Transcript Electrode Placement for Chest Leads, V1 to V6

CHAPTER
9
Behavioral Disabilities
E. Michael Loovis
Chapter 9 Behavioral Disabilities
Learning Objectives
• To understand emotional disturbance as defined in
IDEA
• To understand the clinical features that lead to a
differential diagnosis of emotional disturbance
• To understand and apply various instructional and
managerial strategies that have proven successful
when teaching students with behavioral disorders
• To identify and apply specific approaches that have
been used with students with emotional
disturbance
• To understand positive behavior support, including
functional behavioral assessment and behavioral
intervention plans
Emotional Disturbance
• An inability to learn that 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 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 Disturbance:
Three Qualifiers
• Duration
• Degree
• Adverse effects on educational performance
Quay’s Dimensional Classification
• Conduct disorder
• Socialized aggression
• Attention problems–immaturity
• Anxiety–withdrawal
• Psychotic behavior
• Motor excess
Achenbach et al.’s
Two Primary Dimensions (1991)
• Externalizing
• Internalizing
Kauffman’s Classification
• Overt (undersocialized)
• Covert (socialized)
American Academy of Experts
in Traumatic Stress
• Expressing self-destructive ideas
• Talking about specific plans to harm self or
others
• Having difficulty controlling impulses
• Blaming other people or events for
problems
• Engaging in substance abuse
DSM-IV Criteria: Conduct Disorder
vs. Oppositional Defiant Disorder
Psychiatric Disorders
• Anxiety disorders
• Depression and other mood disorders
• Schizophrenia
• Other psychotic disorders
Causes of Behavioral Disabilities
• Biological
• Family
• School
• Culture
Instructional and Management
Considerations
• Differentiated
instruction
• Praise
• Precision requests
• Active listening
• Verbal mediation
• Conflict resolution
• Behavior contracts
• Physical restraint
Physical Restraint and Seclusion
Types of restraint
• Mechanical
• Physical escort
• Physical restraint
• Seclusion
• Time-out
Humanistic Approach
• Sherrill
• Hellison
Hellison’s Levels
• Level 0 – Irresponsibility
• Level 1 – Respecting the rights and feelings
of others
• Level 2 – Participation and effort
• Level 3 – Self-direction
• Level 4 – Helping others and leadership
• Level 5 – Outside the gym
Hellison’s Strategies
• Awareness talks
• The lesson itself
• Individual decision making
• Group meetings
• Reflection time
• Counseling
Data-Based Gymnasium
• Self-indulgent behavior
• Noncompliant behavior
• Aggressive behavior
• Self-stimulatory behavior
Positive Behavior Support: Its Roots
1. Applied behavior analysis
2. Normalization/inclusion
3. Person-centered values
Positive Behavior Support: Its Values
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Respect for the individual
Meaningful outcomes
Social validation
Dignity
Normalization
Inclusion
Person-centered planning
Self-determination
Stakeholder participation
Positive Behavior Support:
Two-Stage Process
1. Functional behavioral assessment
2. Behavioral intervention plans
New Standard for
Manifestation Determination
10-Step Process of FBA and BIP
1. Determining the function of the
undesirable behavior
2. Appropriate alternative behavior
3. Frequency of alternative behavior
4. Teaching sequence
5. Manipulating environment
(continued)
10-Step Process of FBA and BIP
(continued)
6. Decreasing probability of failure
7. Reinforcement of positive responses
8. Consequences for problem behavior
9. Data-collection system
10. Goals and objectives
Inclusion
• 30.2% of students with behavioral
conditions spend more than 60% of the
school day in regular classrooms.
• Placement in regular classrooms should be
based on
– frequency of behavioral episodes, and
– intensity of behavioral episodes.
• Inclusion is facilitated much of the time by
development and implementation of the BIP.