CD 45 CHAPTER 7 EMOTIONAL AND BEHAVIOR DISORDERS

CHAPTER 7 “Behavior problems are on the child not on the environment” is this accurate? Behavior that is acceptable in some groups or subcultures is unacceptable in others Prevalence of emotional behaviors difficult to obtain Genetics and environment, is there a link? School, home, community factors influence children’s behavioral problems

CHAPTER 7 RISK FACTORS: Family- child abuse, violence, family dynamics School- disruptive behaviors in classroom including how much violence exists, how to identify students prone to violence, what methods to use to control violence, bullying, sexual harassment. Zero tolerance. Counseling. Cultural and ethnic factors- child’s social system Substance abuse- alcohol and tobacco, abuse is higher among children with behavior problems

CHAPTER 7 Characteristics of drug users: low self esteem Depression inability to handle social experiences and stress Suicide: third leading cause of teenage deaths. Ratio is 4:1 male to female. Red flags: extreme changes in behavior, previous suicide attempts, suicide threats, signs of deep depression.

CHAPTER 7 What does a behavior accomplishes? 1)social attention, 2)access to what the child wants, 3)escape/delay/or avoidance of task, 4) escape/avoidance of another person, 5)sensory reinforcement

CHAPTER 7 Evidence based behavior support services: a)Positive behavior support: 3 Tier system. primary – prevention assessment for all students school-wide secondary- systems for students at risk in a classroom tertiary- individualized systems for a child with high risk It focuses on: 1) Outcomes, 2) Data, 3) Practices, and 4) Systems.

CHAPTER 7 PBS targets negative behaviors to become less effective, efficient, and relevant, and desired behaviors more functional. The purpose is to establish a climate in which appropriate behavior is the norm.

CHAPTER 7 b) Functional behavior assessment: to identify the purpose of a student’s behavior, to develop a plan to modify variables that maintain the behavior, and to teach replacement behaviors using positive interventions. ABC approach(antecedent, behavior, consequence). “why did he do that?”

CHAPTER 7 c) Applied behavior analysis : is the application of behavioral principles to everyday situations that will over time increase or decrease targeted behaviors. It can also be used to acquire skills such as language, self-help, and play skills. It helps decrease maladaptive behaviors such as aggression, self- stimulatory behaviors, and self-injury. Treatment can consist of antecedent manipulation, behavioral treatment, intervention, modeling, teaching strategies, peer training, and schedules.

CHAPTER 7 d) Social skills training: cognitive-behavioral approach to teach social skills to individuals who have social-communication difficulties. What social skills to teach and in what order? Some students will need certain prerequisite skills before they can learn other skills. What strategies are needed to teach skills? determine the best approach for each student based on his or her language ability and learning style. Training needs to be Individual or in a group?

CHAPTER 7 Three principal goals to teach social skills: 1) To be able to generalize skills into daily routines 2) To make socializing fun so that students want to socialize 3) To help "typical" peers and professionals become more understanding, accepting, and engaging of those with social difficulties.

CHAPTER 7 “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we… … teach?… punish?” “Why can’t we finish the last sentence as automatically as we do the others?” Tom Herner (NASDE President ) Counterpoint 1998

CHAPTER 7