0137033710 pp8 129853

Hallahan, Kauffman, & Pullen: Exceptional Learners: An Introduction to Special Education, Twelfth Edition

© 2012, 2009, 2006 Pearson Education, Inc.All rights reserved.

Learners with Emotional or Behavioral Disorders

Chapter 8

Exceptional Learners, 12th EditionHallahan, Kauffman, & Pullen

© 2012, 2009, 2006 Pearson Education, Inc.

All rights reserved.8-2

Topics Terminology Definition Classification Prevalence Causes Identification




Topics (cont’d) Psychological and behavioral

characteristics Educational considerations Assessment of progress Early intervention Transition to adulthood




Terminology Emotionally disturbed – as used in the

Individuals with Disabilities Act (IDEA) Behaviorally disordered – used by many

professionals and Council for Exceptional Children

Emotional or behavior disorder – introduced in 1990 by National Mental Health and Special Educational Coalition; generally accepted terminology of the field




Definition Definitional problems

Lack of precise definitions of mental health and normal behavior

Differences among conceptual models Imprecise measurement of emotion and

behavior Emotional or behavioral disorders often overlap

other disabilities Differences in the professionals who diagnose

and serve children and youths




Possible combinations of terms. Choose one or more in set A combined with one in set B.




Definition (cont’d) Current definitions

Behavior is extreme Problem is chronic Behavior unacceptable because of social or

cultural expectations




The National Alliance on Mental Illness ( NAMI)

Mental i l lnesses are medical condit ions that disrupt a person’s thinking, feeling, mood, abil i ty to relate to others and daily functioning.( Nichy Disability Fact Sheet #5 (FS5), June 2010, Emotional Disturbance;p2)

IDEA’s definit ion, emotional disturbances can effect an individual in areas beyond the emotional. Depending on the specif ic mental disorder involved, a person’s physical, social, or cognit ive skil ls may also be affected. ( Nichy Disability Fact Sheet #5 (FS5), June 2010, Emotional Disturbance;p2)




Definition (cont’d) Federal definition

Excludes social maladjustment which some states interpret as conduct disorder-aggressive, disruptive, antisocial behavior

National Mental Health and Special Education Coalition definition A disability characterized by behavioral or emotional

responses that adversely affect educational performance

Acknowledges multiple disabilities Does not have arbitrary exclusions



All rights reserved.

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Classification Two broad dimensions of disordered

behavior Externalizing Internalizing

Co-morbidity – the occurrence of two or more conditions in the same individual

Schizophrenia




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Prevalence Estimates of 6 to 10 percent of school-

age population Less than 1 percent identified as

emotionally disturbed Most identified students exhibit

externalizing behavior Boys outnumber girls about 5 to 1




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Activity

HOT POTATOInstructions: 1.You will need a ball. 2.Pass the ball around in the circle.

3.Stop when the counselor says “STOP.”4. Counselor will ask the person holding the potato this question.

What situations makes you angry?5. Do about 3 rounds and stop.




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Causes Biological disorders and diseases

Medication helpful but not the only intervention needed

Pathological family relationships Parents need positive support resources

Undesirable experiences at school Spiral of negative interactions

Negative cultural influences Increase in level of violence, drug abuse, and

changing social standards




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Identification Difficult to identify

When the child is young, problems may be undetected

When there is an error in teacher judgment When the child does not exhibit problems at

school Importance of teacher’s informal judgment




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Identification (cont’d) Three step screening system for

elementary schools Teacher lists and ranks students Completes two checklists for three highest

ranked pupils Pupils whose scores exceed norms are

observed by other professionals




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Psychological and Behavioral Characteristics Intelligence and achievement

Typically, below average IQ (less than 90) Social and emotional characteristics

Aggressive, acting-out behavior (externalizing)

Immature, withdrawn behavior and depression (internalizing)




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Hyperactivity




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Educational Considerations Objectives:

Controlling misbehavior Teaching academic and social skills

Balancing behavioral control with academic and social learning

Importance of integrated services




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Teaching Students with Severe Emotional andBehavioral Disorders: Best Practices Guide To Intervention From Firwood & Oak Grove Schools ( p. 14 -16, Project Coordinator /Seattle University, Larry Matsuda, 2005)

BEST PRACTICES

TEACHERClearly define offensive language. Students may hear…….*Swearing at home or in the community. *Talk with students about what is and is not offensive language in the classroom.*Begin by teaching positive ways to express emotions and helping students distinguish positive emotional expression from negative. *For younger children, read Andrew’s angry words(Lachner & The, 1997) or Elbert’s bad word (Wood, 1996) and discuss.




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Best PracticesTEACHING STRATEGIESTeach alternative ways to express anger. Teachdifferent ways of expressing anger, other than swearing, such as…. (a) finding a quiet place to calm down (b) crying in privacy (c) squeezing a stress ball (d) taking a walk (e)breathing deeply (f) giving oneself a time-out (g) writing a letter (h) doing self-soothing exercises. Encourage students to use these strategies when feeling anger or frustration.




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Best Practices

Encourage students to ……

(a)Share feelings with others.

(b)Role-play strong emotions.

(c)Use journaling for self-expression.

(d)Create incentives/Create a classroom-wide reward system




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Best Practices ( cont’d)

Establish l ink between self-esteem and language.

Inappropriate language is a negative reflection on students who use it and may mean that these students do not think very highly of themselves. Positively reinforce the use of appropriate language to help increase their self-esteem.




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Best PracticesTeach about emotions. Post a l ist of feeling words in the classroom. (a)Beside each word, put a photograph of the students themselves demonstrating the feeling, or have them cut out magazine pictures that demonstrate the feeling.

(b) Talk about how each specific emotion feels, how the body physically looks and what the body does when feeling the emotion.

(c) Give the clear message that all emotions are okay, but not all ways to express or cope with them are okay.




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Best Practices ( cont’d)Post l ists of offensive and non-offensive words.

Generate lists of “okay words in class” and “not okay words in class” with students. Provide instruction about what type of language to use where, when, and with whom. For example, ask them how they would express anger in front of their grandmother versus in front of teammates when playing basketball.




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Best Practices cont’dSend l ists home to family members. Inform familiesof acceptable versus unacceptable language in the classroom. Tell them that some words that are used at home in private may not be words for students to use in the classroom. Ask families to model appropriate language at home as much as possible.




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Educational Considerations (cont’d) Strategies that work

Systematic, data-based interventions Continuous assessment and progress

monitoring Provision for practice of new skills Treatment matched to the problem Multicomponent treatment Programming for transfer and maintenance Commitment to sustained intervention




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Educational Considerations (cont’d) Service delivery

Trend toward inclusion Different needs require different

placements Instructional considerations

Need for social skills Needs of juvenile delinquents Special challenges for teachers




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Educational Considerations (cont’d)

Disciplinary considerations Functional behavioral assessment (FBA) Is a process in applied behavior analysis(ABA) and

the IDEA ACTS of 1997, 2004. ( Beyond Behavior: Best Practices to Support Student Behavior (2011, p42,Michaud,Regan,)

A team reviews the behavior of a student before, during, and after the behavior occurs to determine if there is a significant pattern. ( A-B-C Pattern)

Positive behavioral supports and behavioral intervention plans




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RTI- Response To Intervention

STRATEGIES THAT WORKHow does a team develop a Behavior Intervention Plan(BIP)?

There are 4 key steps1.Designing a function based intervention2.Maximizing intervention success3. Implementing the intervention4.Evaluating the intervention

EXAMPLES: Positive reinforcement when student does the right thing; Planned ignoring when student does not do the right thing; Time out when student is not doing the right thing.




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Class Dojo

http://www.youtube.com/watch?v=FRjsfWpfG0k

http://www.youtube.com/watch?v=FRjsfWpfG0k




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Assessment of Progress Progress monitoring and outcome

measures Evaluating the progress and outcomes of

behavioral interventions Measuring progress and outcomes in

academic skills Testing accommodations




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Early Intervention Identification

Diagnosis in very young children challenging Children’s behavior responsive to social conditions

Prevention problems Parents and teachers trained in behavior

management Costliness of programs and personnel needed Professionals do not always agree upon the

behaviors that should be prevented




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Transition to Adulthood Programs available

Regular public high school classes Consultant teachers who provide

individualized work and behavior management

Resource rooms and self-contained classes Work-study programs Special private schools, alternative schools,

private or public residential schools




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Transition to Adulthood (cont’d)

Incarcerated youth neglected Employment difficulty due to academic

skills May require intervention throughout life

Documents

0137033710 pp8 129853