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Dewey G. Cornell - One of the best experts on this subject based on the ideXlab platform.
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Student Threat Assessment as an Alternative to Exclusionary Discipline
Journal of School Violence, 2019Co-Authors: Jennifer L. Maeng, Dewey G. Cornell, Francis L. HuangAbstract:Threat Assessment has been proposed as a method for schools to respond to student Threats of violence that does not rely on exclusionary discipline practices (e.g., suspension, transfer, expulsion,...
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An Online Educational Program to Increase Student Understanding of Threat Assessment.
Journal of School Health, 2019Co-Authors: Shelby Stohlman, Dewey G. CornellAbstract:BACKGROUND: Threat Assessment is a widely recommended practice used by schools to investigate and respond to student Threats of violence; however, students are often reluctant to disclose Threats. METHODS: We developed an online educational program for students to increase their understanding of Threat Assessment and the need to report serious Threats. We investigated 2 research questions: (1) How are student characteristics of sex, grade level, and ethnicity/race associated with student knowledge of Threat Assessment and willingness to report Threats? (2) Does the program increase knowledge of Threat Assessment and willingness to report Threats? The sample consisted of 2338 students from 6 middle schools and 3 high schools. RESULTS: Prior to program completion, boys were less willing than girls, and older students were less willing than younger students, to report Threats. Post-program questions revealed that the program significantly increased knowledge and willingness to report Threats across student groups, with effect sizes (Cohen's d) ranging from small (.30) to large (1.43). CONCLUSIONS: This program promotes school safety by teaching students about Threat Assessment and increasing willingness to report Threats. The program is available online for other schools to use.
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Racial/Ethnic Parity in Disciplinary Consequences Using Student Threat Assessment
School Psychology Review, 2018Co-Authors: Dewey G. Cornell, Jennifer L. Maeng, Francis L. Huang, Kathan Shukla, Timothy R. KonoldAbstract:Abstract School psychologists are frequently called upon to assess students who have made verbal or behavioral Threats of violence against others, a practice commonly known as Threat Assessment. One critical issue is whether the outcomes of a Threat Assessment generate the kind of racial disparities widely observed in school disciplinary practices. In 2013, Virginia became the first state to mandate Threat Assessment teams in all public schools. This study examined the disciplinary consequences for 1,836 students who received a Threat Assessment in 779 Virginia elementary, middle, and high schools during the 2014–2015 school year. Multilevel logistic regression models found no disparities among Black, Hispanic, and White students in out-of-school suspensions, school transfers, or legal actions. The most consistent predictors of disciplinary consequences were the student's possession of a weapon and the team classification of the Threat as serious. We discuss possible explanations for the absence of racial...
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student Threat Assessment as a standard school safety practice results from a statewide implementation study
School Psychology Quarterly, 2017Co-Authors: Dewey G. Cornell, Jennifer L. Maeng, Francis L. Huang, Timothy R. Konold, Anna Grace Burnette, Pooja Datta, Marisa Malone, Patrick MeyerAbstract:: Threat Assessment has been widely endorsed as a school safety practice, but there is little research on its implementation. In 2013, Virginia became the first state to mandate student Threat Assessment in its public schools. The purpose of this study was to examine the statewide implementation of Threat Assessment and to identify how Threat Assessment teams distinguish serious from nonserious Threats. The sample consisted of 1,865 Threat Assessment cases reported by 785 elementary, middle, and high schools. Students ranged from pre-K to Grade 12, including 74.4% male, 34.6% receiving special education services, 51.2% White, 30.2% Black, 6.8% Hispanic, and 2.7% Asian. Survey data were collected from school-based teams to measure student demographics, Threat characteristics, and Assessment results. Logistic regression indicated that Threat Assessment teams were more likely to identify a Threat as serious if it was made by a student above the elementary grades (odds ratio 0.57; 95% lower and upper bound 0.42-0.78), a student receiving special education services (1.27; 1.00-1.60), involved battery (1.61; 1.20-2.15), homicide (1.40; 1.07-1.82), or weapon possession (4.41; 2.80-6.96), or targeted an administrator (3.55; 1.73-7.30). Student race and gender were not significantly associated with a serious Threat determination. The odds ratio that a student would attempt to carry out a Threat classified as serious was 12.48 (5.15-30.22). These results provide new information on the nature and prevalence of Threats in schools using Threat Assessment that can guide further work to develop this emerging school safety practice. (PsycINFO Database Record
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Statewide Implementation of Threat Assessment in Virginia K-12 Schools
Contemporary School Psychology, 2017Co-Authors: Dewey G. Cornell, Jennifer L. MaengAbstract:In 2013, VA became the first state to mandate the use of Threat Assessment teams in its K-12 public schools. We provide an account of the development and adaptation of Threat Assessment as a school safety practice and research on the Virginia Student Threat Assessment Guidelines in VA schools. We describe the state law and the question of whether suicide Assessment should be considered a form of Threat Assessment. We then describe research on the statewide implementation of Threat Assessment and summarize results indicating overall positive outcomes for schools who are actively engaged in Threat Assessment, but qualitative findings from a needs Assessment identified team training gaps as well as a need to orient the larger school community to the Threat Assessment process. We describe a series of online programs to educate students, parents, teachers, and other school staff about the Threat Assessment process. In conclusion, this paper presents some lessons learned in the statewide implementation of Threat Assessment as a safe and effective violence prevention strategy.
Jonas Sjöberg - One of the best experts on this subject based on the ideXlab platform.
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Model-based Threat Assessment for lane guidance systems
2014Co-Authors: Mohammad Ali, Paolo Falcone, Jonas SjöbergAbstract:This paper considers a Threat Assessment problem in a lane guidance application for semi-autonomous vehicles. In particular, in order to issue an autonomous assisting intervention, we assess the vehicle's ability to safely travel along a path subject to limitations arising from the vehicle's dynamics and the driver's ability.
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automotive Threat Assessment design for combined braking and steering maneuvers
IEEE Transactions on Vehicular Technology, 2013Co-Authors: Mohammad Ali, Esteban R Gelso, Jonas SjöbergAbstract:The active safety systems available in passenger cars today automatically deploy automated safety interventions in situations where the driver is in need of assistance. In this paper, we consider the process of determining whether such interventions are needed. In particular, we design a Threat Assessment method that evaluates the risk that the vehicle will either leave the road or its maneuverability will be significantly reduced within a finite time horizon. The proposed Threat Assessment method accounts for combined braking and steering maneuvers, which results in a nonlinear dynamical vehicle behavior. We formulate the Threat Assessment problem as a nonconvex constraint satisfaction problem (CSP) and implement an algorithm that solves it through interval-based consistency techniques. Experimental validation of the proposed approach indicates that constraint violation can be predicted while avoiding the detection of false Threats.
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CDC - Threat Assessment design under driver parameter uncertainty
2012 IEEE 51st IEEE Conference on Decision and Control (CDC), 2012Co-Authors: Paolo Falcone, Jonas SjöbergAbstract:We consider a model-based Threat Assessment method, which enables the activation of assisting safety interventions in case an accident Threat to the driver is detected. The method relies on vehicle and driver mathematical models and reachability analysis tools. In particular, we focus on the problem of false Threats detection that can occur due to uncertainties in the driver model, i.e., the driver is incorrectly deemed incapable of accomplishing a driving task. This paper proposes a novel approach, to compensate for uncertainties in the driver model, for the considered Threat Assessment method. In particular, we show how the considered Threat Assessment method can be designed such that, if a Threat is detected, the driver is guaranteed to be unable to perform the assigned driving task. In such case, an automated assisting intervention can be motivated.
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Threat Assessment design under driver parameter uncertainty
2012 IEEE 51st IEEE Conference on Decision and Control (CDC), 2012Co-Authors: Paolo Falcone, Jonas SjöbergAbstract:We consider a model-based Threat Assessment method, which enables the activation of assisting safety interventions in case an accident Threat to the driver is detected. The method relies on vehicle and driver mathematical models and reachability analysis tools. In particular, we focus on the problem of false Threats detection that can occur due to uncertainties in the driver model, i.e., the driver is incorrectly deemed incapable of accomplishing a driving task. This paper proposes a novel approach, to compensate for uncertainties in the driver model, for the considered Threat Assessment method. In particular, we show how the considered Threat Assessment method can be designed such that, if a Threat is detected, the driver is guaranteed to be unable to perform the assigned driving task. In such case, an automated assisting intervention can be motivated.
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Predictive Threat Assessment via reachability analysis and set invariance theory
IEEE Transactions on Intelligent Transportation Systems, 2011Co-Authors: Paolo Falcone, Mohammad Ali, Jonas SjöbergAbstract:We propose two model-based Threat Assessment methods for semi-autonomous vehicles, i.e., human-driven vehicles with autonomous driving capabilities. Based on information about the surrounding environment, we introduce a set of constraints on the vehicle states, which are satisfied under “safe” driving conditions. Then, we formulate the Threat Assessment problem as a constraint satisfaction problem. Vehicle and driver mathematical models are used to predict future constraint violation, indicating the possibility of accident or loss of vehicle control, hence, the need to assist the driver. The two proposed methods differ in the models used to predict vehicle motion within the surrounding environment. We demonstrate the proposed methods in a roadway departure application and validate them through experimental data.
Jennifer L. Maeng - One of the best experts on this subject based on the ideXlab platform.
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Student Threat Assessment as an Alternative to Exclusionary Discipline
Journal of School Violence, 2019Co-Authors: Jennifer L. Maeng, Dewey G. Cornell, Francis L. HuangAbstract:Threat Assessment has been proposed as a method for schools to respond to student Threats of violence that does not rely on exclusionary discipline practices (e.g., suspension, transfer, expulsion,...
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Racial/Ethnic Parity in Disciplinary Consequences Using Student Threat Assessment
School Psychology Review, 2018Co-Authors: Dewey G. Cornell, Jennifer L. Maeng, Francis L. Huang, Kathan Shukla, Timothy R. KonoldAbstract:Abstract School psychologists are frequently called upon to assess students who have made verbal or behavioral Threats of violence against others, a practice commonly known as Threat Assessment. One critical issue is whether the outcomes of a Threat Assessment generate the kind of racial disparities widely observed in school disciplinary practices. In 2013, Virginia became the first state to mandate Threat Assessment teams in all public schools. This study examined the disciplinary consequences for 1,836 students who received a Threat Assessment in 779 Virginia elementary, middle, and high schools during the 2014–2015 school year. Multilevel logistic regression models found no disparities among Black, Hispanic, and White students in out-of-school suspensions, school transfers, or legal actions. The most consistent predictors of disciplinary consequences were the student's possession of a weapon and the team classification of the Threat as serious. We discuss possible explanations for the absence of racial...
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student Threat Assessment as a standard school safety practice results from a statewide implementation study
School Psychology Quarterly, 2017Co-Authors: Dewey G. Cornell, Jennifer L. Maeng, Francis L. Huang, Timothy R. Konold, Anna Grace Burnette, Pooja Datta, Marisa Malone, Patrick MeyerAbstract:: Threat Assessment has been widely endorsed as a school safety practice, but there is little research on its implementation. In 2013, Virginia became the first state to mandate student Threat Assessment in its public schools. The purpose of this study was to examine the statewide implementation of Threat Assessment and to identify how Threat Assessment teams distinguish serious from nonserious Threats. The sample consisted of 1,865 Threat Assessment cases reported by 785 elementary, middle, and high schools. Students ranged from pre-K to Grade 12, including 74.4% male, 34.6% receiving special education services, 51.2% White, 30.2% Black, 6.8% Hispanic, and 2.7% Asian. Survey data were collected from school-based teams to measure student demographics, Threat characteristics, and Assessment results. Logistic regression indicated that Threat Assessment teams were more likely to identify a Threat as serious if it was made by a student above the elementary grades (odds ratio 0.57; 95% lower and upper bound 0.42-0.78), a student receiving special education services (1.27; 1.00-1.60), involved battery (1.61; 1.20-2.15), homicide (1.40; 1.07-1.82), or weapon possession (4.41; 2.80-6.96), or targeted an administrator (3.55; 1.73-7.30). Student race and gender were not significantly associated with a serious Threat determination. The odds ratio that a student would attempt to carry out a Threat classified as serious was 12.48 (5.15-30.22). These results provide new information on the nature and prevalence of Threats in schools using Threat Assessment that can guide further work to develop this emerging school safety practice. (PsycINFO Database Record
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Statewide Implementation of Threat Assessment in Virginia K-12 Schools
Contemporary School Psychology, 2017Co-Authors: Dewey G. Cornell, Jennifer L. MaengAbstract:In 2013, VA became the first state to mandate the use of Threat Assessment teams in its K-12 public schools. We provide an account of the development and adaptation of Threat Assessment as a school safety practice and research on the Virginia Student Threat Assessment Guidelines in VA schools. We describe the state law and the question of whether suicide Assessment should be considered a form of Threat Assessment. We then describe research on the statewide implementation of Threat Assessment and summarize results indicating overall positive outcomes for schools who are actively engaged in Threat Assessment, but qualitative findings from a needs Assessment identified team training gaps as well as a need to orient the larger school community to the Threat Assessment process. We describe a series of online programs to educate students, parents, teachers, and other school staff about the Threat Assessment process. In conclusion, this paper presents some lessons learned in the statewide implementation of Threat Assessment as a safe and effective violence prevention strategy.
Patrick Meyer - One of the best experts on this subject based on the ideXlab platform.
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student Threat Assessment as a standard school safety practice results from a statewide implementation study
School Psychology Quarterly, 2017Co-Authors: Dewey G. Cornell, Jennifer L. Maeng, Francis L. Huang, Timothy R. Konold, Anna Grace Burnette, Pooja Datta, Marisa Malone, Patrick MeyerAbstract:: Threat Assessment has been widely endorsed as a school safety practice, but there is little research on its implementation. In 2013, Virginia became the first state to mandate student Threat Assessment in its public schools. The purpose of this study was to examine the statewide implementation of Threat Assessment and to identify how Threat Assessment teams distinguish serious from nonserious Threats. The sample consisted of 1,865 Threat Assessment cases reported by 785 elementary, middle, and high schools. Students ranged from pre-K to Grade 12, including 74.4% male, 34.6% receiving special education services, 51.2% White, 30.2% Black, 6.8% Hispanic, and 2.7% Asian. Survey data were collected from school-based teams to measure student demographics, Threat characteristics, and Assessment results. Logistic regression indicated that Threat Assessment teams were more likely to identify a Threat as serious if it was made by a student above the elementary grades (odds ratio 0.57; 95% lower and upper bound 0.42-0.78), a student receiving special education services (1.27; 1.00-1.60), involved battery (1.61; 1.20-2.15), homicide (1.40; 1.07-1.82), or weapon possession (4.41; 2.80-6.96), or targeted an administrator (3.55; 1.73-7.30). Student race and gender were not significantly associated with a serious Threat determination. The odds ratio that a student would attempt to carry out a Threat classified as serious was 12.48 (5.15-30.22). These results provide new information on the nature and prevalence of Threats in schools using Threat Assessment that can guide further work to develop this emerging school safety practice. (PsycINFO Database Record
Anne Gregory - One of the best experts on this subject based on the ideXlab platform.
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a retrospective study of school safety conditions in high schools using the virginia Threat Assessment guidelines versus alternative approaches
School Psychology Quarterly, 2009Co-Authors: Dewey G. Cornell, Peter L Sheras, Anne GregoryAbstract:Threat Assessment has been widely recommended as a violence prevention approach for schools, but there are few empirical studies of its use. This nonexperimental study of 280 Virginia public high schools compared 95 high schools using the Virginia Threat Assessment guidelines (Cornell & Sheras, 2006), 131 following other (i.e., locally developed) Threat Assessment procedures, and 54 not using a Threat Assessment approach. A survey of 9th grade students in each school obtained measures of student victimization, willingness to seek help for bullying and Threats of violence, and perceptions of the school climate as caring and supportive. Students in schools using the Virginia Threat Assessment guidelines reported less bullying, greater willingness to seek help, and more positive perceptions of the school climate than students in either of the other 2 groups of schools. In addition, schools using the Virginia guidelines had fewer long-term suspensions than schools using other Threat Assessment approaches. These group differences could not be attributed to school size, minority composition or socioeconomic status of the student body, neighborhood violent crime, or the extent of security measures in the schools. Implications for Threat Assessment practice and research are discussed.
