# Presentation: 833083

## RADAR Network 1999

-  National/International Conference

- Accommodating Various Learning Styles
- with Your Prevention Messages

- Presented for the :

- May 5 - 8, 1999

## Substance Abuse Resources & 

- Disability Issues  (SARDI) Program

***Presented by:***

- Wright State University
-     School of Medicine
-            Department of
-         Community Health

## Sponsors

## Youth and adults with disabilities use ATOD at same or higher rates as general population

Traditional prevention & treatment efforts not as effective for youth & adults with disabilities

Active involvement in learning, best facilitates new knowledge retention

***Traditional prevention & treatment efforts not as effective for youth & adults with disabilities***
***Active involvement in learning, best facilitates new knowledge retention***

- Research Indicates that...

## Notice five placards around the room

- Follow the facilitator’s instructions
- We’ll be discussing our reactions to disability

**Pick-A-Disability**

## BLIND - no functional sight

**BLIND - no functional sight**
**CP (CEREBRAL PALSY)                            - above average intelligence, highly spastic**
**DEAF - no functional hearing**
**MR (MENTAL RETARDATION)                    - IQ below 70 with deficits in adaptive behaviors**
**SED (SERIOUS EMOTIONAL DISTURBANCE) - 14 year old adjudicated X 3**

## Person before disability

**Person before disability**
**Our reactions to disability impact our behavior toward people living with disabilities**
**Important to understand your own feelings in a “first encounter” with persons with disabilities**
**The person with a disability is the best expert on their disability  ---ASK!**

## Source: July 1997, H. Stephen Kaye.  Education of Children with Disabilities, Disability Statistics Abstract, U. S. Department of Education, Number 19, July 1997

***Source: July 1997, H. Stephen Kaye.  Education of Children with Disabilities, ***_***Disability Statistics Abstract***_***, U. S. Department of Education, Number 19, July 1997***

## Office of Special Education Programs, Implementation of theIndividuals with Disabilities Education Act: Sixteenth Annual report to Congress.  Washington, DC: U.S. Department of Education, 1994. 

**Office of Special Education Programs, *****Implementation of theIndividuals with Disabilities Education Act: Sixteenth Annual report to Congress*****.  Washington, DC: U.S. Department of Education, 1994**.

## Senior High Drug Use ChartSource: Kessler, D. & Klein, M. (1995). Drug use patterns and risk factors of adolescents with physical disabilities. The International Journal of the Addictions., 30(10), 1243-1270.

- Senior High Drug Use Chart**Source: Kessler, D. & Klein, M. (1995). Drug use patterns and risk factors of adolescents with physical disabilities. **_**The International Journal of the Addictions**_**., **_**30**_**(10), 1243-1270**.

**        **

** **

**“                  “**

## Peer perceptions of drug use Source: Morgan, D., Friedman, S., Likins, M., & Genaux, M. (1994). The prevalence of substance abuse among students with disabilities: Executive summary. Department of Special Education, Utah State  University: Logan, UT.

## Source: July 1997, H. Stephen Kaye.  Education of Children with Disabilities, Disability Statistics Abstract, U. S. Department of Education, Number 19, July 1997.                                                                                            

**Proportion of SWD in mainstream & segregated settings, 1989 - 1993.**

## Source: July 1997, H. Stephen Kaye.  Education of Children with Disabilities, Disability Statistics Abstract, U. S. Department of Education, Number 19, July 1997.

***Source: July 1997, H. Stephen Kaye.  Education of Children with Disabilities, ***_***Disability Statistics Abstract***_***, U. S. Department of Education, Number 19, July 1997*****.**

## Students with SED have lower grades, fail more courses, and are retained at grade level more than any other group of students with disabilities, 48% drop out of grades 9 - 12.

- Students with SED miss more days of school per year (18) than do students in any other disability category.
- 20% of students with SED are arrested at least once before they leave school compared to 9% of SWD and 6% of all students.

- Prepared by the Chesapeake Institute for the U.S. Department of Education Office of Special Education and Rehabilitation Services Office of Special Education Programs, 1999

**Note: NHDS = National Household Drug Survey on Drug Abuse, SAMHSA, 1995 **_**Source**_**: RRTC on Drugs and Disability (December, 1996). Substance abuse among consumers of vocational rehabilitation service systems: Executive summary of epidemiological study.**

- Comparison of substance use reported in Vocational Rehabilitation versus General Samples: Use Past Year

##   Percentage distribution of recent illicit drug users by selected disabilities Note: NHDS = National Household Drug Survey on Drug Abuse, SAMHSA, 1995 Source: RRTC on Drugs and Disability (December, 1996). Substance abuse among consumers of vocational rehabilitation systems: Executive summary of epidemiological study.

-   **Percentage distribution of recent illicit drug**** users by selected disabilities ****Note: NHDS = National Household Drug Survey on Drug Abuse, SAMHSA, 1995 **_**Source**_**: RRTC on Drugs and Disability (December, 1996). Substance abuse among consumers of vocational rehabilitation systems: Executive summary of epidemiological study.**

## P - Prevention Works!

- A - All of Us Together

- L - Learning to Care

- S - Special Modifications

## Maslow’s Hierarchy            of Needs

**Maslow’s Hierarchy ****           of Needs**

- SELF ACTUALIZATION

- SELF-ESTEEM

- BELONGING -- LOVE

- SAFETY

- PHYSIOLOGY

## Appropriate for ANY learner

**Appropriate for ANY learner**
**Accommodates a wide range of individual abilities found within the same setting**
**Demonstrates acceptance and respect for individual learners and learning differences**
**Likely to increase the chance of learner success**

- Why is Adaptation A Positive Step
- in Imparting Prevention Materials?

## Past & present teachers

**Past & present teachers**
**School administrators**
**Parents**
**School support staff (counselor, nurse, psych)**
**The learners themselves**
**Your own assessments**

- To Become More Aware of
- Individual Learner Needs,
- solicit input from:

## Last serny, Flingledobe and Pribin were in the Nerd-link treppering gloopy caples and caples and gleming burly greps.  Suddenly a ditty strezzle boofed into Flingledobe’s trest.  Pribin glaped and glaped.  Oh, Flingledobe he chiffed, that ditty strezzle is tunning in your grep.

- Pribin

## “HEY, MOM!!!

***“******HEY, MOM!!!***
**I know my 7-digit phone number, my 9-digit zip code, **
**my 4-digit address,and my **
**3-digit area code. There’s just one thing I don’t know. What’s a digit?”**

## Read the Following Story

-     **ganp       ha**
**Thebo        hiss     bow**
-        **cet            asa      bog**
**On       herew        pig**
-         **he     tap     heal     ship**
**When    go      one     way      it.**
**     ****verga    ditto     yot       og.**
**Hene      vea      an      herb**
**  ****fhesa     it    ogwi      on**
**I       wal   tlep     thad    ehe**
**    ****ulps    “Gi       eth        one!”**
**wo     ay.     vem       atd **

**   ****e    heto   don  romal    lepog**
**On  pay   oka    ef       itt**
**   ****hep       no      nap     ge.**
**T      ogra     uto      rib**
**    ****ook      nin      hew      ranq**
**Hel   ebbow     tot       ate**
**    ****ghthes    not     pogt      e.**
**thou       awa    her      her**
**     ****ough   he      abap      too.**
**Heth     tt    pogh       one,**** **
** **

## Auditory Memory

-  7
-  8
-  9	A B C D E F G H I J K L M N O P Q
-  10	 82 67 18 27 42 15 72 10 34 36 48 56
-  11	  			       MAN   BOY  HER  COMB
-  12
-  13	 99  52  41  71  93  64  31  27  47  82  25  68
-  14					        **CAT JUG HORSE FIST**
-  15	H I J K L M N O P Q R S T U V W X Y Z
-  16
-  17

- 10

**11**

**4B**

- 12

**7**

**8**

**5**

**15**

## I’m not an underachiever. You’re an over-expecter!!!

***I’m not an underachiever. You’re an over-expecter!!!***

## Step 1: Select the subject area.

- <date/time>

- STEPS FOR ADAPTING INSTRUCTION

**Step 1: Select the subject area.**
**Step 2: Select topic to be taught.**
**Step 3: Briefly identify the goals for most learners.**
**Step 4: Briefly identify the instructional plan for most learners.**

## Step 5: Identify the learners who will need adaptations.

- <date/time>

- STEPS FOR ADAPTING INSTRUCTION

**Step 5: Identify the learners who will need adaptations.**
**Step 6: Based on individual learner goals, choose appropriate mix of adaptations, beginning with least intrusive.**
**Step 7: Evaluate effectiveness of adaptations, monitor and adjust while teaching.**

**Ebeling, David, G., Deschenes, Cathy, & Sprague, Jeffrey.  (1994).  Adapting Curriculum and Instruction in Inclusive Classrooms: Staff Development Kit.  The Center for Community and School Integration; Institute for the Study of Developmental Disabilities: Bloomington, Indiana**.

## Nine Types of Adaptations

*Adapt the skill level, problem type, or rules on how to approach the work*

*Participation:*
*Adapt the extent to which the learner is actively involved in the task*

*Output:*
*Adapt how the learner can respond to instruction*

***Alternate Goals:***
*Adapt outcome/goal expectations while using the same materials*

*Input:*
*Adapt the way instruction is delivered to the learner*

*Size:*
*Adapt the number of items that the learner is expected to learn or complete*

***Time:***
*Adapt the time allowed for learning or task completion*

***Level of Support:***
*Increase the amount of personal assistance with a specific learner*

***Substitute Curriculum:***
*Provide different instruction and materials*

***Nine Types of Adaptations***

## Ebeling, David, G., Deschenes, Cathy, & Sprague, Jeffrey.  (1994).  Adapting Curriculum and Instruction in Inclusive Classrooms: Staff Development Kit.  The Center for Community and School Integration; Institute for the Study of Developmental Disabilities: Bloomington, Indiana.

_*Size*_
*Adapt the number of items that the learner is expected to learn or complete*

_*Difficulty*_
*Adapt the skill level, problem type, or rules on how to approach the work*

_***Level of Support***_
*Increase the amount of personal assistance with a specific learner*

_*Input*_
*Adapt the way instruction is delivered to the learner*

_*Participation*_
*Adapt the extent to which the learner is actively involved in the task*

_***Time***_
*Adapt the time allowed for learning or task completion*

_***Alternate Goals***_
*Adapt outcome/goal expectations while using the same materials*

_*Output*_
*Adapt how the learner can respond to instruction*

_***Substitute Curriculum***_
*Provide different instruction and materials*

## “Hey teach, 

***“******Hey teach,****** ***
***what’d I learn today?  My ma’s gonna ask!”***

##   Amount of Retention

***  ******Amount of Retention***
** ****20%****	****      30% ****	****   50%       70%****	****	****    90%**
***   *****HEAR****	****           ****SEE****	****  SEE & HEAR****     ****SAY & HEAR****             ****SAY & DO**
*	**	**	**	**	**	**	**	*
* ***Lecture****	****          ****Pictures****	****      ****Films****	****   ****Discussion****	****       ****Role plays**
** ****Audio tapes****      ****Graphs****	****      ****Slides****	****  ****(small group)****            ****Simulations**
** ****Books****        ****Direct observation****  ****Overheads****      ****(large group)****            ****Games**
** ****Articles****	****                             ****Flipcharts****         ****Recall****	****                  ****Case studies**
**	****	****	****       ****Video tapes    Personal experience   Team events**
**	****	****	****      ****Demonstrations  Answer questions    Trial & error**
**	****	****	****   ****Compare opinions   Generate ideas**
**	****	****	****	****	****   ****Define terms**
**	****	****	****	****	****   ****Evaluate options**
**	****	****	****	****	****   ****Case studies**
**	****	****	****	****   ****	****           **

- Experiential Learning Continuum

- MOST PASSIVE

- MOST ACTIVE

## You are smarter than what you see on TV.

TV’s world is not real.

TV teaches that some people are more important than others.

TV keeps doing the same things over and over again.

Somebody is always using TV to make $$$.        

***TV’s world is not real.***
***TV teaches that some people are more important than others.***
***TV keeps doing the same things over and over again.***
***Somebody is always using TV to make $$$.***

**Adapted from Davis J:  Five important ideas to teach your children about TV.  *****Media & Values***** 59/60 10-14, 1992**

- Five ideas to teach youth with disabilities about TV

## TV,movies,music lyrics & magazine all impact your attitude & perception of reality.

Watch out for lies in advertising.

Watch out for lies in TV & movies.

Watch out for lies in music & lyrics.

Be selective & don’t fill your mind with junk.        

***Watch out for lies in advertising.***
***Watch out for lies in TV & movies.***
***Watch out for lies in music & lyrics.***
***Be selective & don’t fill your mind with junk.***

**Okay to photocopy.  Copyright Media international 1995**

- 5 more ideas to teach youth with disabilities about MEDIA

## Characteristics that occur statistically more often for those who develop substance abuse problems

- DEFINITION

**Characteristics that occur statistically more often for those who develop substance abuse problems**
**Indicate a potential,**** ****NOT A DEFINITE****, problem with violence, alcohol, tobacco or other drug**

## Characteristics

- BEHAVIOR DISORDER

- conduct disorders
- personality disorders
- immaturity
- socialized delinquency

***Cartwright, G.P., Cartwright, C.A., & Ward, M.E. (1989).***
_**Educating special learners**_*** (3rd edition) Belmont, CA: Wadsworth.***

## Characteristics

- LEARNING DISABILITY

**Characteristics**
**poor impulse control**
**poor judgment**
**anger & hostility**
**feelings of being less popular or more often rejected than others**

***Cartwright, G.P., Cartwright, C.A., & Ward, M.E. (1989).***
_**Educating special learners**_*** (3rd edition) Belmont, CA: Wadsworth.***

## Characteristics

- MENTAL RETARDATION

- slower rate of learning
- lower level of learning
- problems transferring learning
- problems with abstract concepts

***Cartwright, G.P., Cartwright, C.A., & Ward, M.E. (1989).***
_**Educating special learners**_*** (3rd edition) Belmont, CA: Wadsworth.***

## Misidentification

- SPECIAL

**Misidentification**
**Enabling**
**Prescribed medications**
**Constrained socialization opportunities**
**Family of origin**

**Substance Abuse Resources & Disability Issues (SARDI) Program. **
**(1993). **_**Substance abuse & students with disabilities: Little known **_
_**facts**_**  (1st ed.) [Brochure]. Wright State University. Dayton, OH.**

## 		idiosyncratic (ie. response unexpected                                                                    from known effects of either agent)

- Pharmacological or clinical response to administration of drug combination that is different from that anticipated from known effects of two agents when given alone
- 	 	*antagonism* (ie. 1 + 1 < 2)
- 		*synergism*   (ie. 1 + 1 > 2)
- 		*idiosyncratic* (ie. response unexpected                                                                    from known effects of either agent)

- David S. Tatro, _Drug Interaction Facts_, 1998 by Facts and Comparisons, St Louis, MO

## Social withdrawal

- EARLY SIGNS

- Excessive feelings of isolation & rejection
- Being a victim of violence
- Feelings of being picked on & persecuted
- Low school interest & poor academic performance
- Expression of violence in writings and drawings

**Center for Effective Collaboration & Practice (CECP)**

## Uncontrolled anger

- EARLY SIGNS

- Patterns of impulsive aggressive behavior & bullying
- Intolerance for differences
- Drug & alcohol use
- Gang affiliation
- Inappropriate access to firearms

**Center for Effective Collaboration & Practice (CECP) is part of the American Institute for Research & is funded by the Office of Special Education Programs, U.S. Department of Education and U.S. Department of Health & Human Services.**

**Check out the CECP at: *****www.air-dc.org/cecp/default.htm***

## P - Prevention Works!

- A - All of Us Together

- L - Learning to Care

- S - Special Modifications

## Mental disorders

- PSYCHOLOGICAL

**Mental disorders**
**Childhood disorders**
**Personality disorders**
**Other disorders**
**Head injuries**
**Hx animal cruelty and/or firestarting**

**Lisa Firestone, Ph.D., Research Director for the Glendon Association, (Syllabus).**
***Youth Suicide & Violence: What Professionals Need to Know*****, October 23, 1998: Cincinnati, OH**

## Environment- family, peer, poverty, job

- SITUATIONAL

**Environment- family, peer, poverty, job**
**Transient living situation**
**Availability of weapons**
**Availability of drugs and alcohol**
**History of abuse (Victimization)**
**Heavy smoking/gambling**
**Loss of parent during childhood**
** **

**Lisa Firestone, Ph.D., Research Director for the Glendon Association, (Syllabus).**
** *****Youth Suicide & Violence: What Professionals Need to Know*****, October 23, 1998: Cincinnati, OH**

## Past crimes (Particularly violent crimes)

- STATISTICAL

**Past crimes (Particularly violent crimes)**
**Age 15 - 24**
**Gender (male 90%)**
**Intelligence (less than average)**
**Alcohol or drug use**
**Mental status**

**Lisa Firestone, Ph.D., Research Director for the Glendon Association, (Syllabus).**
** *****Youth Suicide & Violence: What Professionals Need to Know*****, October 23, 1998: Cincinnati, OH**

## Facility administrators report that a wide range of problems are common among juveniles in detention centers

**Facility administrators report that a wide range of problems are common among juveniles in detention centers**

**Leiter, V. (1993).  *****Special analysis of data from the Office of Juvenile Justice & Delinquency Prevention (OJJDP) conditions of confinement study.***

##   A 1990 study of 150 people with developmental and other severe disabilities showed they had  two to ten times greater risk of criminal abuse.

-   A 1990 study of 150 people with developmental and other severe disabilities showed they had  two to ten times greater risk of criminal abuse.
-    Another study found that people with severe disabilities have an extremely high rate of sexual assault.  Half the sampled individuals had been sexually assaulted 10 or more times.

- RATE

***Victims of Crime Committee--Criminal Justice Task Force for Persons with Developmental Disabilities, CA DA Assoc., 1997***

##   A 1992 study found that 71% of violent crimes against people with severe mental retardation went unreported.

- REPORTING

-   A 1992 study found that 71% of violent crimes against people with severe mental retardation went unreported.
-   A 1988 study found that only 3% of sexual assault cases involving people with developmental disabilities were reported to authorities.

***Victims of Crime Committee--Criminal Justice Task Force for Persons with Developmental Disabilities, CA DA Assoc., 1997***

##   Evidence indicates that when crimes against people with disabilities are reported, there is a lower rate of police follow-up, prosecution and conviction.

- FOLLOW-UP

-   Evidence indicates that when crimes against people with disabilities are reported, there is a lower rate of police follow-up, prosecution and conviction.
-   Research indicate that convictions are rare despite the chronic and severe nature of the criminal abuse.
-   The worst danger this situation presents is that predators may believe they are more likely to get away with it.

***Victims of Crime Committee--Criminal Justice Task Force for Persons with Developmental Disabilities, CA DA Assoc., 1997***

## The inappropriate use of “abuse & neglect” administrative procedures instead of criminal prosecution must be stopped.

- RECOMMENDATIONS

- Personal safety training must be provided to all persons with disabilities & abuse-prevention training must be given to care-providers and family members.
- Staff must be screened to reduce employment of potential perpetrators.

***Victims of Crime Committee--Criminal Justice Task Force for Persons with Developmental Disabilities, CA DA Assoc., 1997***

## Responses from people with mental disabilities that may effect ability to protect rights during police contact.  

***The person may:***

**not want disability to be recognized**
**not understand rights**
**not understand commands**
**be overwhelmed by police presence**
**act upset at being detained and/or try to run**

## Responses from people with mental disabilities that may effect ability to protect rights during police contact.  The person may:

**say what he thinks others want to hear**
**have difficulty describing facts or details**
**be first to leave scene, first to be caught**
**be confused about who is responsible for the crime and “confess”  even though innocent**

**Perske, R. (1991)  Unequal justice?  What can happen when persons with retardation or other developmental disabilities encounter the criminal justice system.  Nashville: Abington Press.**

##   FIRE STARTING

- Links - Juvenile perps of recent school killings:

**Lisa Firestone, Ph.D., Research Director for the Glendon Association, (Syllabus). Youth *****Suicide & Violence: What Professianals Need to Know*****, October 23, 1998**

-   **FIRE STARTING**

-   **CRUELTY TO ANIMALS**

-   **BEDWETTING AFTER AGE ****8**

## P - Prevention Works!

- A - All of Us Together

- L - Learning to Care

- S - Special Modifications

##  RESOURCEFUL 	Know how to attract 						support of adults

-  RESOURCEFUL 	Know how to attract 						support of adults
-  SOCIAL 			Socially at ease & makes 	 COMPETENCE 		others comfortable around 				them
-  PROBLEM 		Actively involved & have a
- SOLVING SKILLS	 sense of their own power
-  CREATIVE		Successfully involved in 					various activities

##  SENSE OF 		Ability to laugh & to laugh HUMOR			 at oneself

-  SENSE OF 		Ability to laugh & to laugh HUMOR			 at oneself
-  OPTIMISTIC 		Sense of a positive future
-  COMPASSIONATE 	Ability to empathize & 				volunteer to help others
-  ACADEMIC		for youth with disabilities, SUCCESS			success is defined 					differently than for the 				college-bound regular-ed 				student

##  DIGNITY OF 		Understand when to accept  	 RISK 		assistance & when to 						attempt to maintain 						independence

-  DIGNITY OF 		Understand when to accept  	 RISK 		assistance & when to 						attempt to maintain 						independence
-  INSIGHT INTO 	Understand & accept
-  DISABILITY		manifestations, implications 				and limitations related to 					disability
-  INDEPENDENCE	Develop a high degree of 					autonomy in early life

***A compilation of the works of Ackerman (1987), Benard (1991), Hawkins & Catalano (1991), and Mize, Ford, Moore, & Taylor (1994)***

## Ability to set goals

***Protective Factors***

- CHILD & PEERS

**Ability to set goals**
**Good sense of              humor**
**Independence* **
**Ability to    develop friendships**
**Average intelligence**

**Strong sense       of future**
**Strong social competencies**
**Belief in one’s self**
**Good health **
**Easy temperament**
**School success***

**Source: Bonnie Benard, 1991  *SARDI, 1995**

## Religious affiliation

***Protective Factors***

- FAMILY

**Religious affiliat****ion**
**Consistent ritua****ls               ****and traditions**
**Clear rules and ****regula****tions**
**Domestic respon****sibilities**
**Significant relat****ionship with**** parent or caregiv****er**

***Source: Bonnie Benard, 1991***

## Clear rules and regulations

***Protective Factors***

- SCHOOL

**Clear rules and regulations**
**Competent role models**
**Great expectations for all children**
**Social competencies**
**Relationship with significant adult**
**Goal directed behavior**
**School ethos (values)**

***Source: Bonnie Benard, 1991***

## Clear norms for families and schools

***Protective Factors***

- COMMUNITY

**Clear norms for families and schools**
**Clear rules and regulations**
**Intergenerational ties**
**Competent role models**
**External support systems**

***Source: Bonnie Benard, 1991***