Transcript Understanding Students with Emotional or Behavioral

Understanding Students
with Emotional or
Behavioral Disorders
Chapter 7
Defining Emotional or
Behavioral Disorders
One or more of 5 characteristics
Inability to learn that cannot be explained by intellectual,
sensory, or health factors
Inability to build or maintain satisfactory interpersonal
relationships with peers or teachers
Inappropriate types of behavior or feelings under normal
circumstances
A general, pervasive mood of unhappiness or depression
A tendency to develop physical symptoms or fears
associated with personal or school problems
Emotional Characteristics of EBD
Anxiety disorder
Separation anxiety
Generalized anxiety
disorder (worry)
Phobia (fear)
Panic disorder (panic
attacks)
Obsessive-compulsive
disorder (repetitive,
intrusive impulses)
Post-traumatic stress
disorder (flashbacks)
Conduct disorder
(behavior)
Mood disorder
Depression (emotion,
motivation, physical
well-being, thoughts)
Suicide (3rd leading
cause of death among
teens)
Bipolar disorder
(exaggerated mood
swings)
Oppositional defiant
disorder (pick your
battles)
Schizophrenia (at least 6
months)
Behavioral Characteristics of
EBD
Externalizing behaviors
Aggression
Acting out
Noncompliant
behaviors
Setting fires, assaulting
someone
Internalizing behaviors
Withdrawal
Depression
Anxiety
Obsessions
Compulsions
Sadness, depression
Cognitive Behavioral Therapy
How thoughts influence feelings and behaviors
Coping strategies
Recognizing results
Experience rewards
Cognitive and Academic
Characteristics of EBD
Below grade level in reading, math, and writing
Rated low on self-control social skills measures
Higher rates of being held back in a grade
Many have expressive and/or receptive language
disorders
Causes
Biological (brain- chemical imbalance, hereditytemperament)
Needing BIP, within general education classrooms)
Environmental (school factors, family factors)
Strength-based approach
Recognize family factors
Determining the Presence
Rating scales, personality inventories, and observations.
They did not always follow the IDEA definition
Scale for Assessing Emotional Disturbance
Follows 5 elements from 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
Wraparound services:
Wraparound services:
School, community, mental health, and other services are
“wrapped around” the student instead of compartmentalized
Ten key principles
Voice and choice
Team-based
Natural supports
Collaboration
Community-based
Culturally competent
Individualized
Strengths-based
Persistence
Outcomes-based
Strategies
Self-management (Define it)
Learn the relationship among
Antecedent (trigger)
Behaviors
Consequences
How to respond appropriately
Reverse-role tutoring
Service learning
Conflict resolution (page 202)
Drop Out
Lack credits
Discipline problems
Lack parent support
Student perception (not
fitting in)
Problems at home
Work schedule
Substance abuse
Pregnancy
Peer pressure
Moving between schools
(3 or more high schools)
School Wide Positive Behavior
Support
Student advisory
programs
Schools with in schools
Extracurricular activities
Community based
learning
Monitor
“case manager”
Attendance
Tardiness
Grades
Discipline referrals
Vocational education
Measuring Progress
Ask questions to whole class
Cooperative learning
Social Skills Rating Systems (Scales)
Resources
Emotional disturbance video
NAMI (National Alliance of Mental Illness)
Kids Peace