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Emotional Disturbance. Overview Definition Impact of disability Assistance with –academic tasks –behaviors –social skills Hierarchy of behavioral supports.

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Presentation on theme: "Emotional Disturbance. Overview Definition Impact of disability Assistance with –academic tasks –behaviors –social skills Hierarchy of behavioral supports."— Presentation transcript:

1 Emotional Disturbance

2 Overview Definition Impact of disability Assistance with –academic tasks –behaviors –social skills Hierarchy of behavioral supports Positive behavior support Behavior support plan Strategies

3 Definition "...a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance-- –An inability to learn that cannot be explained by intellectual, sensory, or health factors. –An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

4 Definition (cont.) –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." [Code of Federal Regulations, Title 34, Section 300.7(c)(4)(i)]

5 Social maladjustment –Behavior in conflict with parent –Behavior associated with a subculture and contrary to larger community mores –Behavior which does not render student helpless, confused or disorientated Emotional Disturbance is NOT

6 Conduct disorder –Aggression against people or animals –Property destruction –Lying or theft –Serious rule violation Emotional Disturbance is NOT

7 Impact of Disability Academic –Skill deficits –Trouble beginning tasks –Difficulty maintaining attention –Problems completing tasks

8 Externalizing – Acting out –Aggression –Defiance –Disruption –Fighting Internalizing - Withdrawing –Isolation –Self abuse –Depression –Anxiety Interaction with others (making and keeping friends) –Coping strategies –Reading social cues Impact … Behavior

9 Academic Tasks - Assistance Provide clear, specific directions Use curricular interventions –Tasks at student s academic level –Assignments broken into smaller parts –Breaks given as needed –Student strengths utilized to learn new material –Opportunities for choice making

10 Externalizing & Internalizing Behaviors – Assistance Listen to/observe student and make adjustments Teach relaxation techniques Teach alternate behaviors

11 Social Skills - Assistance Teach social skills proactively Break skills down into parts Teach, model, practice and reinforce skills Teach self-regulating skills

12 Hierarchy of Behavioral Supports School–wide positive behavior support Classroom Management Individual Support Plan

13 Targeted/ Intensive (High-risk students) Individual Interventions (3-5%) Selected (At-risk Students) Classroom & Small Group Strategies (10-15% of students) Universal (All Students) School-wide Systems of Support (85-90% of students) Intensive social skills training Individual behavior management plans Parent training and collaboration Multi-agency collaboration (wrap-around) services Intensive social skills training Self-management programs Parent training and collaboration Adult mentors (check-in) Increased academic support Social Skills Training Positive, proactive discipline Teaching school behavior expectations Active supervision and monitoring Positive reinforcement systems Firm, fair, and corrective discipline Developed by: Institute On Violence and Destructive Behaviors, University of Oregon (1999)

14 School-wide Positive Behavior Support School-wide rules and expectations –Defined –Taught –Modeled –Practiced –Reinforced ALL members of school community participate in development and implementation of policy

15 Classroom Management Identify 3 – 5 clear, concise, positively stated rules –Taught, modeled, practiced, reinforced Reinforce appropriate behavior Predictable schedule/environment/routine Active monitoring Provide corrective feedback privately Avoid power struggles between student and staff

16 A-B-C –Antecedent – Behavior - Consequence Communicative Intent (purpose of the behavior) –To get or get away from… Sensory, Escape, Attention, Tangible Replacement behavior –What the should the student do instead? Must serve the same purpose Reinforcement –How, when, how often will student be reinforced? Individual Behavior Support Plan

17 Proactive –Teach new behaviors –Reinforce appropriate behavior –Emphasize positive expectations Reactive –Does not promote new learning –May stop the behavior momentarily –Emphasize negative consequences Proactive vs. Reactive Strategies

18 Examples of Strategies Proactive –Point system rewards –Modeling –Clear, specific expectations –Contracts Reactive –Time away –Planned ignoring –Loss of activities, privileges –Punishment

19 How Can Support Be Provided? Unconditional positive regard for the student Teach appropriate behavior and social skills Positive reinforcement for appropriate behavior Prompts (visual, auditory, gesture, picture) Frequent positive check in with school staff Schedules Peer support

20 Resources Durand, V. Mark. Severe Behavior Problems. New York: Guilford Press, House, Samm N. Behavior Intervention Manual. Columbia, MO: Hawthorne Educational Services, Janney, Rachel, and Snell, Martha E. Behavioral Support. Baltimore: Brookes Publishing, McCarney, Stephen, Wunderlich, Kathy, and Bauer, Angela. Pre-Refferal Intervention Manual, 2 nd edition. Columbia, MO: Hawthorne Educational Services, McGinnis, and Goldstein, Arnold P. Skillstreaming in the Elementary School Child. Champaign, IL: Research Press. ONeill, Robert, Horner, Robert, Albin, Richard, Sprague, Jeffrey, Storye, Keith, and Newton, J. Stephen. Functional assessment of Program Development for Problem Behavior, 2 nd edition. New York: Brooks/Cole Publishing, Wright, Diana Browning, Gurman, Harvey. Positive Intervention for Serious Behavior Problems. Sacramento: California Department of Education, 2001.

21 Our lives are not determined by what happens to us but by how we react to what happens, not by what life brings to us, but by the attitude we bring to life. A positive attitude causes a chain reaction of positive thoughts, events and outcomes. It is a catalyst, a spark that creates extraordinary results. Anonymous

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