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Assistive Technology for Emotional and Behavioral Disorders

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Whitney Pace

on 9 April 2015

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Transcript of Assistive Technology for Emotional and Behavioral Disorders

Assistive Technology for Emotional and Behavioral Disorders
Hi-tech AT Supports
Multi-sensory Integrated Technology Programs
offer complete sensory cues, prompts, and lessons for social and emotional engagement. Scientifically designed to improve the communication between the heart and brain through the nervous system.
Mid-tech AT Supports
The Talklight
- its light flashes according to noise in the room. Helps teach self-monitoring of noise levels and positive reinforcements.
Students with EBD
Students who have behavioral or emotional disorders can exhibit widely varied types of behavior, including both internalized behavior (such as depression or an eating disorder) and externalized behavior (such as verbal outbursts).
Priorities for Teachers
Make learning relevant
Help students establish positive peer relationships
Teach behavior management skills
Identify and deal with depression
Help students deal with stress
Low-tech AT Supports
Behavior Charts
allow students to visually track behavior changes and positive outcomes
Other common characteristics and behaviors include:

Hyperactivity (short attention span, impulsiveness)
Aggression or self-injurious behavior (acting out, fighting)
Withdrawal (failure to initiate interaction with others; retreat from exchanges of social interaction, excessive fear or anxiety)
Immaturity (inappropriate crying, temper tantrums, poor coping skills)

(Belson, 2007)
Belson, S. I. (2007). Emotional and behavioral disorders.
The Special Ed Wiki
. Retrieved April 5, 2015 from http://sped.wikidot.com/emotional-and-behavoioral-disorders
(Henley & Long, 2003)
Henley, M. & Long, N. (2003). Helping students with emotional problems succeed.
Classroom Leadership (7)
3. Retrieved April 5, 2015 from http://www.ascd.org/publications/classroom-leadership/nov2003/Helping-Students-with-Emotional-Problems-Succeed.aspx
Herrera, R., Pascual, C., Reyes, M., Onglao, C., & Tenorlo, S. (2010). Emotional disturbance. Retrieved April 5 from http://education4ed.weebly.com/index.html
http://latitudes.org/behavior-charts/
Point/Incentive Sheets
allow students to keep track of positive reinforcements and
can be a great motivational tool.
Vision Boards
allow students to visually keep track of goals and reminders for appropriate behavior.
Music Players
- iPods, mp3 players, and other devices can be used in the classroom to play music and sounds to promote focus and calm.
http://www.talklight.ws/index-3.html#Cafeteria
Reminder Devices
- simple vibrations or other observable signals remind a student of their focus behavior
http://issuu.com/motivaider/docs/helpkidschange?e=2932338/2596567
http://thinkingmoves.com/
Parette, Jr, H.P., Crowley, E.P., Wojcik, B.W. (2007). Reducing overload in students with learning and behavioral disorders: The role of assistive technology.
TEACHING Exceptional Children Plus, 4
(1) Article 4. Retrieved April 8, 2015 from
http://escholarship.bc.edu/education/tecplus/vol4/iss1/art4
REFERENCES
Full transcript