Improving Post- School Outcomes for Adolescents with Emotional/Behavioral Issues Deanne Unruh, University of Oregon Marilyn D'Ottavio, Transition Services Coordinator for Albuquerque Public Schools, Ginny Johnson, Bureau Chief for Long-term Services Division Intake Eligibility, NM Dept. of Health

Session Overview Characteristics & outcomes of youth with E/BD Gaps & Barriers to Service Evidence-informed practices & program strategies Examples of model programs

NLTS2 School Characteristics of Youth with ED 53% of youth with ED received special education services prior to the age of 9 40 % of youth with ED have reported attendance in 5 or more schools 73% of youth with ED have been suspended and/or expelled Youth with ED have the highest dropout rate of any other disability category (4.2% in one year)

NLTS2 Characteristics of Youth with ED 33.5% youth with ED receive some type of mental health services 46.5% of youth with ED reside with a single parent 34.7% of youth with ED reside in poverty 75% of youth with ED have been stopped by police other than for a traffic violation 58% of the ED sample were arrested at least once, and (NLTS2, Wagner, et al., 2005)

NLTS2 Post-School Outcomes 1 – 4 Years Out of School

NLTS2 Other Post-School Experiences of Youth with ED

Service Needs of Youth with ED in Schools Multiple agencies beyond Special Education –Mental Health –Juvenile Justice –Vocational Rehabilitation –What else?

Service Gaps: In Age Continuity of Services Between Child & Adult Mental Health Services Within & Across Systems In Effective, Developmentally Appropriate, and Appealing Services Davis, Greene, & Hoffman (In Press)

Public Service System Davis & Greene, in press

Essential Features of Service Delivery Model Individualized to Unique Needs of Youth Competitive Employment Social Skill Training Immediate Access to Wrap- Around Services Driven by Unique Needs of Individual Flexible Educational Opportunities Bullis & Cheney, (1999) Developing Transition Plan

Lessons Learned: Multi-Agency Collaboration Development & dissemination of Screening & Referral Process Education of ALL local partners Regular planning meetings with multiple agencies Use of formative evaluation data to review project services Unruh & Bullis, (2005)

Lessons Learned: Youth with ED Development of self-determination skills Employment/education defined by interests/needs of youth Employability skill training is more than the youth being employed Important role of the Transition Specialist Development of wrap-around services Unruh & Bullis, (2005)

What can we do? Program Administrators –Value, support, and conduct data-based decision- making evaluation activities for program improvement –Ensure hiring practices that bring staff committed to transition-age youth; Job descriptions should specify expectations –Ensure program staff have what it takes to do the job (e.g., cell phones, adequate compensation, access to ongoing training with TA, etc. –Be an advocate for program staff and students re: program services Unruh & Clark, (in press)

What Can We Do? Transition Program staff Participate in data-based evaluation activities for program improvement Embrace and implement evidence-based practices for youth with ED Get to know your local partners and work closely with them Value the voice of your students to develop and implement transition plan Unruh & Clark, (in press)