Monday, January 2, 2017

Early Childhood Expulsions and Suspensions Barriers to Education Opportunities of Life



As I instructed courses in early childhood education (birth to age 8) and on-site consultations where one of the first areas of concern is “behavior management” from biting to physical aggression (i.e., kicking, hitting) on age mates and/or adults.  The main goal of early childhood educations is to promote overall school readiness through domain areas (i.e., cognitive, social, emotional, physical) toward becoming productive citizens of society.

During the conversation with adult students enrolled in early childhood education courses, it was shared for children exhibiting inappropriate challenging behaviors their programs expelled the children whose parents/family members sought out other programs not making new site aware of past experiences.  Or, the children were suspended from three (3) to ten (10) days of educational program.  Therefore, they have missed valuable instructional culturally developmentally age appropriate materials that explore their knowledge through challenging FUN activities. 

All children age entitled to high quality educational settings particularly when most research showed African American boys are expelled and/or suspended compared to their age mates (US Department of Education, 2014, 2016).  Therefore, it is crucial for educators, parents/family members and other stakeholders are working toward the same common goal to close the achievement gap by incorporating culturally developmentally age appropriated practices to eliminate or reduce the average number of expulsions and/or suspensions of early childhood children.  The early expulsions and suspensions are predictors where these children are ten times more likely to drop out of high school, academic failure and grade retention, negative attitudes toward school and incarceration (American Psychological Association, 2008 & Lamont et. at., 2013).

Here are some of the techniques and/or strategies that are shared with education students and/or on-site participants when discussing a specific child exhibiting challenging behaviors.

1.      Record time sampling of challenging behaviors looking for patterns to adjust learning environment due to being award of child’s trigger times, materials, age mates and so forth. 

2.      Record anecdotal notes ensuring they are written in objective tone of what was observed.  Look for patterns and note the challenges that need to be modified ensuring child is using self-regulation to resolve issues.

3.      Review child’s file to see if there are key eye-opening health issues that they also may be a reason for the challenging behavior(s).  Talk with colleagues on how to design a culturally developmentally age ABC (antecedent-behaviors-consequences) functional plan (O’Neil et., al., 1997) to reduce and/or eliminate the behaviors.  NOTE:  Research appropriate techniques and professional experts in the field than once strategies are recorded just remember change does not happen overnight.  Educators and others must be consistent in the hierarchical strategies written on the ABC functional plan.

4.      Set up a meeting on-site and/or home visit to discuss the challenging behaviors and best strategies in a partnership toward elevating and/or reducing those behaviors.  As you work in partnership as the parents/family members to make positive statements about the child then educator continue to share positive statements from the site point-of-view.  The second level is to engage in conversation of challenging behaviors with strategies/techniques both groups will implement on consistent bases where the child receive the same message from home to school and vice versa.  Remember, to contact parents/family members on progress of challenging behaviors.  It is important that the educator remind parents/family members that the act of challenging behaviors take time for change but the key is to be consistent.  The last level of the conversation is to share positive outcomes from the goals of the child.  I recommend educators practice and review points to be made prior to meeting not to alienate parents/family members toward working together in partnership.

5.      Based from data recorded, conversations from parent/family members and other professional create the ABC functional plan and review often to modify as needed. NOTE:  If preschool age and older (3 to 8) engage the child in conversation on the consequences for inappropriate actions.  You are helping the child be accountable for actions for self-regulation.



We as educators and stakeholders must take an active role to elevate the high percentage of children being expelled and/or suspended toward fulfilling their dreams into adulthood.  If you are seeking more research-based hands on training contact DrBKW Early Childhood Education Services via Facebook, email drbrenwilliamson@gmail.com or #DRBKWEC.  

References:

Lamont, J.H., Devore, C.D., Allison, M., Ancona, R., Barnett, S. E., Gunther, R., et. al. (2013).  Out-of-school suspension and expulsion.  Pediatrics, 131, e1000-e1007.

O’Neil, R. E., Homer, R.H., Albin, R. W., Sprague, J. R., Story, K., & Newton, J. S.  (1997).  Functional assessment and program development for problem behavior:  A practical handbook (2nd ed.).  Pacific Grove, CA:  Brooks/Cole.

US Department of Education Office for Civil Rights (2014, March).  Civil rights data collection.  Data snapshot:  Early childhood education (Issue Brief #2).  Washington, DC:  Author.  Retrieved from http://www.2.ed.gov/about/offices/list/ocr/docs/crdc-early-learning-snapshot.pdf.

US Department of Education Office of Civil Rights (2016, June).  2013-2014 civil rights data collection:  Key data high lights on equity and opportunity gaps in our nation’s public schools.  Retrieved from http://www.2.ed.gov/about/offices/list/ocr/docs/crdc-2013-14.html.

US Department of Health and Human Services and US Department of Education (2014, December).  Policy statement on expulsion and suspension policies in early childhood settings.  Washington, DC:  Authors.  Retrieved from http://ww.acf.hhs.gov/programs/ecd/child-health-development/reducing-suspensions-and-expulsion-practices

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