Students with Emotional/Behavior Disorders

Sample Presentation Introduction of a student: Jenny D. Teaching Method: Bi-Polar Rating Scale

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 Presence Rating scales, personality inventories, and observations They did not always follow the IDEA definition

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

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