Monograph Series on Education Disability and Juvenile Justice

Monograph Series on Education, Disability and Juvenile Justice Mary Quinn & Jeffrey Poirier American Institutes for Research Center for Effective Collaboration & Practice David Howard Indiana State University NRPA/NTRS Pre-Conference Institute October 21, 2003 St. Louis, MO

A brief look back. . . Ø Lorraine Peniston § § Ø University of New Mexico Developing recreation skills in people with learning disabilities (1998). David Howard § § Cornerstone Counseling Center (Utah) Chair, NTRS Youth at Risk & Corrections Committee

The Role of Recreation in Preventing Youth with Behavioral and Cognitive Disabilities from Coming into Contact with the Juvenile Justice System and Preventing Recidivism Section I: Being “at-risk” § § § Characteristics of youth without healthy recreation involvement and or intervention Factors of exclusion from full participation in activity Benefits of recreation participation

Categories of Disorders Ø Ø Ø Learning Disabilities Attention Deficit Hyperactivity Disorder Educable/Mild Mentally Retarded Conduct Disorder Oppositional Defiant Disorder

Family, Community and Economic Factors Risk Factors Health and Behavior Problems Family Community Substance Abuse Availability of drugs Delinquency School Dropout Violence x x Media portrayals of violence Transitions and mobility x x x Extreme economic deprivation x x Family mgmt. problems x x Family conflict x x x x Parental attitudes Howell, 1995

Family, Community and Economic Factors Individual/Peer School Risk Factors Health and Behavior Problems Substance Abuse Delinquency School Dropout Violence Early/persistent antisocial behavior x x x X Early academic failure x x x X Lack of commitment x x Rebelliousness Friends with problem bx x x X X X Favorable attitude toward problem bx x x X X Early initiation of problem bx x x Howell, 1995

Section II: The role of community recreation agencies serving youth at risk for involvement in the juvenile justice system Ø Parks and Recreation National Survey (Schultz, Crompton & Witt, 1995) Ø NRPA report Beyond Fun and Games: Emerging Roles of Public Recreation (Tindall, 1995) Ø Title V Community Prevention Grants Programs

Section II: The role of community recreation agencies serving youth at risk for involvement in the juvenile justice system Ø Ø Ø State-sponsored Prevention and Intervention Programs After-school and community recreation services Therapeutic recreation and its role in serving youth at risk

Appendices Ø Ø Ø Recreation program descriptions and contact information Copy of research survey related to youth at-risk and recreation Disability etiquette

Juvenile Justice System Ø Ø Responds to the belief that there is a fundamental difference between children and adults Children can be positively influenced by rehabilitation efforts

Relevant Legislation Ø Ø Ø Section 504 of the Rehabilitation Act Title II of the Americans with Disabilities Act Individuals with Disabilities Education Act

History of this Initiative Ø March 1997 § § Ø Office of Juvenile Justice and Delinquency Prevention National Institute for Literacy National Recreation and Park Association US Department of Education’s Office of Vocational and Adult Education Goals § § Discuss relationship between disabilities and delinquency Make recommendations to the Coordinating Council on Juvenile Justice and Delinquency Prevention

Conclusion Ø The inability of community institutions (including the components of the juvenile justice system) to respond to cognitive and behavioral disabilities contributed to higher arrest rates for youth with disabilities as well as to more restrictive placements, longer placements, and higher recidivism rates.

Recommendations Ø “a revitalized interagency effort, initiated by the Coordinating Council, was urgently needed to reverse the tide of children who are failing in school, engaging in delinquency and violence, and increasingly spending the final years of their youth incarcerated”

Foci Ø Ø Prevent delinquency and subsequent incarceration Prevent recidivism

Results of the 1997 Meeting Ø Ø Monograph Series National Survey to Determine Special Education Services for Juvenile Offenders with Disabilities

Monograph Series Ø Ø Ø Addressing Invisible Barriers: Improving Outcomes for Youth with Disabilities in the Juvenile Justice System Advocating for Children with Behavioral and Cognitive Disabilities in the Juvenile Justice System Best Practices for Serving Court-involved Youth with Learning, Attention and Behavioral Disabilities Ø Ø Collaboration in the Juvenile Justice System and Youth-serving Agencies: Improving Prevention, Providing More Efficient Services, and Reducing Recidivism for Youth with Disabilities Corrections and Juvenile Justice: Current Education Practice for Youth with Behavioral and Cognitive Disabilities.

Monograph Series Ø The Role of Recreation in Preventing Youth with Behavioral and Cognitive Disabilities from Coming into Contact with the Juvenile Justice System and Preventing Recidivism Ø Youth with Disabilities in the Corrections System: Prevalence Rates and Identification Issues.

Comprehensive Strategy Ø We Must: § § § Strengthen the family Support core social institutions Promote delinquency prevention Intervene immediately and effectively when delinquent behavior occurs Identify and control serious, violent, or chronic offenders

Protective Factors Ø Ø Ø Individual Social bonding Beliefs and standards for behavior

Social Development Strategy Healthy Behaviors Healthy Beliefs And Clear Standards Bonding • Attachment • Commitment Opportunities Skills Individual Characteristics Recognition

Prevention and Early Intervention Ø Of What? § § § Ø Must focus on levels of need § § § Ø 1997 -over 2. 8 million juvenile arrests 8% considered chronic $76 -98 Billion per year Universal Selective Indicated Prevention Strengths of youth and family must be recognized

Strengths-based Approach Ø Samples § § § Self-confidence Sense of humor Hobbies Participates in family or community activities Uses appropriate language Talks about positive aspects of life

Specific Learning Disability Ø Ø Ø Normal range of intelligence Will not “outgrow” May have difficulty: § § § Holding a conversation Meeting social expectations Making plans Organizing thoughts Using problem-solving techniques

Social Difficulties for Youth with LD Ø May display social/emotional problems § § § Misunderstand social cues Misinterpret the feelings of others Motivational problems Lack of control over situations ¡ Little sense of control over their own lives ¡ § § Insecure Low self-esteem

Emotional/Behavioral Disorders Ø Ø Ø Root of problem is the individuals ability to regulate emotions Difficult to control emotions, so Difficult to control behavior

Types of Emotional/Behavioral Disorders Ø Conduct Problems § Ø Specific phobias § Ø Improper regulation of anger and anxiety systems Unrealistic or excessive fears Panic disorders § Persistent concern about or extensive avoidance of situations

Types of Emotional/Behavioral Disorders Ø Obsessive-compulsive Disorder § § Ø Persistent ideas, impulses or images Repetitive acts to relieve anxiety Post-traumatic stress disorder § § Persistent re-examining of some trauma Feelings of guilt for surviving or what had to be done to survive Avoidance of things associated with the event Feeling “numb” or hyper-alertness

Types of Emotional/Behavioral Disorders Ø Mood disorders § § § Ø Attention Deficit Hyperactivity Disorder § § § Ø Depression Mania Bipolar Extremely physically active and fidgety impulsive, Inattentive Co-morbidity

Survey Purpose Ø Ø Ø To effect policy change, developed survey to identify prevalence rates since previous studies provided only prevalence estimates Previous studies also excluded detention data or particular disability categories Policymakers need figures to design and implement policy

Method Ø Ø Requested December 1, 2000 counts because similar data would be collected for mandatory census reports for OSEP; these reports aggregate corrections and detention data— these reports do not indicate placement (e. g. , school v. juvenile justice setting) Piloted survey in 9 settings in 4 states Mailed survey in fall 2000, followed-up through spring 2001 Participants: § § § 547 secure state, local and county juvenile detention facilities 91 state juvenile and adult corrections systems 51 Offices of Special Education in each State Department of Education

Response Rates Ø Ø Ø Detention: 64% Juvenile Corrections, 71% (27 states); Combined Correction 100% (8 states) State Education: 40%

Gender Ø Ø Detention: 18% female, 82% male Juvenile Corrections: 11% female, 89% male

Ages Ø Detention: § § § Ø 16 -18 yo: 51% 13 -15 yo: 39% 10 -12 yo: 4% Juvenile Corrections: § § § 16 -18 yo: 48% 13 -15 yo: 32% 10 -12 yo: 12%

Prevalence Rates Ø Ø Detention: 29% in facilities with a method to determine eligibility for IDEA Juvenile Corrections: 33%

Primary Disabilities Ø Ø Detention facilities indicated disability categories for 99% of incarcerated youth eligible for IDEA services Three largest disability categories: § § § Specific learning disabilities, 42% Emotional disturbance, 40% Mental retardation, 5%

Primary Disabilities Ø Ø SDJC indicated disability categories for 95% of incarcerated youth eligible for IDEA services Three largest disability categories: § § § Emotional disturbance, 49% Specific learning disabilities, 36% Mental retardation, 10%

Key Survey Findings Ø Ø Approximately 3 times as many youth with disabilities in detention and juvenile corrections as in the public schools. About half have a learning disability and have serious emotional disturbance

Role of Recreation Ø Ø Prevention of delinquency and subsequent incarceration Prevention of recidivism