceived negative consequences of reportingreporting

► ...make things worse for the child; ...make things worse for the child; In the majority of cases, maltreatment In the majority of cases, maltreatment

does not increase as a result of reporting does not increase as a result of reporting and in less than 3% of reported cases and in less than 3% of reported cases result in children being removed from the result in children being removed from the home (Alvarex, et al, 2004)home (Alvarex, et al, 2004)

Barrier #3. (cont.)Barrier #3. (cont.)► ...fear of disapproval from parents, parental ...fear of disapproval from parents, parental

denial, lack of administrative support and legal denial, lack of administrative support and legal ramifications for false allegations.ramifications for false allegations. Most (76%) educators do not think that their Most (76%) educators do not think that their

administrators will support them if they made a administrators will support them if they made a CA/N report (Kenny, 2004). CA/N report (Kenny, 2004).

All states provide immunity to those professionals All states provide immunity to those professionals who report CA/N in good faith (Alvarex, et al, 2004)who report CA/N in good faith (Alvarex, et al, 2004)

►What support and directions have you been What support and directions have you been provided in relation to reporting CA/N?provided in relation to reporting CA/N?

Back

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Barriers #4 & 5Barriers #4 & 5►Barriers #4 & 5. Lessons learned from Barriers #4 & 5. Lessons learned from

past reporting, e.g., nothing happened, past reporting, e.g., nothing happened, and Negative attitude towards Child and Negative attitude towards Child Protective Services (CPS).Protective Services (CPS). Interactions between mandatory reporters Interactions between mandatory reporters

and CPS are often difficult (Alvarex, et al, and CPS are often difficult (Alvarex, et al, 2004)2004)

CPS services are underfunded and CPS services are underfunded and overwhelmed, with most of the available overwhelmed, with most of the available funds being used to respond to, vs. prevent funds being used to respond to, vs. prevent CA/N (Freundlich, 2007)CA/N (Freundlich, 2007)

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Barriers #4 & 5 (cont.) Barriers #4 & 5 (cont.) Insufficient CPS data collection and training Insufficient CPS data collection and training

concerning the documentation, recognition and concerning the documentation, recognition and response to CA/N as experienced by children with response to CA/N as experienced by children with disabilities (Alvarex et al, 2004; Horner-Johnson, & disabilities (Alvarex et al, 2004; Horner-Johnson, & Drum, 2006; Kendall-Tackett, Lyon, Tallaferro, & Drum, 2006; Kendall-Tackett, Lyon, Tallaferro, & Little, 2005). Little, 2005).

In relation to instances of sexual abuse, In relation to instances of sexual abuse, educational systems frequently disbelieve victims, educational systems frequently disbelieve victims, and fail to effectively deal with perpetrators and fail to effectively deal with perpetrators (Shakeshaft, 2004) (Shakeshaft, 2004)

►What have been your experiences with CPS in What have been your experiences with CPS in relation to children who are d/hh? relation to children who are d/hh?

Back

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Barriers #6 & 7Barriers #6 & 7►Barriers # 6 & 7. The lack of training, and Barriers # 6 & 7. The lack of training, and

ongoing support, concerning recognizing, ongoing support, concerning recognizing, reporting and responding to possible reporting and responding to possible incidences of CA/N & The belief that incidences of CA/N & The belief that someone else is dealing with this problem. someone else is dealing with this problem. Who in Deaf Education is providing leadership, Who in Deaf Education is providing leadership,

training, support and services re. CA/N? training, support and services re. CA/N? ►Ed Shroyer (200?) briefly funded a center Ed Shroyer (200?) briefly funded a center

concerning CA/N as experienced by children who concerning CA/N as experienced by children who d/hhd/hh

Barriers #6 & 7 (cont.)Barriers #6 & 7 (cont.) Who in Deaf Education is providing Who in Deaf Education is providing

leadership...(cont.) leadership...(cont.) ►CEASD has a 2002 position paper entitled CEASD has a 2002 position paper entitled

“Safe Schools for all deaf & hard of hearing “Safe Schools for all deaf & hard of hearing children” + a range of existing programs children” + a range of existing programs concerning both bullying and CA/Nconcerning both bullying and CA/N

►NAD has a 2008 position statement on NAD has a 2008 position statement on “Mental health services for deaf children” that “Mental health services for deaf children” that notes a higher rate of sexual abuse. notes a higher rate of sexual abuse.

►DOVE Advocacy Services for Abused Deaf DOVE Advocacy Services for Abused Deaf Women and Children has established a multi Women and Children has established a multi state program of services and trainingstate program of services and training

http://www.deafdove.org/

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Barriers #6 & 7 (cont.)Barriers #6 & 7 (cont.) Who in the field of Deaf Education is providing Who in the field of Deaf Education is providing

leadership...(cont.) leadership...(cont.) ►Hands & Voices has been providing presentations Hands & Voices has been providing presentations

and piloting parent/professional information and piloting parent/professional information programs (programs (http://www.handsandvoices.org/) )

►ACE-D/HH: ACE-D/HH: acceptedaccepted *Collaboration Proposal *Collaboration Proposal►AGBell: Collaboration Proposal under considerationAGBell: Collaboration Proposal under consideration►ASDC: ASDC: acceptedaccepted Collaboration Proposal Collaboration Proposal►CAID: CAID: acceptedaccepted Collaboration Proposal Collaboration Proposal►CEASD: Collaboration Proposal under considerationCEASD: Collaboration Proposal under consideration►CED: Collaboration Proposal under considerationCED: Collaboration Proposal under consideration►EHDI? (see next page) EHDI? (see next page)

*See Appendix “C”*See Appendix “C”H. Johnson/MSU 34

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http://www.cdc.gov/ncbddd/ehdi/default.htm

“EHDI programs are characterized by three main components:

•Screening (the initial test of infants for hearing loss) 

•Audiologic evaluation (to confirm hearing loss)

•Early intervention (including medical treatment, early intervention services and family support) to enhance communication, thinking, and behavioral skills needed to achieve academic and social success.”

No mention of CA/N...why?

Barriers #6 & 7 (cont.)

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http://www.cdc.gov/ViolencePrevention/childmaltreatment/riskprotectivefactors.html

Barriers #6 & 7 (cont.)

Given the fact that...

....children with disabilities are three times more likely to experience CA/N

...the occurrence of CA/N can dramatically and negatively impact a child’s heath, behavior, learning, language and academic performance

...ALL individuals who work within the EHDI systems are mandatory reporters of CA/N

EHDI should address the issue of CA/N as experienced by children who are d/hh.

Barriers #6 & 7 (cont.)Barriers #6 & 7 (cont.)► In light of this lack of information, in 2008 I In light of this lack of information, in 2008 I

conducted a survey of extent to which conducted a survey of extent to which parents and professionals are aware, parents and professionals are aware, informed and prepared to recognize and informed and prepared to recognize and respond to possible incidences of CA/N as respond to possible incidences of CA/N as experienced by children who are d/hh.experienced by children who are d/hh. 322 respondents322 respondents Demographic Overview: Demographic Overview:

► Most (60%) were between the ages of 35-54.Most (60%) were between the ages of 35-54.► Most (80%) had greater than a B.A./B.S. degree. Most (80%) had greater than a B.A./B.S. degree. ► Most (90%) were femaleMost (90%) were female► Most (88%) were professionalsMost (88%) were professionals► Most (82%) were hearingMost (82%) were hearing

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Barriers #6 & 7 (cont.)Barriers #6 & 7 (cont.)►Survey results...Survey results...

Demographic Overview: (cont.) Demographic Overview: (cont.) ► Most (70%) had 11+ years of experience in interacting Most (70%) had 11+ years of experience in interacting

with individuals who were d/hhwith individuals who were d/hh► Most (82%) had daily interactions with individuals who Most (82%) had daily interactions with individuals who

were d/hhwere d/hh► A majority (51%) used speech & sign in those A majority (51%) used speech & sign in those

interactions, with the rest using speech (25%), or sign interactions, with the rest using speech (25%), or sign (18%)(18%)

Training re. CA/N:Training re. CA/N:►Most (64%) had formal training re. CA/N, but Most (64%) had formal training re. CA/N, but

only in a minority (29%) of cases, was the only in a minority (29%) of cases, was the training specific to children who were d/hh training specific to children who were d/hh

H. Johnson/MSU 38

Barriers #6 & 7 (cont.)Barriers #6 & 7 (cont.)►Survey results...Survey results...

Training re. CA/N: (cont.)Training re. CA/N: (cont.)►Training resulted in mixed results, i.e., Training resulted in mixed results, i.e.,

In response to the question “How well prepared do In response to the question “How well prepared do you now consider yourself to be in relation to you now consider yourself to be in relation to recognizing and reporting possible cases of child recognizing and reporting possible cases of child abuse and neglect?abuse and neglect?

► 48% indicated that they were well, or sufficiently 48% indicated that they were well, or sufficiently prepared vs. 49% indicated that they were prepared vs. 49% indicated that they were somewhat, or unpreparedsomewhat, or unprepared

In contrast, a majority (55%) indicated that In contrast, a majority (55%) indicated that well/sufficiently confident they could well/sufficiently confident they could find accurate find accurate information information concerning CA/Nconcerning CA/N

H. Johnson/MSU 39

Barriers #6 & 7 (cont.)Barriers #6 & 7 (cont.)►Survey results...Survey results...

Training re. CA/N: (cont.)Training re. CA/N: (cont.)► A minority (09%) indicated that they were A minority (09%) indicated that they were

very confident that they could very confident that they could recognize recognize if a if a child who is d/hh was experiencing CA/Nchild who is d/hh was experiencing CA/N

►A majority (53%) indicated that they were A majority (53%) indicated that they were very/sufficiently confident in their knowledge very/sufficiently confident in their knowledge of how to of how to reportreport possible incidences of CA/N possible incidences of CA/N as experienced by a child who is d/hh. as experienced by a child who is d/hh.

H. Johnson/MSU 40

Barriers #6 & 7 (cont.)Barriers #6 & 7 (cont.)►Survey results...Survey results...

Training re. CA/N: (cont.)Training re. CA/N: (cont.)►A minority (15%) indicated they were very, or A minority (15%) indicated they were very, or

sufficiently (27%) confident in their knowledge sufficiently (27%) confident in their knowledge regarding how to regarding how to respondrespond to a child who is to a child who is d/hh and possible the victim of CA/Nd/hh and possible the victim of CA/N

►Most (87%) wanted to Most (87%) wanted to learn more learn more about the about the prevention of CA/N as experienced by children prevention of CA/N as experienced by children who were d/hhwho were d/hh

H. Johnson/MSU 41

Barriers #6 & 7 (cont.)Barriers #6 & 7 (cont.)►Survey results...Survey results...

Resulting knowledge:Resulting knowledge:►Most have had some general, formal training re. Most have had some general, formal training re.

CA/N, few in relation to students who are d/hhCA/N, few in relation to students who are d/hh►CA/N training resulted in mixed results, i.e., CA/N training resulted in mixed results, i.e.,

while a majority thought they could find accurate while a majority thought they could find accurate information, and knew how to make a report, information, and knew how to make a report,

few thought they could effectively recognize, or respond to few thought they could effectively recognize, or respond to a child who is d/hh and who may have experienced CA/Na child who is d/hh and who may have experienced CA/N

►Most would like learn more re. how to prevent CA/N Most would like learn more re. how to prevent CA/N as experienced by children who are d/hhas experienced by children who are d/hh

►What more re. CA/N do you need to What more re. CA/N do you need to know?know?

H. Johnson/MSU 42

Barriers #6 & 7 (cont.)Barriers #6 & 7 (cont.)►Survey Results & the literature baseSurvey Results & the literature base

Kenny (2001; 2004) indicates...Kenny (2001; 2004) indicates...►...that less than 30% of suspected CA/N cases ...that less than 30% of suspected CA/N cases

known to school personnel are formally reported.known to school personnel are formally reported.►...teachers need more training re. legal ...teachers need more training re. legal

mandates of reporting, how to recognize and mandates of reporting, how to recognize and how to report suspected instances of CA/N. how to report suspected instances of CA/N.

►...training should be ongoing and include ...training should be ongoing and include experientially exercises and hypothetical experientially exercises and hypothetical situations. situations.

►...the better the CA/N training, the more ...the better the CA/N training, the more cognizant teachers became of the difficulty in cognizant teachers became of the difficulty in recognizing the signs and systems of CA/Nrecognizing the signs and systems of CA/N

H. Johnson/MSU 43

Barriers #6 & 7 (cont.)Barriers #6 & 7 (cont.)►Survey Results & the literature baseSurvey Results & the literature base

Kenny (2001; 2004) indicates...(cont.) Kenny (2001; 2004) indicates...(cont.) ►...SPED teaches made more reports of CA/N, ...SPED teaches made more reports of CA/N,

but did not receive any better trainingbut did not receive any better training

H. Johnson/MSU 44

Barriers #6 & 7 (cont.)Barriers #6 & 7 (cont.)► Implications:Implications:

Children who are d/hh are three times more Children who are d/hh are three times more likely to experience CA/N than their hearing likely to experience CA/N than their hearing peerspeers

Professionals who work with children who are Professionals who work with children who are d/hh are not well prepared to recognize, report, d/hh are not well prepared to recognize, report, or respond to possible instances of CA/Nor respond to possible instances of CA/N

With a few notable exceptions, CA/N has largely With a few notable exceptions, CA/N has largely been ignored by the major organizations within been ignored by the major organizations within the field of Deaf Education. the field of Deaf Education.

Ignoring CA/N increase the length and impact Ignoring CA/N increase the length and impact of the abuse.of the abuse.

H. Johnson/MSU 45Back

Reference ListReference List

H. Johnson/MSU 46

H. Johnson/MSU 47

► Alvarex, K.M., Kenny, M.C., Donohue, B., & Carpin, K. M. (2004). Why are Alvarex, K.M., Kenny, M.C., Donohue, B., & Carpin, K. M. (2004). Why are professionals failing to initiate mandated reports of child maltreatment, and professionals failing to initiate mandated reports of child maltreatment, and are there any empirically based training programs to assist professionals in the are there any empirically based training programs to assist professionals in the reporting process? Aggression and Violent Behavior, 9, 563-578. reporting process? Aggression and Violent Behavior, 9, 563-578.

► Bonner, B.L. & Hensley, L.D. (1997). State efforts to identify maltreated Bonner, B.L. & Hensley, L.D. (1997). State efforts to identify maltreated children with disabilities: A follow-up study. children with disabilities: A follow-up study. Child MaltreatmentChild Maltreatment, 2(1), 52-, 2(1), 52-60. 60.

► CEASD (2002). Safe schools for all deaf & hard of hearing children. CEASD (2002). Safe schools for all deaf & hard of hearing children. Retrieved on 2/15/2010 from: Retrieved on 2/15/2010 from: http://www.ceasd.org/acrobat/CEASD_safe_schools.pdf

► Child Welfare Information Gateway (2008). Long-term consequences of Child Welfare Information Gateway (2008). Long-term consequences of child abuse and neglect. Retrieved on February 23, 2010 from: child abuse and neglect. Retrieved on February 23, 2010 from: http://www.childwelfare.gov/pubs/factsheets/long_term_consequences.cfm

► Child Maltreatment Report (2007). Retrieved on 6/7/09 from: Child Maltreatment Report (2007). Retrieved on 6/7/09 from: http://www.acf.hhs.gov/programs/cb/pubs/cm07/index.htm

► Child Welfare Information Gateway (2007a). Definitions of child abuse and Child Welfare Information Gateway (2007a). Definitions of child abuse and neglect. Retrieved on 1/25/2010 from: neglect. Retrieved on 1/25/2010 from: http://www.childwelfare.gov/systemwide/laws_policies/statutes/define.cfm

► Child Welfare Information Gateway (2007b). Recognizing child abuse and Child Welfare Information Gateway (2007b). Recognizing child abuse and neglect: Signs and Symptoms. Retrieved on 1/25/2010 from: neglect: Signs and Symptoms. Retrieved on 1/25/2010 from: http://www.childwelfare.gov/pubs/factsheets/signs.cfm

H. Johnson/MSU 48

► Child Welfare Information Gateway (2006). Long-term Child Welfare Information Gateway (2006). Long-term consequences of child abuse and neglect: fact sheet. consequences of child abuse and neglect: fact sheet. Retrieved on 2/3/2008 from: Retrieved on 2/3/2008 from: http://www.childwelfare.gov/pubs/factsheets/long_term_consequences.cfm

► Crosson-Tower, Cynthia (2003). The Role of Educators in Preventing and Crosson-Tower, Cynthia (2003). The Role of Educators in Preventing and Responding to Child Abuse and Neglect. Office on Child Abuse and Responding to Child Abuse and Neglect. Office on Child Abuse and Neglect., Caliber Associates, Retrieved on 5/13/2009 from Neglect., Caliber Associates, Retrieved on 5/13/2009 from http://www.childwelfare.gov/pubs/usermanuals/educator/index.cfm

► DePanfilis, D. (2006). Child neglect: A guide for prevention, assessment, DePanfilis, D. (2006). Child neglect: A guide for prevention, assessment, and intervention. Retrieved on February 8, 2008 from: and intervention. Retrieved on February 8, 2008 from: http://www.childwelfare.gov/pubs/usermanuals/neglect/index.cfmhttp://www.childwelfare.gov/pubs/usermanuals/neglect/index.cfm

► Freundlich, M. (2007). Time for reform: Investing in Freundlich, M. (2007). Time for reform: Investing in prevention: Keeping children save at home. Retrieved from: prevention: Keeping children save at home. Retrieved from: http://www.preventchildabuse.org/about_us/media_releases/phttp://www.preventchildabuse.org/about_us/media_releases/pew_kaw_prevention_report_final.pdfew_kaw_prevention_report_final.pdf

► Horner-Johnson, W., & Drum, C.E. (2006). Prevalence of Horner-Johnson, W., & Drum, C.E. (2006). Prevalence of maltreatment of people with intellectual disabilities: A review maltreatment of people with intellectual disabilities: A review of the recently published research. Mental Retardation and of the recently published research. Mental Retardation and Developmental Disabilities Research Reviews, 12(1), 57-69. Developmental Disabilities Research Reviews, 12(1), 57-69.

H. Johnson/MSU 49

► Kendall-Tackett, K., Lyon, T., Tallaferro, G., & Little, L. (2005). Kendall-Tackett, K., Lyon, T., Tallaferro, G., & Little, L. (2005). Why child maltreatment researchers should include children’s Why child maltreatment researchers should include children’s disability status in their maltreatment studies. disability status in their maltreatment studies. Child Abuse & Child Abuse & NeglectNeglect, 29(2), 147-151, 29(2), 147-151

► Kenny, M. C. (2001). Child abuse reporting: Teachers’ Kenny, M. C. (2001). Child abuse reporting: Teachers’ perceived deterrents. Child Abuse & Neglect, 25, 81-92. perceived deterrents. Child Abuse & Neglect, 25, 81-92.

► Kenny, M. (2004). Teachers’ attitudes toward and knowledge Kenny, M. (2004). Teachers’ attitudes toward and knowledge of child maltreatment. Child Abuse & Neglect, 28, 1311-1319.of child maltreatment. Child Abuse & Neglect, 28, 1311-1319.

► Melmed, M.E. (2004). Statement of Matthew E. Melmed Melmed, M.E. (2004). Statement of Matthew E. Melmed executive director zero to three: National center for infants, executive director zero to three: National center for infants, toddlers and families: Before the house committee on ways toddlers and families: Before the house committee on ways and means subcommittee on human resources. Retriieved and means subcommittee on human resources. Retriieved February 23, 2010 from February 23, 2010 from http://www.zerotothree.org/site/DocServer/cw_testimony_04_fihttp://www.zerotothree.org/site/DocServer/cw_testimony_04_final.pdf?docID=1284 nal.pdf?docID=1284

► NAD (2008). Position statement on mental health services for NAD (2008). Position statement on mental health services for deaf children. Retrieved February 15, 2008 from deaf children. Retrieved February 15, 2008 from http://www.nad.org/issues/health-care/mental-health-http://www.nad.org/issues/health-care/mental-health-services/for-deaf-children services/for-deaf-children

► Obinna, Jennifer, Krueger, Sarah, Osterbaan, Constance, Obinna, Jennifer, Krueger, Sarah, Osterbaan, Constance, Sadusky, Jane M, DeVore, Wendy (2005). Understanding the Sadusky, Jane M, DeVore, Wendy (2005). Understanding the Needs of the Victims of Sexual Assault in the Deaf Needs of the Victims of Sexual Assault in the Deaf Community: A Needs Assessment and Audit. Retrieved Community: A Needs Assessment and Audit. Retrieved January 11, 2009 from January 11, 2009 from http://www.ncjrs.gov/pdffiles1/nij/grants/212867.pdf http://www.ncjrs.gov/pdffiles1/nij/grants/212867.pdf

► Shakeshaft, Charol (2004). Educator Sexual Misconduct: A Shakeshaft, Charol (2004). Educator Sexual Misconduct: A synthesis of existing literature. U.S. Dept of Education synthesis of existing literature. U.S. Dept of Education (purchase order ED-02-PO-3281) Policy and Program Studies (purchase order ED-02-PO-3281) Policy and Program Studies Service. Retrieved January 11, 2009 from Service. Retrieved January 11, 2009 from http://www.ed.gov/rschstat/research/pubs/misconductreview/rhttp://www.ed.gov/rschstat/research/pubs/misconductreview/report.pdfeport.pdf

► Sullivan, P.M., & Knutson, J.F. (2000). Maltreatment and Sullivan, P.M., & Knutson, J.F. (2000). Maltreatment and disabilities: A population-based epidemiological study. disabilities: A population-based epidemiological study. Child Child Abuse & NeglectAbuse & Neglect, 24(10), 1257-1273. , 24(10), 1257-1273.

► Sullivan, Patricia M., Vernon, McCay, & Scanlan, John, M. Sullivan, Patricia M., Vernon, McCay, & Scanlan, John, M. (1987). Sexual abuse of deaf youth. American Annals of the (1987). Sexual abuse of deaf youth. American Annals of the Deaf, 32(4), 256-262Deaf, 32(4), 256-262 H. Johnson/MSU 50

► Wang, C-T., & Holton, J. (2007). Total estimated cost of child Wang, C-T., & Holton, J. (2007). Total estimated cost of child abuse and neglect in the United States. Retrieved on abuse and neglect in the United States. Retrieved on 2/3/2008 from: 2/3/2008 from: http://www.preventchildabuse.org/about_us/media_releases/phttp://www.preventchildabuse.org/about_us/media_releases/pcaa_pew_economic_impact_study_final.pdfcaa_pew_economic_impact_study_final.pdf

► Willis, Richard G., & Vernon, McCay (2002). Residential Willis, Richard G., & Vernon, McCay (2002). Residential psychiatric treatment of emotionally disturbed deaf youth. psychiatric treatment of emotionally disturbed deaf youth. American Annals of the Deaf, 147(1), pp 31-37. American Annals of the Deaf, 147(1), pp 31-37.

H. Johnson/MSU 51

BibliographyBibliography

H. Johnson/MSU 52

H. Johnson/MSU 53

► Do? Tell! Kids Against Child Abuse DVD (n.d.). Information Do? Tell! Kids Against Child Abuse DVD (n.d.). Information presented in ASL, English, & Spanish. Retrieved on February presented in ASL, English, & Spanish. Retrieved on February 8, 2008 from: 8, 2008 from: http://www.kidsagainstchildabuse.org/http://www.kidsagainstchildabuse.org/

► Durity, Richard & Oxman, Amy (2006). Addressing the Durity, Richard & Oxman, Amy (2006). Addressing the Trauma Treatment Needs of Children Who Are Deaf or Hard of Trauma Treatment Needs of Children Who Are Deaf or Hard of Hearing and the Hearing Children of Deaf Parents. Retrieved Hearing and the Hearing Children of Deaf Parents. Retrieved January 11, 2009, from January 11, 2009, from http://www.nctsnet.org/nctsn_assets/pdfs/edu_materials/Trauhttp://www.nctsnet.org/nctsn_assets/pdfs/edu_materials/Trauma_Deaf_Hard-of-Hearing_Children.pdf ma_Deaf_Hard-of-Hearing_Children.pdf

► Horner-Johnson, W., & Drum, C.E. (2006). Prevalence of Horner-Johnson, W., & Drum, C.E. (2006). Prevalence of maltreatment of people with intellectual disabilities: A review maltreatment of people with intellectual disabilities: A review of the recently published research. Mental Retardation and of the recently published research. Mental Retardation and Developmental Disabilities Research Reviews, 12(1), 57-69.Developmental Disabilities Research Reviews, 12(1), 57-69.

H. Johnson/MSU 54

Appendixes Appendixes

►Appendix “A”: Definitions of CA/HAppendix “A”: Definitions of CA/H►Appendix “B”: Recognizing Child Appendix “B”: Recognizing Child

Abuse and Neglect: Signs and Abuse and Neglect: Signs and SymptomsSymptoms

►Appendix “C”: Collaboration ProposalAppendix “C”: Collaboration Proposal

H. Johnson/MSU 55

Appendix “A”: Definitions of Appendix “A”: Definitions of CA/NCA/N

►Child Welfare Information Gateway Child Welfare Information Gateway (2007a). Definitions of child abuse and (2007a). Definitions of child abuse and neglect. Retrieved on 1/25/2010 from: neglect. Retrieved on 1/25/2010 from: http://www.childwelfare.gov/systemwihttp://www.childwelfare.gov/systemwide/laws_policies/statutes/define.cfm de/laws_policies/statutes/define.cfm

H. Johnson/MSU 56

DefinitionsDefinitions► *Definitions: *Definitions: (Child Welfare Information (Child Welfare Information

Gateway, 2007)Gateway, 2007) Broad Definitions:Broad Definitions:

► ““Child abuse and neglect are defined by Federal and Child abuse and neglect are defined by Federal and State laws. The Child Abuse Prevention and Treatment State laws. The Child Abuse Prevention and Treatment Act (CAPTA) is the Federal legislation that provides Act (CAPTA) is the Federal legislation that provides minimum standards that States must incorporate in their minimum standards that States must incorporate in their statutory definitions of child abuse and neglect. The statutory definitions of child abuse and neglect. The CAPTA definition of "child abuse and neglect" refers to: CAPTA definition of "child abuse and neglect" refers to:

"Any recent act or failure to act on the part of a parent or "Any recent act or failure to act on the part of a parent or caretaker, which results in death, serious physical or caretaker, which results in death, serious physical or emotional harm, sexual abuse, or exploitation, or an act or emotional harm, sexual abuse, or exploitation, or an act or failure to act which presents an imminent risk of serious failure to act which presents an imminent risk of serious harm"harm"

*Note: for state specific definitions, go to: *Note: for state specific definitions, go to: http://www.childwelfare.gov/systemwide/laws_polihttp://www.childwelfare.gov/systemwide/laws_policies/state/ cies/state/

H. Johnson/MSU 57

Definitions...(cont.)Definitions...(cont.)► Specific Definitions Specific Definitions

Physical Abuse: Physical Abuse: ► ““Physical abuse is generally defined as "any non-accidental Physical abuse is generally defined as "any non-accidental

physical injury to the child" and can include striking, kicking, physical injury to the child" and can include striking, kicking, burning, or biting the child, or any action that results in a burning, or biting the child, or any action that results in a physical impairment of the child.” physical impairment of the child.”

Neglect: Neglect: ► ““Neglect is frequently defined in terms of deprivation of Neglect is frequently defined in terms of deprivation of

adequate food, clothing, shelter, medical care, or supervision.” adequate food, clothing, shelter, medical care, or supervision.”

Sexual Abuse/Exploitation:Sexual Abuse/Exploitation:► "The employment, use, persuasion, inducement, enticement, "The employment, use, persuasion, inducement, enticement,

or coercion of any child to engage in, or assist any other or coercion of any child to engage in, or assist any other person to engage in, any sexually explicit conduct or person to engage in, any sexually explicit conduct or simulation of such conduct for the purpose of producing a simulation of such conduct for the purpose of producing a visual depiction of such conduct; or visual depiction of such conduct; or

► The rape, and in cases of caretaker or interfamilial The rape, and in cases of caretaker or interfamilial relationships, statutory rape, molestation, prostitution, or other relationships, statutory rape, molestation, prostitution, or other form of sexual exploitation of children, or incest with children"form of sexual exploitation of children, or incest with children"

H. Johnson/MSU 58

Definitions...(cont.)Definitions...(cont.)► Emotional Abuse:Emotional Abuse:

““All States and territories except Georgia and Washington include All States and territories except Georgia and Washington include emotional maltreatment as part of their definitions of abuse or emotional maltreatment as part of their definitions of abuse or neglect.”neglect.”

► Parental Substance Abuse: Parental Substance Abuse: “ “ Parental substance abuse is an element of the definition of child Parental substance abuse is an element of the definition of child

abuse or neglect in some States. Circumstances that are abuse or neglect in some States. Circumstances that are considered abuse or neglect in some States include: considered abuse or neglect in some States include:

► Prenatal exposure of a child to harm due to the mother's use of an Prenatal exposure of a child to harm due to the mother's use of an illegal drug or other substanceillegal drug or other substance

► Manufacture of a controlled substance in the presence of a child or on Manufacture of a controlled substance in the presence of a child or on the premises occupied by a childthe premises occupied by a child

► Allowing a child to be present where the chemicals or equipment for Allowing a child to be present where the chemicals or equipment for the manufacture of controlled substances are used or storedthe manufacture of controlled substances are used or stored

► Selling, distributing, or giving drugs or alcohol to a childSelling, distributing, or giving drugs or alcohol to a child► Use of a controlled substance by a caregiver that impairs the Use of a controlled substance by a caregiver that impairs the

caregiver's ability to adequately care for the childcaregiver's ability to adequately care for the child

► Abandonment: Abandonment: ““... ... it is considered abandonment of the child when the parent's it is considered abandonment of the child when the parent's

identity or whereabouts are unknown, the child has been left by identity or whereabouts are unknown, the child has been left by the parent in circumstances in which the child suffers serious the parent in circumstances in which the child suffers serious harm, or the parent has failed to maintain contact with the child harm, or the parent has failed to maintain contact with the child or to provide reasonable support for a specified period of time.” or to provide reasonable support for a specified period of time.”

H. Johnson/MSU 59

Appendix B: Recognizing Child Appendix B: Recognizing Child Abuse and Neglect: Signs and Abuse and Neglect: Signs and

SymptomsSymptoms►Child Welfare Information Gateway Child Welfare Information Gateway

(2007b). Recognizing child abuse and (2007b). Recognizing child abuse and neglect: Signs and Symptoms. Retrieved on neglect: Signs and Symptoms. Retrieved on 1/25/2010 from: 1/25/2010 from: http://www.childwelfare.gov/pubs/factshttp://www.childwelfare.gov/pubs/factsheets/signs.cfm heets/signs.cfm

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Signs & SymptomsSigns & Symptoms► Signs of Physical AbuseSigns of Physical Abuse

Consider the possibility of physical abuse when the Consider the possibility of physical abuse when the childchild::► Has unexplained burns, bites, bruises, broken bones, or black Has unexplained burns, bites, bruises, broken bones, or black

eyes eyes ► Has fading bruises or other marks noticeable after an absence Has fading bruises or other marks noticeable after an absence

from school from school ► Seems frightened of the parents and protests or cries when it is Seems frightened of the parents and protests or cries when it is

time to go home time to go home ► Shrinks at the approach of adults Shrinks at the approach of adults ► Reports injury by a parent or another adult caregiver Reports injury by a parent or another adult caregiver

Consider the possibility of physical abuse when the Consider the possibility of physical abuse when the parent parent or other adult caregiveror other adult caregiver::

► Offers conflicting, unconvincing, or no explanation for the child's Offers conflicting, unconvincing, or no explanation for the child's injury injury

► Describes the child as "evil," or in some other very negative way Describes the child as "evil," or in some other very negative way ► Uses harsh physical discipline with the child Uses harsh physical discipline with the child ► Has a history of abuse as a child Has a history of abuse as a child

H. Johnson/MSU 61

Signs...(cont.)Signs...(cont.)

► Signs of NeglectSigns of Neglect Consider the possibility of neglect when the Consider the possibility of neglect when the childchild::

► Is frequently absent from school Is frequently absent from school ► Begs or steals food or money Begs or steals food or money ► Lacks needed medical or dental care, immunizations, or Lacks needed medical or dental care, immunizations, or

glasses glasses ► Is consistently dirty and has severe body odor Is consistently dirty and has severe body odor ► Lacks sufficient clothing for the weather Lacks sufficient clothing for the weather ► Abuses alcohol or other drugs Abuses alcohol or other drugs ► States that there is no one at home to provide care States that there is no one at home to provide care

Consider the possibility of neglect when the Consider the possibility of neglect when the parent or parent or other adult caregiverother adult caregiver::

► Appears to be indifferent to the child Appears to be indifferent to the child ► Seems apathetic or depressed Seems apathetic or depressed ► Behaves irrationally or in a bizarre manner Behaves irrationally or in a bizarre manner ► Is abusing alcohol or other drugs Is abusing alcohol or other drugs

H. Johnson/MSU 62

Signs...(cont.)Signs...(cont.)► Signs of Sexual AbuseSigns of Sexual Abuse

Consider the possibility of sexual abuse when the Consider the possibility of sexual abuse when the childchild::► Has difficulty walking or sitting Has difficulty walking or sitting ► Suddenly refuses to change for gym or to participate in physical Suddenly refuses to change for gym or to participate in physical

activities activities ► Reports nightmares or bedwetting Reports nightmares or bedwetting ► Experiences a sudden change in appetite Experiences a sudden change in appetite ► Demonstrates bizarre, sophisticated, or unusual sexual knowledge or Demonstrates bizarre, sophisticated, or unusual sexual knowledge or

behavior behavior ► Becomes pregnant or contracts a venereal disease, particularly if Becomes pregnant or contracts a venereal disease, particularly if

under age 14 under age 14 ► Runs away Runs away ► Reports sexual abuse by a parent or another adult caregiver Reports sexual abuse by a parent or another adult caregiver

Consider the possibility of sexual abuse when the Consider the possibility of sexual abuse when the parent or parent or other adult caregiverother adult caregiver::

► Is unduly protective of the child or severely limits the child's contact Is unduly protective of the child or severely limits the child's contact with other children, especially of the opposite sex with other children, especially of the opposite sex

► Is secretive and isolated Is secretive and isolated ► Is jealous or controlling with family members Is jealous or controlling with family members

H. Johnson/MSU 63

Signs...(cont.)Signs...(cont.)

► Signs of Emotional MaltreatmentSigns of Emotional Maltreatment Consider the possibility of emotional maltreatment when Consider the possibility of emotional maltreatment when

the the childchild::► Shows extremes in behavior, such as overly compliant or Shows extremes in behavior, such as overly compliant or

demanding behavior, extreme passivity, or aggression demanding behavior, extreme passivity, or aggression ► Is either inappropriately adult (parenting other children, for Is either inappropriately adult (parenting other children, for

example) or inappropriately infantile (frequently rocking or example) or inappropriately infantile (frequently rocking or head-banging, for example) head-banging, for example)

► Is delayed in physical or emotional development Is delayed in physical or emotional development ► Has attempted suicide Has attempted suicide ► Reports a lack of attachment to the parent Reports a lack of attachment to the parent

Consider the possibility of emotional maltreatment when Consider the possibility of emotional maltreatment when the the parent or other adult caregiverparent or other adult caregiver::

► Constantly blames, belittles, or berates the child Constantly blames, belittles, or berates the child ► Is unconcerned about the child and refuses to consider offers Is unconcerned about the child and refuses to consider offers

of help for the child's problems of help for the child's problems ► Overtly rejects the child Overtly rejects the child

Appendix “C”: Collaboration Appendix “C”: Collaboration ProposalProposal

H. Johnson/MSU 64

►CED Board & Member CED Board & Member OrganizationsOrganizations

►Proposal: “O.U.R. Children”Proposal: “O.U.R. Children”►2/17/20012/17/2001►Harold Johnson/Michigan State Harold Johnson/Michigan State

UniversityUniversity ProblemProblem::

►Children with disabilities are more than three Children with disabilities are more than three times more likely to experience child abuse times more likely to experience child abuse and neglect (CA/N) than their nondisabled and neglect (CA/N) than their nondisabled peers, i.e., 31% vs. 11%. While all educators peers, i.e., 31% vs. 11%. While all educators are legally mandated to report suspected are legally mandated to report suspected instances of CA/N, they are not prepared to instances of CA/N, they are not prepared to meet this obligation. meet this obligation.

H. Johnson/MSU 65

BackgroundBackground::►During the course of the past three years, During the course of the past three years,

Harold Johnson, in collaboration with key Harold Johnson, in collaboration with key individuals from the Hands & Voices individuals from the Hands & Voices organization, have researched the topic of organization, have researched the topic of CA/N as experienced by children who are CA/N as experienced by children who are deaf/hard of hearing (d/hh). A summary of the deaf/hard of hearing (d/hh). A summary of the resulting knowledge base can be found at: resulting knowledge base can be found at: **http://deafed-childabuse-neglect-http://deafed-childabuse-neglect-col.wiki.educ.msu.edu/col.wiki.educ.msu.edu/

►*Note: the first time that you go to this web *Note: the first time that you go to this web site, you will need to establish a logon and site, you will need to establish a logon and password. password.

H. Johnson/MSU66

ProposalProposal►CED Board agree to include the topic of CA/N, CED Board agree to include the topic of CA/N,

as experienced by children who are d/hh, as as experienced by children who are d/hh, as an agenda item, for one Board meeting a year, an agenda item, for one Board meeting a year, for the next three years.for the next three years.

►Each CED member organizations task one Each CED member organizations task one individual to work with Harold Johnson for the individual to work with Harold Johnson for the next three years concerning the topic of CA/N, next three years concerning the topic of CA/N, as experienced by children who are d/hh. as experienced by children who are d/hh.

H. Johnson/MSU 67

► Proposal (cont.) Proposal (cont.) ► Harold Johnson, in collaboration Hands & Voices Harold Johnson, in collaboration Hands & Voices

and designated individuals from CED member and designated individuals from CED member organization will:organization will:

Year 1Year 1: document how each CED member : document how each CED member organization has/is/plans to address CA/N in relation organization has/is/plans to address CA/N in relation to informing parents and preparing professionals, to informing parents and preparing professionals, plus, resulting “lessons learned,” questions, plus, resulting “lessons learned,” questions, concerns and suggestions. Synthesis of the concerns and suggestions. Synthesis of the resulting information to be presented at a CED resulting information to be presented at a CED Board meeting.Board meeting.

Year 2Year 2: design, implement, and evaluate a pilot : design, implement, and evaluate a pilot study to inform parents of children who are d/hh and study to inform parents of children who are d/hh and prepare the professionals who work with them how prepare the professionals who work with them how to to OObserve, bserve, UUnderstand, and nderstand, and RRespond to possible espond to possible incidences of CA/N as experienced by children who incidences of CA/N as experienced by children who are d/hh. Synthesis of the resulting information to are d/hh. Synthesis of the resulting information to be presented at a CED Board meeting.be presented at a CED Board meeting.

H. Johnson/MSU 68

Proposal (cont.) Proposal (cont.) ►Harold Johnson, ...will:Harold Johnson, ...will:

Year 3Year 3: offer CED member organizations a program to effectively : offer CED member organizations a program to effectively and efficiently inform parents of children who are d/hh, and and efficiently inform parents of children who are d/hh, and prepare the professionals who work with them, how to prepare the professionals who work with them, how to OObserve, bserve, UUnderstand, and nderstand, and RRespond to possible incidences of CA/N as espond to possible incidences of CA/N as experienced by children who are d/hh. Synthesis of the resulting experienced by children who are d/hh. Synthesis of the resulting information to be presented at a CED Board meeting. information to be presented at a CED Board meeting.

H. Johnson/MSU 69

Outcomes:Outcomes:►The following outcomes are projected to occur if The following outcomes are projected to occur if

CED and its member organization accept this CED and its member organization accept this proposal:proposal:

1.1. CED visibility will be increased as it works to proactively CED visibility will be increased as it works to proactively address a horrific problem that has been largely address a horrific problem that has been largely ignored by the field of Deaf Education. ignored by the field of Deaf Education.

2.2. CED member organizations will be:CED member organizations will be:► recognized for the CA/N related work they have recognized for the CA/N related work they have

already carried out;already carried out;► assisted in the design, piloting, and possible assisted in the design, piloting, and possible

implementation of programs to inform, and when implementation of programs to inform, and when appropriate, prepare their members to appropriate, prepare their members to OObserve, bserve, UUnderstand, and nderstand, and RRespond to possible incidences of espond to possible incidences of CA/N as experienced by children who are d/hh; and CA/N as experienced by children who are d/hh; and

3.3. CED, its member organizations and Hands & Voices will be both CED, its member organizations and Hands & Voices will be both prepared and positioned to seek additional Federal/foundation funds prepared and positioned to seek additional Federal/foundation funds to support collaboratively efforts to reduce the incidence, duration, to support collaboratively efforts to reduce the incidence, duration, and impact of CA/N as experienced by children who are d/hh. and impact of CA/N as experienced by children who are d/hh.

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