Chapter 7: Students with Emotional/Behav ior Disorders ED 222 Fall 2009

Sample Presentation  Introduction of a student: Jenny D.  Teaching Method: Bi-Polar Rating Scale  Current Issues: Diagnosing bi-polar in young children..  E&NR=1&feature=fvwp E&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