Transcript Chapter 5

Emotional or Behavioral Disorders
Chapter 5 Objectives
At the end of this presentation you should be able to:
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Describe the characteristics of emotional or behavioral disorders.
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Understand the differences between biological and environmental influences.
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Utilize basic approaches to effectively adapt assessments for students with
emotional or behavioral disorders.
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Understand the importance of collaboration in working with students with
emotional or behavioral disorders.
Chapter Objectives
Emotional or Behavioral Disorders
Understanding Individual
Students
Who Is Matthew Ackinclose?
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A 14-year-old eighth-grade student
Began having problems as early as infancy, demonstrating self-injurious
behaviors
Made threats to kill his mother and himself at the age of 5
Was taking up to 22 different medications
At age 8, his mother made contact with a social worker who looked for his
strengths, rather than focusing on his weaknesses.
She found a teacher who was willing to work with Matthew as a student.
She has also focused on his strengths and created an atmosphere of respect.
She collaborates successfully with other teachers and professionals in order to
allow Matthew to participate fully in typical age-appropriate activities.
Reflection
• Identify outcome of each support system
– Mother
– Social worker
– Teacher
• Select one support and discuss with partner
• How could outcome have been different without support
in place?
– Home life
– Social abilities
– Education
Defining Emotional or Behavioral
Disorders
How Do You Recognize Students with
Emotional or Behavioral Disorders?
How Do You Recognize Students with Emotional or Behavioral
Disorders?
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Building on students’ strength rather than focusing on deficits has become
crucial
– Strength-based interventions focus on developing resiliency
• Learning from past
• Developing new strategies
• Using new strategies
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Socially maladjusted
– Excludes students from receiving special education services
– Term is vague
– Implies students are choosing to break societal rules
Describe the characteristics of emotional or behavioral disorders.
How Do You Recognize Students with
Emotional or Behavioral Disorders?
Defining Emotional or
Behavioral Disorders
Figure 5-1
Describe the characteristics of emotional or behavioral disorders.
Components of Definition
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IDEA
– Inability to learn - ruling out other factors
– Inability to build relationships
– Inappropriate behaviors
– Pervasiveness mood disturbance
– Physical symptoms
– Does not apply to “socially maladjusted”
Proposes definition
– Different behavioral or emotional responses from “norm”
– More than temporary response to stress
– Exhibited in two different settings
– Unresponsive to direct interventions
– Includes mental health disorders
Definition
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"Seriously emotionally disturbed" is defined under the Individuals with Disabilities Act
(IDEA) as a condition exhibiting one or more of the following characteristics over a long
period of time and to a marked degree, which adversely affects educational
performance:
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an inability to learn which 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 behaviors or feelings under normal circumstances;
a general pervasive mood of unhappiness or depression; or
a tendency to develop physical symptoms or fears associated with personal or school
problems.
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Describing the Characteristics
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How Do You Recognize Students with
Emotional or Behavioral Disorders?
Emotional characteristics
– Anxiety disorder
– Mood disorder
– Oppositional defiant disorder
– Conduct disorder
– Schizophrenia
Behavioral characteristics
– Externalizing behaviors
– Internalizing behaviors
Cognitive and academic characteristics
– Over half the students also have learning disabilities.
– Most have receptive and/or expressive language disorders.
Describe the characteristics of emotional or behavioral disorders.
Identifying the Causes
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How Do You Recognize Students with
Emotional or Behavioral Disorders?
Several factors probably interact together.
Decisions about causes may be influenced by the evaluator’s discipline,
experience, and beliefs.
Determining a cause is only useful if it leads to effective interventions and
preventions.
Two main causes:
– Biological
– Environmental
• Stressful living conditions
• Child abuse
• School factors
Understand the differences between biological and environmental influences.
Factors to Consider
Three criteria to help in deciding whether a
child's behavior is normal or a sign that the
youngster needs help:
• The duration of a troublesome behavior
• The intensity of a behavior
• The age of the child
Identifying the Prevalence
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How Do You Recognize Students with
Emotional or Behavioral Disorders?
Approximately 1 percent of the school-age population was served for
emotional or behavioral disorder in 1999-2000.
Some experts believe this is an under-identification of the actual number of
students who need services.
African American males are over-represented in this category.
– Unavailability of culturally-appropriate assessment instruments
– Concern about teacher expectations regarding appropriate behavior
– Building respectful family-professional partnerships that may prevent
identification
Ethnically diverse groups may be more likely to experience environmental
stressors that can lead to mental health problems.
Describe the characteristics of emotional or behavioral disorders.
Evaluating Students
How Do You Evaluate Students with
Emotional or Behavioral Disorders?
How Do You Evaluate Students with Emotional or Behavioral
Disorders?
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Determining the presence
Determining the nature and extent of general and special education and
related services
– Direct observation
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Frequency
Duration
Latency
Topography
Magnitude
Utilize basic approaches to effectively adapt assessments for students with emotional or behavioral
disorders.
Determining the Presence
How Do You Evaluate Students with
Emotional or Behavioral Disorders?
Figure 5-7
Utilize basic approaches to effectively adapt assessments for students with emotional or behavioral
disorders.
How Do You Assure Progress in the
General Curriculum?
Including Students
Figure 5-8
Describe the characteristics of emotional or behavioral disorders.
Planning Universally
Designed Learning
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How Do You Assure Progress in the
General Curriculum?
Adapting assessment
– Self-management
• Can decrease disruptive behavior and maintain appropriate behaviors, even
in the absence of a teacher
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Augmenting instruction
– Conflict resolution
• Students learn effective communication, anger management, and taking
another’s perspective
• Conflicts usually occur because of resources, needs, or goals
• Teaches problem solving and successful decision making
Utilize basic approaches to effectively adapt assessments for students with emotional or behavioral
disorders.
Collaborating to Meet Students’
Needs
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How Do You Assure Progress in the
General Curriculum?
Service learning
– Students develop skills through active participation and structured
reflection in organized activities to meet community needs.
– Students in service learning are less likely to exhibit rebellion or
delinquency and more likely to cope effectively with life challenges.
– Creates collaborative partnerships for learning
– Can prepare students to make a living
– Allows people in a community to see that students with emotional or
behavioral disorders can contribute positively in a work environment
Teachers must collaborate effectively with parents.
Understand the importance of collaboration in working with students with emotional or behavioral disorders.
A Tragic Outcome…
• The Columbine shootings
• Two troubled youth
• Warning signs
http://www.angelfire.com/tx2/coroner/columbin.html
Early Childhood
What Can You Learn from Others
Who Teach Students with Emotional
or Behavioral Disorders?
What Can You Learn from Others Who Teach Students with
Emotional or Behavioral Disorders?
The Early Childhood Years
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Johns Hopkins Prevention Intervention Research Center
Classroom-centered intervention
– Curriculum enhancements, behavior management strategies, and additional
supports for students not performing adequately
Family-school partnership intervention
– Teachers receive training in communication with parents; parents receive
weekly home learning and communication activities
Combining both classroom-centered intervention and family-school partnership
intervention may yield the greatest benefits.
Understand the importance of collaboration in working with students with emotional or behavioral disorders.
Middle/Secondary
What Can You Learn from Others
Who Teach Students with Emotional
or Behavioral Disorders?
The Middle and Secondary Years
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LaGrange Department of Special Education
Provides a wraparound approach
Families can receive behavioral support, in-home counseling, case
management, or parent advocacy training based on the individual needs of
each child.
This approach has created a support network of families.
Understand the importance of collaboration in working with students with emotional or behavioral disorders.
Transitional and Post Secondary
What Can You Learn from Others
Who Teach Students with Emotional
or Behavioral Disorders?
The Transitional/Post-Secondary Years
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Canada’s YouthNet/Reseau Ado
Supports youth who are homeless
Two functions
– Providing a support group from young people to discuss mental health
issues
– Linking youth to youth-friendly mental health professionals
In groups, professionals serve as facilitators rather than leaders
Has been successful in helping some teens leave the streets and become
employed
Understand the importance of collaboration in working with students with emotional or behavioral disorders.
A Vision for Matthew’s Future
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Preparing to enter high school and work with new teachers
Still focusing on improving social skill and a more positive relationship with his
family
Planning to work with a work placement during his junior year