Introducing 

Prezi AI.

Your new presentation assistant.

Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.

Loading…
Transcript

Emotional and Behavioral Disorders

Types and Characteristics

Prevalence of Students With EBD

Recommended Accommodations

Implementing School-Based Wraparound

Two Main Behavior Types:

Definition

  • Coordinated services with focus on needs between home, school and community
  • Holistic approach considers whole family, may include IEP
  • Primary wraparound facilitator (social worker, school counselor, school psychologist

  • Current estimates range from 6% - 10% of the school-age population.
  • Higher prevalence rates reported for mild EBD. Lower prevalence rates for more severe disorders.
  • Students with EBD are under-identified.
  • Many of the students who are identified are males.
  • Over-representation of students from minority groups.

Externalizing Behaviors:

-Acting Out

-Aggression

-Tantrums

-Bizarre Behaviors

Internalizing Behaviors:

-Fear

-Tenseness

-Withdrawal

-Worry

As a Classroom Teacher...

Ensure a systematic approach in the process:

1) Identify facilitator

2) establish trusting relationships between key personnel

3) Guide team through series of meetings to identify primary student needs

4) Pursue frequent communication between personnel

  • The Federal Definition of Emotional Disturbance
  • CCBD Definition of Emotional and Behavioral Disorders
  • General Definition according to Vaughn:

Describing someone as having emotional disorders or behavioral disorders commonly refers to students whose behavior falls considerably outside the norm, is chronic in nature, and is socially or culturally unacceptable.

Causes:

Recommended Accomodations

Teaching Self-Management Skills

There are both biological and environmental causes of EBD.

Co-Morbidity

The DSM's Role In Identifying Types of EBDs

Increases student's awareness of behavior

There are many related disorders in the DSM, regarding:

Community Conditions:

-Neighborhood violence

-National tragedies

Environmental:

Home Conditions:

-Poverty

-Instability

-Stress

-Violence

-Traumatic Experience

-Neglect/Insufficient Care

as a child

-Attachment Issues

-Students with EBD often experience more than one disability

-Learning Disabilities

-Developmental Disabilities

-ADHD

-The DSM is helpful in determining:

-Co-morbidity

-Particular types of EBD

-Anxiety

-Mood

-Defiance

-Conduct and Aggression

-Socialized Aggression

-Schizophrenia

1) Teacher and student identify and agree on behavior to be changed

2) Identify when and where the behavior most frequently occurs

3) Establish realistic goals for changing the behavior

4) Identify a timeline showing how long the behavior change plan will be in effect

5) Identify reinforcers and consequences

6) Self-evaluate the success of the program each day

Recommended Interventions

Teacher’s Role: Identifying And Assessing Students with EBD

Recommended Accommodations

Recommended Interventions

Recommended Accommodations

Observing EVERYDAY situations in the classroom

Adapting Instruction

Teaching Social Skills

Teaching Guidelines and Accommodations for Students with EBD

Initial Identification

Initial Identification

  • Behavior-age discrepancy
  • frequency of occurrence of the behavior
  • number of symptoms
  • inner suffering
  • harm to others
  • persistence of the behavior
  • self-satisfaction
  • severity and duration of the behavior

* What are the ANTECEDENTS and CONSEQUENCES of the behavior?

* Does the problem not arise in certain situations?

  • Behaviors that promote effective relationships/appropriate responses to setting, persons, communication

  • SST: Social Skills Training

acquisition

performance

fluency

  • Relationship
  • Trust
  • Language :

Separate behavior from the child

Responsibility vs. identity

Positive behavior support

  • Explain purpose for activity. WHY?
  • Adapt and modify assignments without watering down curriculum

8.12 Tips For Teachers:

  • Variety in groupings: individual, small groups, pairs, and large groups → opportunities to enhance academic and social skills
  • MATERIALS → motivational purpose

  • Alternatives → CHOICE

Changing Behavior

Resolving Conflicts

Promote Desirable Behaviors / Decrease Undesirable

  • Consequences not threats
  • Talk and listen, avoid arguing
  • INSTRUCTION = Build in strategy that demonstrates that their work is meaningful and necessary
  • communicate explicitly the number of chances to adjust behavior before consequence will be applied
  • Utilizing conflict resolution models (Ex: Larrivee 2005)

1) Group Work Solutions

2) Communication Strategies

3) Diffusing Potentially Volatile Conflict

  • Extreme cases...
  • Refer to School district guidelines and procedures
  • RESTRAIN only if TRAINED
  • OBjective: SAFETY of all students

References

Curtis, S., Curtis, J., Galbreath, J. (2005). Teaching Students with Severe

Emotional and Behavioral Disorders: BEST PRACTICES GUIDE TO INTERVENTION From Firwood & Oak Grove Schools. Retrieved from https://www.k12.wa.us/SpecialEd/Families/pubdocs/bestpractices.pdf

Herrera, R. (2012, June 29). Emotional and

behavioral disorder. YouTube. Retrieved November 19, 2013, from www.youtube.com/watch?v=H

Hewett, M. B. (n.d.). Inclusion and

students with behavior disorders. Inclusion and students with behavior disorders. Retrieved November 19, 2013, from http://www.behavioradvisor.com/Inclusion

Vaughn, S., Bos C.S., Shay Schumm, J. (2007). Teaching students who are

exceptional, diverse, and at risk. (4 ed.). Boston: Pearson.

Pedneau, K. (2011, Aug 27). Lights Out. YouTube. Retrieved November

19, 2013, from http://www.youtube.com/watch?v=w68pM0kPI3

Learn more about creating dynamic, engaging presentations with Prezi