beat the odds® resource downloads

beat the odds®: a brief summary of an evidence-based program
This document, designed for administrators, describes the Beat the Odds® program and its value for social, emotional, and cognitive learning. It also addresses the scientific benefits of drumming, complete with bibliographic references.

unsolicited testimonials
This document contains a collection of unsolicited testimonials by educators, music teachers, and mental health professionals regarding their experience of Beat the Odds®: Social Emotional Skill Building Delivered in a Framework of Drumming.

power point slides of the original beat the odds study
This power point presentation shows the methods and findings from the original study of Beat the Odds®, as well as describing the social-emotional needs of low-income youth.

out of the box: positive development and social change through the arts
“Out of the Box: Positive Development and Social Change through the Arts” has been published online by the Berkman Center for Internet and Society at Harvard, as part of its as part of its Kinder and Braver World Series. The piece, written for the lay public by Ping Ho, talks about the evidence-based Beat the Odds®: Social and Emotional Skill Building Delivered in a Framework of Drumming as a case study on how to maximize social-emotional benefits of arts programs and youth access.

The national tragedy at Sandy Hook Elementary in Connecticut underscores the need for innovative programs for social-emotional well-being. The arts allow individual expression within the context of community. Their nonverbal element makes them accessible to persons of diverse abilities. The process of creative expression evokes unconscious information that, when reflected upon and shared, can build empathy and deepen social connections. Had there been an art therapist on staff to process the disturbing middle school art work of the student responsible for the 2007 Virginia Tech massacre, perhaps the whole cataclysm could have been averted.

teaching group drumming to mental health professionals
Ho, P., Chinen, K., Streja, L., Kreitzer, M. J., & Sierpina, V. (2011). Teaching Group Drumming to Mental Health Professionals. EXPLORE: The Journal of Science and Healing, 7(3), 200-202.

This publication reports on the use of drumming by an entire division of Los Angeles Unified School District mental health professionals one year after they received training in Beat the Odds®.

the impact of group drumming on social-emotional behavior in low-income children
Ho, P., Tsao, J. C. I., Bloch, L., & Zeltzer, L. (2011). The Impact of Group Drumming on Social-Emotional Behavior in Low Income Children. Evidence-based Complementary and Alternative Medicine, Article ID 250708, 14 pages, doi:10.1093/ecam/neq072. doi: 10.1093/ecam/neq072

Low-income youth experience social-emotional problems linked to chronic stress that are exacerbated by lack of access to care. Drumming is a nonverbal, universal activity that builds upon a collectivistic aspect of diverse cultures and does not bear the stigma of therapy. A pretest-posttest nonequivalent control group design was used to assess the effects of 12 weeks of school counselor-led drumming on social-emotional behavior in two fifth-grade intervention classrooms vs. two standard education control classrooms. The weekly intervention integrated rhythmic and group counseling activities to build skills, such as emotion management, focus and listening. The Teacher’s Report Form was used to assess each of 101 participants (n = 54 experimental, n = 47 control, 90% Latino, 53.5% female, mean age 10.5 years, range 10-12). There was 100% retention. ANOVA testing showed that intervention classrooms improved significantly compared to the control group in broad-band scales [total problems (p < .01), internalizing problems (p < .02)], narrow-band syndrome scales [withdrawn/depression (p < .02), attention problems (p < .01), inattention subscale (p < .001)], DSM-oriented scales [anxiety problems (p < .01), attention deficit/hyperactivity problems (p < .01), inattention subscale (p < .001), oppositional defiant problems (p < .03)], and other scales [posttraumatic stress problems (p < .01), sluggish cognitive tempo (p < .001)]. Participation in group drumming led to significant improvements in multiple domains of social-emotional behavior. This sustainable intervention can foster positive youth development and increase student-counselor interaction. These findings underscore the potential value of the arts as a therapeutic tool.