TEACHING STUDENTS WITH BEHAVIORAL DISORDERS Examples : tardiness, poor work habits, argumentativeness preventing success, withdrawn, lack of social interaction. There is no common agreement on ONE definition of behavior disorders. Because there is no one single pattern of behaviors Male students are more often identified with having behavioral disorders than females. Students with BD, have special needs in several areas: classroom behavior social skills academic instruction

A student’s behavior may be judged “disordered” if: If it occurs significantly frequently [Frequency] If the behavior deviates from the range of behaviors for the child’s age and gender, which significant adults perceive as normal. [Intensity] If it occurs over an extended period of time. [Duration] All three indicators are significantly different from other students THREE MAJOR INDICATORS:

Hyperactivity: excessive activity, constant motion. Distractibility: lack of attention to task, unable to maintain attention. Impulsivity: actions that occur without careful thought, most likely to be inappropriate, spontaneous. OTHER CHARACTERISTICS:

IF ALL THREE CHARACTERISTICS ARE PRESENT: A CHILD MAY BE DIAGNOSED WITH: ADHD, ATTENTION DEFICIT HYPERACTIVITY DISORDER These attributes are also associated with children who have learning disabilities, and mild retardation. These characteristics can also be treated with systematic instruction and management techniques. Most students are treated with a psycho stimulant : Ritalin, Dexedrine, Cylert. These do not correct academic problems, or teach new behaviors, but can help facilitate learning. ADHD is not considered a disability under IDEA.

Academic performance Intellectual abilityClassroom behavior Behavior Rating Profile: uses the input of teachers, peers, parents, school conduct: categories are:Learning Problems Interpersonal Difficulties Inappropriate Behavior Unhappiness/Depression Physical Symptoms/ Fear Direct Observation is the BEST source of data for planning behavioral change programs. ASSESSMENT

CLASSROOM ADAPTATIONS *** Teachers must assume that students with BD, can learn the appropriate behaviors expected for all students in the classroom. The focus should be on teaching appropriate Classroom Behavior Social Skills Academic Instruction

“controlling” Disruptive behaviors : Establish Clear Classroom Rules Reinforce Good Behavior Teach acceptable responses Teaching Study Skills: Announce when the lesson will begin Provide strong reinforcers Give clear directions on activities/ assignments Organizational Skills: Help students budget time: Post schedule of class events Assist students in organizing materials: List materials needed for assignment Group students when working on individual assignments. SUCCESSFUL ADAPTATIONS