chapter 7: students with emotional/behav ior disorders ed 222 fall 2009
TRANSCRIPT
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