Why Assess Risk-Taking? Excessive risk-taking is a major cause of medical problems and even death in adolescents because it contributes to drug and alcohol use, unsafe sex and motor vehicle accidents. Schools have special programs to reduce all these risky behaviors; for example safe driving and do not use drugs programs. Identifying children who are high risk takers makes it possible to intervene more intensively and effectively in those at most risk. By identifying students at especially high risk when they are still in elementary school allows early and multiyear intervention that may be more effective than current intervention strategies. Other children are excessively afraid to take risks. This “risk avoidance” can compromise learning opportunities and may be a sign of other emotional issues that would benefit from early intervention.
The Assessment: C8 uses the Bubblegum Analog Risk-Taking Test for Children (BART-C) to assess risk taking. The test is based very closely on the Balloon Analog Risk-Taking Test (BART) developed by CW Lejuez . Over the past three years we have assessed approximately 8,000 children, creating the largest data base in the world on this test. We have waited until we have had sufficient data and understanding of the test before providing feedback to schools on the results. We have published two peer reviewed scientific papers on the test. We use scores on this test to make teachers aware of children who may be High Risk-Takers or Risk-Avoidant. We recommend that schools use this information along with other information about the child to personalize aspects of their education and help them avoid maladaptive outcomes.
High Risk-Taking Children: Research by others has shown that high risk-taking scores on the BART test are associated with substance abuse and other risky behaviors. We identify children as potentially High Risk-Takers if their scores are in the highest 15 percent of children at their grade level. In a class of 25 children this would lead on average to 3-4 children being identified as potentially high risk-takers. In our sample of 8,000 children, high risk taking was associated with low self-control on the Go/No-go test and low Working Memory. If children have either or both of these executive cognitive function weaknesses it may put them at greater risk for dangerous risk-taking. If a child has either or both of these cognitive weaknesses it is noted by a plus sign on the teacher portal along with the alert for potential high risk taking.
Risk-Avoidant Children: Some children are so reluctant to take any risks that it can limit their ability to explore and learn, to try new things and to challenge themselves. We identify children as potentially Risk-Avoidant if their scores are in the lowest 5 percent of children at their grade level. In a class of 25 children this would lead on average to 1 child being identified as potentially risk-avoidant. This may be a sign of high anxiety, depression or stress. In our sample of 8,000 children, risk-avoidance was associated with having very slow and accurate responses on the Flanker Test of Focused Attention, as if they were very afraid of making a mistake. If this cognitive feature is also present, it may give reason to be even more concerned that the child’s risk avoidance impacts their functioning more broadly. If a child has this cognitive feature it is noted on the teacher portal by a plus sign along with the alert for potential risk-avoidance. We urge teachers to consider if a risk-avoidant child may have underlying contributing emotional distress, and more generally to support their efforts to take more risk academically and socially.