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Session Five Behavior. Students with Behavior Problems Students classified as Significantly Emotionally Disturbed (SED) have experienced the worst outcomes.

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Presentation on theme: "Session Five Behavior. Students with Behavior Problems Students classified as Significantly Emotionally Disturbed (SED) have experienced the worst outcomes."— Presentation transcript:

1 Session Five Behavior

2 Students with Behavior Problems Students classified as Significantly Emotionally Disturbed (SED) have experienced the worst outcomes of any population of diverse learners Their dropout rate is almost double that of any other disability- they have a 50% dropout rate

3 Students with Behavior Problems Students with behavior problems effect everyone When they are off task, they are not learning When you redirect them, you are wasting time Their disruptions cause others to lose instructional time as well.

4 Students with Behavior Problems Students with behavior problems is a major problem in schools, Greater than it has ever been. There is a difference between students that act badly and a student with emotional, learning or behavior needs that needs support Helping one can help all Look at the next (Disturbing clip)

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6 Students with Behavior Problems Research has found that many IEP’s fail to address their behavioral needs Why do you think this is?

7 Students with Behavior Problems SED Students are identified later than other disabilities Most have normal intelligence

8 Three types Emotional or behavioral disorders can be divided into three groups – Externalizing behaviors – Internalizing Behaviors – Low incidence disorders

9 Externalizing Behaviors Behaviors that you can see. Acting out behaviors, can be described as aggressive, impulsive coercive and no compliant In your groups identify three behaviors that fit this category

10 Internalizing Behaviors Are behaviors that could be categorized as withdrawing, Lonely, Depressed and Anxious In your groups identify three behaviors that fit this category

11 Externalizing and Internalizing behaviors make up the majority of cases identified in special education under ED The majority come under Externalizing behaviors – because the cases are so obvious and they annoy and distract people Internalizing behaviors are usually just hurting themselves till something snaps

12 Examples Externalizing Behaviors Violates basic rights of others or societal Norms Has Tantrums, is hyperactive Steals, property damage Hostile, defiant, argumentative Ignores teacher reprimands Demonstrates obsessive/compulsive behaviors Threatens or harms people/animals Uses lewd or obscene gestures Internalizing Behaviors Exhibits painful shyness Is teases by peers Is neglected by peers Is depressed Is anorexic or bulimic Is socially withdrawn Tends to be suicidal Has unfounded fears or phobias Tends to have low self esteem Has excessive worries Panics

13 Externalizing Behaviors Common behaviors are aggressive behaviors expressed outwardly usually towards others A high level of irritating behaviors that is impulsive and distracting Also hyperactive behaviors Aggression seen in oppositional defiant and conduct disorder

14 Aggressive behaviors Aggressive behaviors especially in young people is serious red flag Annoying, bullying leads to fighting is a pathway to violence and dropping out Thee students are at a high risk for being involved with the justice system

15 Internalizing Behavior Socially withdrawn behaviors Some examples include – Anorexia – Bulimia – Depression – Anxiety

16 Anorexia Bulimia Eating disorders that usually occur during a students’ teenage years From a child’s preoccupation with weight and body image desire to be thin and a fear of becoming fat

17 Depression Difficult to recognize in children Children have feelings of guilt, self blame, feelings of rejection, lethargy, low self esteem and negative self image Depression in children is dangerous because they do not have the language to express themselves can hurt themselves in ways different than adults, run into a street

18 Anxiety Disorder Examples- separation from family or an environment Worry about being harmed, attacked, kidnapped, bird flu Sometimes can be helped with medication

19 Low Incidence Behaviors Devastating and can have tragic consequences for young individuals Schizophrenia- involves bizarre delusions, hallucinations ( such as hearing voices) Most prevalent between the ages of 14 and 45 The earlier the onset, the more severe Often need hospitalization

20 Students with Behavior Problems SED students continue to be segregated They take about 44% of their classes in a special education room Only 26% of these students receive education in the regular education class for more than 80% of their day

21 Students with Behavior Problems The very nature of their problem means they will encounter problems with the disciplinary process at a school Often the disciplinary process is discriminatory Zero tolerance schools are a killer

22 Segregation SED students have high rates of segregation All diverse learners have high rates of segregation All Diverse learners have high rates of incarceration, low rates of employment and low rates of higher education

23 Systemic System Problems Most discipline codes and policy are designed around consequences- – Rules, sanctions – Progressive discipline on a continuum – Designed to gain consistency among staff – Has bottom line consequences

24 Systemic System Problems Researchers claim ( Sugai and Horner, 2002, p5) That when schools use these types of solutions, students with established histories of antisocial behavior, increases in intensity and frequency of antisocial behavior is likely

25 Systemic System Problems Children that have problems controlling behavior are in a sense being required to act as if they are nondisabled in order to receive and effective education This includes – SED students – Students with Autism

26 Systemic System Problems Schools need to provide interventions and support to these children In the past punishment has only been used- this explains the high rate of failure School assign detentions, suspensions and expulsions and a movement to alternative schools

27 Systemic System Problems Actions such as, suspensions and expulsions and a movement to alternative schools provide a false sense of security Sugai and Horner feel that “Environments of authoritarian control are established. Anti social behavior events are inadvertently reinforced. Most importantly, the school’s primary function to provide opportunities for teaching and academic engagement is decreased.”

28 Systemic System Problems One answer to this problem is a School wide discipline program called PBIS Positive Behavior Intervention Support This has shown good results

29 Systemic System Problems Students with the greatest behavioral needs, respond better in a school environment that is not chaotic. Fixing the school wide system then helps

30 Systemic System Problems PBIS- Positive Behavior Intervention System takes behaviors systems developed for an individual and is implemented in a whole school approach It emphasizes: – collective behaviors – Working structures – Standard routine approaches

31 Systemic System Problems School tailored efforts- supported by the whole tem Tweaked based on data Severe behavior issues require more than just school wide interventions

32 Systemic System Problems Systems such as this are required as part of IDEA Need to proactively Address the needs of students with behavior issues through RTI

33 Systemic System Problems Wrap-around- coordinate the behavior issues in school and out of school Provide multiple levels of support – Case manager – Behavior specialist – TSS

34 Positive Behavior Support Focuses on catching the students being good It reinforces the students while they are doing something good Looks for a connection between staff and students Involves all members of the staff, bus drivers, cafeteria, custodial and professional staff

35 Positive Behavior Support Create a Host environment – Effective- get desired results- focus on instruction, have children act the way you want – Efficient- a plan that is manageable and doable, not to time consuming – Relevant-Take in the cultural norms of the school, both to the students and the faculty – Durable-need to last, most only last six to eight months-need to last longer – Scalable- work in different classrooms and schools

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37 Activity Read the article, Then discuss in your group, the following: Someone will need to report out on your discussions. – is this the practice that is followed in your school? – Do you agree with this practice? – What do you find objectionable – What do you agree with

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39 Activity Ca you described any systems that you use in your school?


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