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Understanding Students with Emotional or Behavioral Disorders
Transcript of Understanding Students with Emotional or Behavioral Disorders
Emotional or Behavioral Disorders Potential Student Needs Characteristics of Students with Emotional or Behavioral Disorders Anxiety Schizophrenia Conduct Physical Well-being Emotion Thoughts Panic Disorder Obsessive-compulsive Disorder Property Destruction Mood Oppositional Defiant Separation Anxiety Disorder Phobia Generalized Anxiety Disorder Aggressive Conduct Deceit
or Theft Serious Rule Violations Motivation Emotional Behavioral Cognitive and
Academic Externalizing Internalizing Post-Traumatic
Stress Disorder Determining the Presence of Emotional or Behavioral Disorders
Specialists outline assessment for specific EBD's
Nondiscriminatory evaluation process of IDEA assesses the five characteristics of EBD
What are the five characteristics of EBD?
Evaluative process contains five corresponding sub-scales of forty-five items that are rated between three and zero, taking only about ten minutes to complete.
Example items include:
Determining the Nature of Specially Designed Instruction and Services
See Figure 7.1 page 160
Designing an Appropriate IEP
Wraparound: provides services that provide all of a student's educational and mental health needs
Key principles for implementing Wraparound
Implementation of wraparound leads to improved child and family outcomes
Determining Supplementary Aids and Services
Peer regulation and instruction
Classwide Peer tutoring Components
Utilize cooperative learning and peer work in addition to learning science skills.
Planning for Universal Design for Learning
Better recognizie and manage behavior
Planning for Other Educational Needs
Student Drop Outs
Student Engagement Inclusion of Students with Emotional or Behavioral Disorders Student refuses to follow directions & uses inappropriate language. Student fights with others and is always defensive. Student is rarely on task and appears to have an inability to learn. Student is always said and doesn't speak or interact with others. Involve classmates in conflict-resolution instruction so all student have the opportunity to work closely together. Pair student with different students who can help them practice social skills. Develop a buddy system in implementing service learning so students can work together collaboratively. Encourage all students to affirm each others' strengths by giving positive feedback to each other. Box 7.6 Strategies For Teaching Students with Emotional or Behavioral Disorders Specifically identify the behavior which needs to be changed.
Create a baseline of the observed behavior.
Closely examine the information in the baseline and evaluate what has been observed and documented
Develop short and long term goals for the student. In the plan create a reward system to be used. Such as: give student a check mark for every 15 minutes behavior is appropriate. When the student receives 8 checks they may have 10 minutes of computer time.
Reevaluate the plan for effectiveness. Has the behavior reduced occurrence in a variety of settings?
Make modifications in the behavior plan to reinforce the desired outcome.
• Avoid escalating prompts such as shouting, touching, nagging, or cornering the student.
• Be aware that adults can unconsciously form and behaviorally express negative impressions of low-performing, uncooperative children. Try to monitor your impressions, keep them as neutral as possible, communicate a positive regard for the children, and give them the benefit of the doubt whenever possible.
• Consider the use of technology. Children with conduct disorder tend to work well on computers with active programs.
• Establish clear classroom rules. .
• Give the student options. Stay away from direct demands or statements such as: “You need to...” or “you must....”
• Make sure curriculum is at an appropriate level. When work is too hard, children become frustrated. When it is too easy, they become bored. Both reactions lead to problems in the classroom.
• Avoid power struggles and don’t argue.
• Remember that praise is important but needs to be sincere.
• Systematically teach social skills including anger management, conflict resolution strategies, and how to be assertive in an appropriate manner. For example, discuss strategies that the children may use to calm themselves when they feel their anger escalating. Do this when the children are calm. Early Childhood Students The Good Behavior Game
Classroom-Centered Intervention (enhances curriculum, applies specific behavior management strategies, provides additional support)
Responses, praise, and academic talk Elementary & Middle School Students Service Learning (Instructional Activities that integrate aching activities with community service) Test retakes
Responses, praise, and academic talk
Cover, copy, and compare (CCC)
Self-monitoring Secondary & Transition Students Teach Conflict-Resolution Skills (Through Cooperative Learning, Structured Controversy, Negotiation, etc.)
Responses, praise, and academic talk
Self-monitoring Resources, Services, and Agencies Sonora Behavioral Health Hospital
6050 N Corona Rd Ste 3
Tucson, AZ 85704
Adult Psychiatric Hospitals, Children's/Adolescent Psychiatric Hospitals, Inpatient Medically Assisted Alcohol Detoxification, Inpatient Drug Detoxification, Inpatient Alcoholism Treatment Facilities, Inpatient Drug Abuse Treatment Facilities, Administrative Entities Family Crisis Center
Parenting Children with Bipolar Disorder
817 N Country Club Dr
Mesa, AZ 85201
Disease/Disability Information, Parenting Skills Classes Ebony House Children Behavioral Health Therapy
1616 E Indian School Rd
Phoenix, AZ 85016
Individual Counseling, Adolescent/Youth Counseling Educational Performance Behavior Social Interactions Classroom Attitudes
Northern Arizona Regional Behavioral Health Authority
1300 S Yale St
Flagstaff, AZ 86001
Program Evaluation, Program Audits, Organizational Assets and Needs Assessment, Customer Satisfaction Surveys, Nongovernmental Agency Departments Chapter 7:
Emotional & Behavioral Disorders
Shaquin Albrow, Nicole Jakubczyk
Arizona State University
Orientation to the Education of the Exceptional Child
September 18, 2012 Emotional Disturbance: condition accompanied by one or more of the following characteristics (1) over a long time (2) to a marked degree, and (3) that adversely affects a child's educational performance:
1) Inability to learn that cannot be explained by intellectual, sensory, or health factors
2) Inability to build or maintain satisfactory interpersonal relationships with peers and teachers
3) Inappropriate types of behavior or feelings under normal circumstances
4) General, pervasive mood of unhappiness or depression
5) Tendency to develop physical symptoms or fears associated with personal or school problems EDB students may be gifted or have intellectual disabilities, but most have IQs in the low-average range
Just below 2/3 had reading scores in lowest 25%; 43% reported to be in bottom 25% in math
22% elementary/middle school EDB students held back; 38% secondary
2/3 have expressive/language disorders
38% graduate with diploma opposed to 55% all students with disabilities
52% drop out rate compared to 31% without disabilities Persistently aggressive or acting-out and noncompliant behaviors - often associated with conduct and oppositional defiant disorders
Risks: fighting, property destruction, bullying, verbal abuse Includes withdrawal, depression, anxiety, obsessions, and compulsions
Display sadness or depression 3 x more than other students w/ disabilities
Less likely to receive S.E. services
Lower female rate of EDB due to internalizing behaviors One of most common childhood disorders
Excessive fear, worry, or uneasiness Involves extreme deviation in mood in either depressed or elevated direction, or sometimes in both directions at different times
Depression can occur at any age, including childhood Pattern of negativistic, hostile, disobedient, and defiant behaviors
Students may have following behaviors for 6 months: loss of temper, arguments with adults, refusal to cooperate, frequent rule breaking, deliberate annoyance, blaming others for mistakes, misbehavior, low self-esteem, low tolerance, expressed resentfulness and anger, and vindictive tendencies Persistent pattern of anti-social behavior that significantly interferes with others' rights or with schools' and communities behavioral expectations One of the following: highly unusual delusions, auditory hallucination of commentary voice, or conversing voices
At least two of the following: delusions, hallucinations, disorganized expressive language, disorganized or catatonic behavior
Other negative symptoms characterized by loss of contact with reality Excessive and intense fear associated with separating from home, family, and others with whom child has close attachment Excessive, overwhelming worry not caused by any recent experience Unrealistic, overwhelming fear of object or situation Overwhelming panic attacks resulting in rapid heartbeat, dizziness, and/or other physical symptoms Obsessions manifesting as repetitive, persistent, and intrusive impulses, images, or thoughts Flashbacks and other recurrent symptoms following exposure to extremely distressing or dangerous event, such as violence or natural disaster May feel sad or worthless, cry often, or appear tearful May lose interest in play, friends, and schoolwork, with resulting decline in grades May eat or sleep too much or too little, disregard hygiene, or make vague physical complaints May believe they are ugly and unable to do anything right and that life is hopeless Physical harm to people or animals Such as truancy or running away