1. Social-Emotional Characteristics

2. Developmental Perspectives

3. Erikson’s Theory of Psychosocial Development
Stage or Crisis
Virtue/Goal
Time Period
Trust vs. Mistrust
Hope
Birth to months
Autonomy vs. Shame
Willpower
12-18 months to 3 years
Initiative vs. Guilt
Purpose
3 to 6 years
Industry vs. Inferiority
Competence
6 years to puberty
Identity vs. Role Confusion
Fidelity
Puberty to young adult
Intimacy vs. Isolation
Love
Early adult years
Generativity vs. Stagnation
Care
Middle adult years
Ego Integrity vs. Dispair
Wisdom
Late adult years

4. Emotional Development
Explanations Given by the Individual for their Feelings
Reasons given for emotions appear bizarre and irrational
Reasons for feelings relate to simple pleasure or displeasure, comfort or pain.
Reasons for emotions relate to actions of authority figures and being allowed to get to have things that are desired.
Reasons for feelings relate to being allowed to “go and do” or to being restricted from doing so by authority figures.
Reasons for emotions relate to having friends and belonging; conformity is valued.
Explanations for emotions relate to reciprocal relationships, and involve sensitivity to feelings of others; mutuality is valued.
Reasons for emotions involved being self-defining and directed; autonomy is valued.
Reasons or feelings reflect the need to be consistent with values and principles; integrity is valued.

5. Development of Social Perspective Taking
Stages
Age Range
Description
Egocentric Perspective Taking
3 to 6
Others are physical entities
Subjective Perspective Taking
5 to 9
Understands that others have their own feelings
Reciprocal Perspective Taking
7 to 12
Begins to put themselves in the shoes of others
Mutual Perspective Taking
10 to 15
Capable of stepping outside of self
Societal Perspective Taking
12 to adult
Understand all perspectives from a global point of view

6. Social Competence and Cognitive Development

7. Social Intelligence Social Awareness Social Skills Comprehension
Insight
Judgment
Social Skills
Communication
Problem Solving

8. Emotional Competence Dimensions of Behavioral Style or Temperament
Activity Level
Rhythmicity (regularity, predictability)
Approach/withdrawal tendencies (response to new stimuli)
Adaptability
Threshold of responsiveness (or reactiveness to stimuli)
Intensity of reaction
Quality of mood
Distractibility
Attention span or persistence

9. Social Cognitive Delays
Attention
Perception
Memory
Strategic control functios

10. Always keep in mind
Does a pattern of delay exist, or is this an isolated instance?
Are the desired skills present in the training or classroom setting, and does the learner fail to generalize them to other environments?

11. Relationships Between Problems in Behavior and Problems in Learning

12. Behavior from an Ecological Perspective
Risk
Negative or potentially negative conditions that impedes or threatens normal development
Child Factors
Family and community factors
School and peer group factors

13. Behavior from an Ecological Perspective
Resiliency
The ability of the individual to resist the negative effects of stresses and to achieve a positive outcome
Child factors
Family factors
School and community factors

14. Maladaptive Behavior Patterns of Maladaptive Behavior
Degree and frequency
Undersocialized aggressive conduct disorders
Socialized aggressive conduct disorders
Anxiety-withdrawal-dysphoria disorders
Attention deficit disorders
Conduct Disorders
Initiating/responding aggression/aggressively
Destroying property
Being deceitful
Violating rules

15. Maladaptive Behavior Patterns of Maladaptive Behavior
Anciety-Withdrawal-Dysphoria Disorder
Initiating/responding aggression/aggressively
Destroying property
Being deceitful
Violating rules

16. Depression Depressed or irritable mood
Lack of interest in and inability to feel pleasure
Disturbance of appetite
Disturbance of sleep
Psychomotor agitation or immobility
Lack of energy, fatigue
Feels of worthlessness, self-reproach, inappropriate guilt
Inability to concentrate; indecisiveness
Thoughts of suicide; suicide threats or attempts

17. Risk for potential suicide
Sudden changes in usual behaviors or affect
School problems (academic, social or disciplinary)
Family or home problems
Disturbed or disrupted peer relationships
Heath problems
Substance abuse
Giving away prized possessions
Talking about suicide making plans
Situational events relating to the student of within in the family
Sense of hopelessness

18. IDEA 2004 & Serious Discipline Problems
We are obligated to provide a safe and conducive learning environment
We are obligated to provide “zero reject” and a “free and appropriate public education” (Honig v. Doe, 1988)
Schools may not expel or suspend students when the problem behavior is determined to be directly related to the disability

19. So…
If a child has a disability, we must consider this when engaging the student in disciplinary consequences that result in a “change in placement” (suspension of more than 10 days)
The child should have a BIP
We conduct a FBA
We can provide an IAP for 45 days, if there is danger to other children, firearm, or illegal drugs

20. continued Manifestation determination We must always maintain services
The child’s program and placement are found to be appropriate, designed to meet the child’s needs, and implemented appropriately
The disability does not impair the child’s ability to understand the consequences of the behavior
The disability does not impair the child’s ability to control his or her own behavior
We must always maintain services