Transcript Chapter 7: Students with Emotional/Behavior

Chapter 7:
Students with
Emotional/Behav
ior Disorders
ED 222
Fall 2009
Sample Presentation
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Introduction of a student: Jenny D.
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Teaching Method: Bi-Polar Rating Scale
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Current Issues: Diagnosing bi-polar in
young children..
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http://www.youtube.com/watch?v=BltkhHeilE
E&NR=1&feature=fvwp
IDEA Definition of ED
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Over a long time, to a marked degree, that
adversely affects a child’s educational
performance
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Accompanied by one or more of 5
characteristics
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Includes: schizophrenia, but does not apply
to children who are socially maladjusted
unless they also meet the other criteria for
having an emotional disturbance.
One or more of 5
characteristics…
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Inability to learn that cannot be explained by
intellectual, sensory, or health factors
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Inability to build or maintain satisfactory
interpersonal relationships with peers or
teachers
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Inappropriate types of behavior or feelings
under normal circumstances
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A general, pervasive mood of unhappiness
or depression
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A tendency to develop physical symptoms or
fears associated with personal or school
problems
Prevalence of EBD
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Approximately 0.7 percent of all student
ages 6-21 in special education
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Debate over accuracy of amount
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Gender, ethnic and socioeconomic factors
influence prevalence
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White males more than white females
Black females more than white females
Black males highest disproportionately
Emotional Characteristics of
EBD
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Anxiety Disorder
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Separation anxiety
Generalized anxiety disorder
Phobia
Panic disorder
Obsessive-compulsive disorder
Post-Traumatic stress disorder
Mood disorder
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Depression
Suicide
Bipolar Disorder
Continued
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Oppositional defiant disorders
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Conduct disorder
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Schizophrenia
Behavioral Characteristics of
EBD
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Externalizing behaviors
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Aggression
Acting out
Noncompliant behaviors
Internalizing behaviors
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Withdrawal
Depression
Anxiety
Obsessions
Compulsions
Cognitive and Academic
Characteristics of EBD
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Below grade level in reading, math and
writing
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Rated low on self-control socials skills
measures
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Higher rates of being held back in grade
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Many have expressive and/or receptive
language disorders
Determining the Causes
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Biological Causes
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Environmental considerations
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School Factors
Family factors/considerations
Determining the Presence
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Rating scales, personality inventories, and
observations
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They did not always follow the IDEA
definition
Determining the Presence
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Scale for Assessing Emotional Disturbance
 Follows 5 elements of IDEA
 Inability to learn
 Inability to build or maintain satisfactory
relationships
 Inappropriate behavior
 Unhappiness or depression
 Physical symptoms or fears,
additionally:
 Student involvement in antisocial
behaviors in environments outside of
school
Partnering for Special Ed. &
Related Services
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Wraparound services:
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School, community mental health, and
other services are “wrapped around” the
student instead of compartmentalized
Partnering for Special Ed. &
Related Services
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Wraparound services:
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10 Principles
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Voice and choice
Team-based
Natural supports
Collaboration
Community-based
Culturally competent
Individualized
Persistence
Outcomes-based
Partnering for Special Ed. and
Related Services
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Wraparound services:
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Four phases of wraparound (Box 7.1)
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Engagement and Team preparation
Initial Plan Development
Implementation
Transition
Determining Supplementary Aids
and Services
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Classwide, peer-assisted, self-management
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Students learn how to define self-management
and why it is effective
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Explore how it might benefit them
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Discuss how to respond appropriately and
inappropriately
Learn the relationship among antecedents,
specific behaviors, and the consequences
Reverse-role tutoring
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Using students with emotional or behavioral
disorders as tutors to nondisabled peers
Planning for UDL
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Use a computer with word processing
software
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Reduces frustration
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Results in clean legible products
Increases students’ willingness to edit and
correct their work
Talking word processors, alphabetical
keyboards, or word prediction software may
allow for less frustration when writing
Planning for Other
Educational Needs
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More than half drop out of high school
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Statistics two years later show low
employment rate for dropouts
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Reasons for dropout rate
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Several interventions have been identified to
reduce the dropout rates
Preventing Dropouts
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Establish a student advisory program
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Establish and involve students in
extracurricular activities
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Systematically monitor risk factors associated
with dropping out
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Develop “schools within schools” or smaller
units
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Establish school-to-work programs
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Engaged in community based learning
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Use the “check and connect” strategy
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Provide vocational education
Early Childhood Students
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Classroom-centered intervention
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Mastery learning
Good-behavior game
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Family-school partnership intervention
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Multicomponent intervention
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Student-directed learning strategies
Social Stories
An apron storyboard
Elementary and Middles
School Students
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Service Learning
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Instructional activities that integrate
teaching activities with community service
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Designing to teach civil responsibilities
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Improves communities
Reinforces lessons in the classroom in
the context of real life
Secondary and Transition
Students
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Conflict Resolution
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Students learn:
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Effective communication
Anger management
Talking another’s perspective
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Conflicts usually occur because of
resources, needs or goals
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Teaches problem solving and successful
decision making
Measuring Students’ Progress
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Master learning (or mastery training)
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Frequently assess students’ mastery of
content, determining whether to move on
to the next concept
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To monitor mastery, effective teachers will:
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Ask questions of the whole class
Using a cooperative learning strategy
such as “think-pair-share”
Social Skills
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Use the social skills rating system
Socio-metric rating for rankings
Making Accommodations for
Assessment
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Students in alternative school settings need
to progress in the general education
curriculum so that they may return to their
neighborhood schools
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Students with EBD may be more likely to
have difficulty with testing, due to
heightened anxiety
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Appropriate testing accommodations
include:
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Extended time for testing
Individual test administration
Breaks during testing