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Transcript of Emotional/Behavioral Disorders
by: Colin Myhro & Marie Geschwind
What influences Us...
Previous work experiences
An interest in people and behavior
"The worse people behave, the more fascinating they are." H. L. Mencken
Desire to help and hope that a positive outcome is possible
Short attention span
High level of intelligence
Inappropriate sense of humor
History OF EBD
Prior to the 1960's the interventions of choice for students with EBD were:
Excluded from school
These programs weren't subject to careful evaluation
a climate of change
Due to many court cases, change needed to happen
Professionals in the field of mental health, criminal justice and education have come together to establish programs that result in positive change for children with EBD
Federal law now protects students with disabilities
If it is against the law in the mall, it is still against the law in school and we must let community agencies, including police, do their jobs.
Chronically violent or disruptive children need alternative settings.
Teachers need the training and tools to create an inclusive environment for students with EBD.
"One of the most important variables associated with student achievement is time engaged with instruction, and students will only maintain engagement with instruction when they are experiencing success." (Scott, Hirn,& Atler, 2014)
Positive behavior supports need to be used to "prevent problems and promote prosocial behavior." (Hieneman, Dunlap, and Kincaid, 2005)
Skills can be taught and kids do well if they can. (Ablon, 2014)
Students with learning disabilities can become frustrated and display EBD like behaviors.
Students with ADHD, Developmental Delays are similar, etc.
The difference is that you can't qualify categorically for EBD if your disability and behaviors can't be explained otherwise.
Culturally/linguistically diverse students often get classified as EBD for the wrong reasons. (Willow EBD/Students from refugee camps)
Rethinking Challenging Kids-
Where There's a Skill There's a Way
J. Stuart Ablon
"Kids do well if they want to" VS "Kids do well if they can"
When a student struggles behaviorally. It is not that the student does not want to do good. It is that they do not developmentally have the same skills their peers might have.
In order for students who struggle behaviorally in the class, to begin to do better. It is not a matter of motivating them to do well. It is a matter of teaching them skills to do well.