Chapter 7: Students with Emotional/Behavior Disorders

ED 222Fall 2009

Sample Presentation

Introduction of a student: Jenny D.

Teaching Method: Bi-Polar Rating Scale

Current Issues: Diagnosing bi-polar in young children..

http://www.youtube.com/watch?v=BltkhHeilEE&NR=1&feature=fvwp

IDEA Definition of ED

Over a long time, to a marked degree, that adversely affects a child’s educational performance

Accompanied by one or more of 5 characteristics

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…

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

Prevalence of EBD

Approximately 0.7 percent of all student ages 6-21 in special education

Debate over accuracy of amount

Gender, ethnic and socioeconomic factors influence prevalence White males more than white

females Black females more than white

females Black males highest

disproportionately

Emotional Characteristics of EBD

Anxiety Disorder Separation anxiety Generalized anxiety disorder Phobia Panic disorder Obsessive-compulsive disorder Post-Traumatic stress disorder

Mood disorder Depression Suicide Bipolar Disorder

Continued

Oppositional defiant disorders

Conduct disorder

Schizophrenia

Behavioral Characteristics of EBD

Externalizing behaviors Aggression Acting out Noncompliant behaviors

Internalizing behaviors Withdrawal Depression Anxiety Obsessions Compulsions

Cognitive and Academic Characteristics of EBD

Below grade level in reading, math and writing

Rated low on self-control socials skills measures

Higher rates of being held back in grade

Many have expressive and/or receptive language disorders

Determining the Causes

Biological Causes

Environmental considerations School Factors Family factors/considerations

Determining the Presence

Rating scales, personality inventories, and observations They did not always follow the IDEA

definition

Determining the Presence

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

Wraparound services: School, community mental health,

and other services are “wrapped around” the student instead of compartmentalized

Partnering for Special Ed. & Related Services

Wraparound services: 10 Principles

Voice and choice Team-based Natural supports Collaboration Community-based Culturally competent Individualized Persistence Outcomes-based

Partnering for Special Ed. and Related Services

Wraparound services: Four phases of wraparound (Box 7.1)

Engagement and Team preparation

Initial Plan Development Implementation Transition

Determining Supplementary Aids and Services

Classwide, peer-assisted, self-management Students learn how to define self-

management and why it is effective Explore how it might benefit them Learn the relationship among

antecedents, specific behaviors, and the consequences

Discuss how to respond appropriately and inappropriately

Reverse-role tutoring Using students with emotional or

behavioral disorders as tutors to nondisabled peers

Planning for UDL

Use a computer with word processing software Reduces frustration Increases students’ willingness to

edit and correct their work Results in clean legible products

Talking word processors, alphabetical keyboards, or word prediction software may allow for less frustration when writing

Planning for Other Educational Needs

More than half drop out of high school

Statistics two years later show low employment rate for dropouts

Reasons for dropout rate

Several interventions have been identified to reduce the dropout rates

Preventing Dropouts

Establish a student advisory program

Establish and involve students in extracurricular activities

Systematically monitor risk factors associated with dropping out

Develop “schools within schools” or smaller units

Establish school-to-work programs

Engaged in community based learning

Use the “check and connect” strategy

Provide vocational education

Early Childhood Students

Classroom-centered intervention Mastery learning Good-behavior game

Family-school partnership intervention

Multicomponent intervention Student-directed learning strategies Social Stories An apron storyboard

Elementary and Middles School Students

Service Learning Instructional activities that integrate

teaching activities with community service Designing to teach civil

responsibilities Reinforces lessons in the

classroom in the context of real life Improves communities

Secondary and Transition Students

Conflict Resolution Students learn:

Effective communication Anger management Talking another’s perspective

Conflicts usually occur because of resources, needs or goals

Teaches problem solving and successful decision making

Measuring Students’ Progress

Master learning (or mastery training) Frequently assess students’ mastery

of content, determining whether to move on to the next concept

To monitor mastery, effective teachers will: Ask questions of the whole class Using a cooperative learning

strategy such as “think-pair-share” Social Skills

Use the social skills rating system Socio-metric rating for rankings

Making Accommodations for Assessment

Students in alternative school settings need to progress in the general education curriculum so that they may return to their neighborhood schools

Students with EBD may be more likely to have difficulty with testing, due to heightened anxiety

Appropriate testing accommodations include: Extended time for testing Individual test administration Breaks during testing