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Emotional and Behavioral Disabilities

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Hannah Kinley

on 18 September 2012

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Transcript of Emotional and Behavioral Disabilities

April Sullenberger
Ashley Sokolovic
Hannah Kinley Emotional and Behavioral Disabilities Emotional and Behavioral Disabilities 6-10% of children suffer from some form of emotional behavior disorder that may require special education and therapy. Boys outnumber girls in this category by about 3.5 to 1.
What is it? Emotional behavior disorder is characterized as consistent "bad" or disruptive behavior that affects a child's educational performance without any intellectual cause there is no specific line that separates troubling behavior from a serious emotional problem; therefore identifying students with emotional/behavioral disorder is difficult. There is no magical moment when parents should recognize their child's behavior is beyond that of a typically developing child. It is often a gradual awareness that a child's emotional or behavioral development isn't where it should be. Most important question to ask; How much distress is the child's problems causing you, the child, members of the family, or the disruption of the classroom?
IDEA defines Emotional and Behavioral Disability as "...a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: An inability to learn that cannot be explained by intellectual, sensory, or health factors
An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
Inappropriate types of behavior or feelings under normal circumstances
A general pervasive mood of unhappiness or depression
A tendency to develop physical symptoms or fears associated with personal or school factors" As defined by IDEA , emotional disturbance includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance IDEA Frequent Chronic Severe Emotional Behavioral
Impulsive Coercive
Demanding of attention
Self-Criticizing CONDUCT DISORDER Exhibit symptoms of externalizing emotional behavior disorder but with additional severe symptoms
Defiance Levels of Behavior Disorder Behavior hampers normal functioning to a significant degree
Behavior is a threat to the student or to others
behavior is causing student to fail academically, get in trouble with the law extremely intense
harsh or hard
uncompromising, inflexible of temper or character
in excess compared to developmental norms or functioning of peers with similar backgrounds habitual
recurring over a long period of time
on-going pattern or history Behavior that is impacted by length of time the behaviors of concern have been exhibited in relation to the age of the student
Behavior is not symptomatic of a developmental level or a situational stress (divorce, illness, major move, death) Consider predictability of the behavior and the effects of the environment much more than normal or expected
occurs regularly or with short intervals between occurrences
continual What do emotional and behavioral Disabilities look like? An inability to build or maintain satisfactory interpersonal relationships with peers and teachers Inappropriate types of behavior or feelings under normal circumstances A general pervasive mood of unhappiness, depression or anxiety A tendency to develop physical symptoms, pains or fears associated with personal or school problems Inability to learn that cannot be explained by intellectual, sensory or other health factors inappropriately laughs or cries
lies, cheats, steals
refuses to do school work
refuses to respond to others
non-compliant or passive aggressive
inability to make changes or transitions
exhibits flat affect
lacks empathy
disorganized or scattered thought process
wide mood swings
excessive emotional responses
impulsive; lack of self control
appears remorseless
thinks/talks repeatedly of suicide
overly pessimistic
preoccupied with negative feelings
runs away from home
anxious habits; nail biting, hair pulling
loss of interest in activities
lack of interest in surroundings volatile temper, excessive anger
blames self; extremely self critical physical complaints that cannot be easily checked or verified and are most visible during stressful situations
excessive absences, tardiness, truancy
frequently requests visits to school nurse
unusual sleeping or eating patterns
eating disorders
atypical physical reactions (sweaty palms, dizziness, voice tone)
neglects self-care and hygiene
auditory and visual hallucinations
psychosomatic illnesses (stomach aches, nausea, dizziness, headaches, vomiting) disorganized
quits/gives up easily
has been retained
no health or sensory impairments have been found by Dr or impairments are not significant enough
achievement scores compatible with IQ scores
difficulty retaining material lacks trust in others
ignored/rejected by peers
too easily influenced by peers
uses/manipulates others
excessively dependent
excessively controlling
inability to interact with group
wants constant attention/approval
difficulty attaching to others
sees self as victim
difficulty separating from caregivers
lack of social awareness
exhibits inappropriate sexual behavior
overly affectionate Extreme withdrawal from social interaction doesn't participate
isolates self
avoids eye contact
refuses to speak; speaks in quiet mumbled voice
shuts self in room Extreme aggressivness recurring patterns
verbal; vulgar language, swears, threatens, belittles, name calling, loud, argumentative, challenging, condescending, lying
physical; spits, kicks, trips, hits, bites, pinches, throws or destroys objects, carries/uses weapons, intimidating,
destroys property
cruelty to animals CHARACTERISTICS Disruptive Behavior Disorder
Oppositional Defiant Disorder
Conduct Disorder
Adjustment Disorder
Post-Traumatic Stress Disorder
Obsessive-Compulsive Disorder Anxiety Disorder
Bipolar Disorder(Manic Depressive)
Major Depressive Disorder
Autistic Disorder
Selective Mutism
Tourette's Disorder
Seriously Emotionally Disturbed
Bulemia Nervosa
Anorexia Nervosa Teaching Strategies Modifications & Accommodations Prevention Children with emotional disorders are often very intelligent and have the cognitive skills to complete school work. Emotional disorders are often called 'The Invisible Handicap'. Strengthen families by educating them; teach effective parenting skills, communication skills. Strengthen individuals by including them and educating them. Promote mental health in schools by offering support to children encountering issues Be aware of risk factors, characteristics, and intervention strategies. Teaching strategies for these students should be based on changing the behavior itself. We want to discourage unwanted behavior and encourage the desired behavior. behavior
chart 1. identify the behavior that needs to be changed
2. create baseline of observed behavior
3. examine information in baseline and evaluate what has been observed and documented
4. develop shot and long term goals for student
5. reevaluate the plan for effectiveness
6.make modifications in plan to reinforce desired outcome creating a behavior plan Books provide summaries of chapters
use index cards to record major themes
give page numbers to elp students find answers Environment individualized rules for students
reduce visual distractions
keep workspace clear of unrelated materials
maintain adequate space between desks Behavior arrange a 'check-in' time to organize day
use non-verbal cues to remind students of rule violations
develop individualized behavior intervention plan that is positive and consistent with students ability and skill
minimize use of punishment Directions use both oral and printed directions
give directions in small steps and as few words as possible
number and sequence steps in a task
show a model end product of directions
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