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Chapter 8 Emotional and Behavioral Disorders LTM 631: Teaching Exceptional Learners

Melissa Kummerow Sha-Nita Rae Mara Brandli

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Definition

Emotional disorders or behavioral disorders refer to students whose behavior falls considerably outside the norm, is chronic in nature, and is socially or culturally unacceptable.

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Characteristics of Disorders

Most Consistent Characteristic- inability to maintain relationships with others. Students will exhibit Externalizing and Internalizing behaviors. Both behaviors can prevent healthy relationships.

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Characteristics of Disorders

EXTERNALIZING BEHAVIORS aggression, hitting, lack of attention, impulse, tantrums, acting out, bizarre behaviors

These behaviors tend to interfere/disturb


others.

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Characteristics of Disorders

INTERNALIZING BEHAVIORS shyness, withdrawal, depression, fears/ phobias, anxiety, immaturity, tenseness, worry

These behaviors are less disturbing to

others but cause stress to the student and the students family.

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Characteristics of Disorders

extreme worry, fearfulness, concern, avoidance of ordinary activities


(Simple reassurance is rarely effective)

Anxiety:

sullen, withdrawn, distracted, extreme mood swings

Mood: (Bi-polar, depression)

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Characteristics of Disorders

Defiance: (Oppositional Defiant Disorder) habitually questions authority, intentionally misbehaves and ignores rules, temperamental, negative, blames others for their actions

Conduct: (most common of school-aged kids) aggression toward people or animals, destruction of property, deception and stealing, serious breaking of rules (ex. running away)

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Characteristics of Disorders

hallucinations, delusions, loss of contact with reality, inappropriate actions, bizarre thought process, may disrupt class with outbursts

Schizophrenia: (late teens to 20s usually)

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Characteristics Can Help

Internalizing behaviors are often overlooked. Externalizing and Internalizing behaviors may overlap (categories are not discrete)
...help you more accurately describe your students behavior to professionals, but also to respond appropriately to your students.

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Causes: Biological and Environmental

*No one cause creates emotional and behavior disorders.

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Biological Causes

- Brain disorders (injury, prenatal, infection) - Genetics (mental illness) - Temperament

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Environmental Causes

- Home conditions (poverty, instability, violence) * 1 in 5 children come from poverty - Community conditions (neighborhood violence, terrorism, natural disaster)

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Initial Identification
Behavior - age discrepancy: the problem behavior must be unusual for the students age. Frequency of Occurrence of behavior: Such as whining, withdrawal, or mood swings that occur frequently and are extreme.

Number of symptoms: The greater number of symptoms the more likely there is an emotional disturbance.

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Initial Identification.Cont.
Inner suffering: Such as low self esteem or less interaction with others. Interferes with learning, relationships and achievement. Harm to others: Harming others or animals with little remorse. Persistence of the behavior: Continues despite efforts from teachers and other students.

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Initial Identification.Cont.
Self -Satisfaction: Students who appear happy with themselves. A lack of self-satisfaction can mean problems that interfere with personal growth. But might not signal an EB disorder. Severity/ Duration of behavior: - Severity: How extreme the problem is & how much it varies for expected behavior. - Duration: The length of time the problem existed - Chronic: Problem persisted over a long period of time.
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Strategies: RTI for students with EBD

Tier 1 : Applying a school wide positive behavior support (PBS) -Teaching of rules and consequences - Use of research based universal strategies for GE classroom - Universal screening to identify students with special needs

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RTI for students with EBD Cont.


Tier 2: Behavior interventions - Small group interventions that can provide: Self-Control, Self- Monitoring, Social, and Self-Management skills Example: Check in, check out Be realistic!!!

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RTI for students with EBD Cont.

Tier 3: One on One sessions for the students where specific replacement behaviors and academic objectives are targeted and taught.

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Universal Screening

Universal screening can provide quick information about which students need extra supports. Can identify students with EBD Initial Screening : number of absences and discipline referrals using rating scales - Social Skills Rating System for Children, Social Skills Improvement System

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Guidelines/Accommodations
Resolving Conflicts/Promoting Self-Control: School districts have guidelines for procedures regarding restraining students. If a student becomes violent, move the other students out of danger and give the student time to decompress. Call security or school administrator.

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Guidelines/Accommodations
Teaching Self-Monitoring Skills: Teach students to: Identify their problem behaviors Set personal goals Monitor their academic and social behavior Setting positive personal goals contribute to positive self-concept and higher self-esteem.

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Guidelines/Accommodations
Teaching Self-Management Skills: Helps students to govern the reinforcers for their behavior. Helps students depend less on teachers. Students are required to learn some principles of behavior management and implement selected reinforcers. Requires more active role from student and a more collaborative role from the teacher.

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Guidelines/Accommodations
Teaching Social Skills: Behaviors that promote effective relationships with others and appropriate responses to settings, persons and communications while causing no harm to others. Social Skills Training (SST): provides students with instruction teach them appropriate social behavior replacing negative behaviors with positive ones

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Guidelines/Accommodations
Using Social Learning Strategies: involves observing and modeling or imitating the behavior of others. Implementing School-Based Wraparound: provide supports that are coordinated through school, home and community settings. Wraparound Facilitators: or case managers are responsible for coordinating services.

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Guidelines/Accommodations
Adapting Instruction: Students with EBD have academic learning problems behavior problems and higher dropout rates than students with other disabilities. Activities need to be personally relevant and related to skills students need to learn. Teachers need to explain why they are learning a topic, why they are given a particular assignment, and how their learning will continue to their success as students.

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Scenario

Ms. Baker teaches the fourth grade class, and her student Jimmy consistently throws tantrums when homework is assigned. Ms. Baker responds by singling out Jimmy in front of the class and says, Jimmy, why cant you just do your homework for once!

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What would you do?

Classify and come up with a solution for each:

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Exit Slip

What is the correct way for a teacher to respond to a student with an emotionalbehavioral disability? 1. 2. 3.

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