Understanding Students with Emotional or Behavioral Disorders Chapter 7
Feb 04, 2016
Understanding Students with Emotional or Behavioral DisordersChapter 7
Defining Emotional or Behavioral
DisordersOne or more of 5 characteristicsInability to learn that cannot be explained by intellectual, sensory, or health factorsInability to build or maintain satisfactory interpersonal relationships with peers or teachersInappropriate types of behavior or feelings under normal circumstancesA general, pervasive mood of unhappiness or depressionA tendency to develop physical symptoms or fears associated with personal or school problems
Emotional Characteristics of EBDAnxiety disorder
Separation anxietyGeneralized anxiety disorder (worry)Phobia (fear)Panic disorder (panic attacks)Obsessive-compulsive disorder (repetitive, intrusive impulses)Post-traumatic stress disorder (flashbacks)
Conduct disorder (behavior)
Mood disorderDepression (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
EBDExternalizing behaviors
Aggression Acting outNoncompliant behaviors
Setting fires, assaulting someone
Internalizing behaviors
WithdrawalDepressionAnxietyObsessions 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, heredity- temperament)
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 DisturbanceFollows 5 elements from IDEA
Inability to learnInability to build or maintain satisfactory relationships
• Inappropriate behavior• Unhappiness or depression• Physical symptoms or fearsAdditionally:• 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
• Lack parent support
• Problems at home
• Work schedule
• Substance abuse
• Discipline problems
• Student perception (not fitting in)
• Pregnancy
• Peer pressure
• Moving between schools (3 or more high schools)
School Wide Positive Behavior Support
• Student advisory programs
• Extracurricular activities
• Monitor– Attendance– Tardiness– Grades– Discipline referrals
• Schools with in schools
• Community based learning
• “case manager”
• 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