Professional Documents
Culture Documents
between
Research, Practice & Policy
in Early Childhood Mental Health
– Required terminating
participation in program
– Behavioral problem
– No transition to more
appropriate setting
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PreK Expulsion Results: Nation
• 10.4% of PreK teachers expelled at least 1 child
in past year due to behavior problems
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Child Care Expulsion Rates
• Child Rates
– Detroit, MI (Grannan et al., 1999; n=127; 28%)
• Rate = 28/1,000
• Center/Classroom Rates
– Chicago, IL (Cutler & Gilkerson, 2002; n=195 I/T; 38%)
• Rate = 42% of Centers
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Expulsion Rates (per 1,000)
Gilliam, WS & Shahar, G (2006). Preschool and child care expulsion and suspension:
Rates and predictors in one state. Infants and Young Children, 19, 228-245.
Gilliam, WS (2005). Prekindergarteners left behind: Expulsion Rates in state
prekindergarten programs. FCD Policy Brief, Series No. 3. Available: www.fcd-
us.org/resources/resources_show.htm?doc_id=464280
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State PreK Expulsion Rates
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Classroom characteristics may
contribute to (or fail to help)
challenging behaviors.
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Length of School Day
Predicts Expulsion
13.2%
% Classrooms Expelling
9.0%
7.1%
Length of Day
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High Child-Teacher Ratio
Predicts Expulsion
12.7%
7.7%
Under 8 8 to 9 10 to 11 12 and Up
46.9% 50.0%
% Classrooms Expelling
45.7%
12.0%
25%
20%
16.1%
15% 12.6%
11.9% 12.4%12.5%
5%
0%
Almost A Few Times About About
Every Day per Week 1/Week 1/Month or
Never
Worksheets Flashcards
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Dramatic Play Frequency &
Rate of Expulsion
30%
25.5%
25%
20%
15.4%
15%
12.5%
10% 9.4%
5%
0%
Almost A Few Times About About
Every Day per Week 1/Week 1/Month or
Never
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Teacher depression & job stress
also predict expulsion.
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Teacher Job Stress
Predicts Expulsion
14.3%
% Classrooms Expelling
9.3%
4.9%
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Increased interest in
early childhood
mental health consultation
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Behavioral Consultation
Predicts Decreased Expulsion
14.3%
% Classrooms Expelling
10.3%
8.0%
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Early Childhood Consultation Partnership
• Created in 2002 – Combination of State
(DCF/SDE) and Private (CHDI) Funds
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ECCP Results
Conners Oppositional Conners Hyperactivity
75 75
70 70
65 65
60 60
55 55
50 50
Pretest Posttest Pretest Posttest
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Work Supported by:
• Child Health and Development Institute of
Connecticut (CHDI)
• Connecticut Department of Children & Families
• Connecticut Department of Education
• Foundation for Child Development
• Pew Charitable Trusts
National Institute for Early Education Research
• A.L. Mailman Family Foundation
• Schott Foundation for Public Education
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For copies of complete reports and
policy briefs
Please visit: ziglercenter.yale.edu
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Walter S. Gilliam, PhD
Director,
The Edward Zigler Center in Child Development and Social Policy
Child Study Center
Yale University School of Medicine
230 South Frontage Road
PO Box 207900
New Haven, CT 06520-7900
Phone: 203-785-3384
Email: walter.gilliam@yale.edu
ziglercenter.yale.edu
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