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Students with Emotional & Behavioral Disorder Monica Fulks Ashley Gonzalez Ainsley Ellis Amanda Murphy Mark Casper.

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Presentation on theme: "Students with Emotional & Behavioral Disorder Monica Fulks Ashley Gonzalez Ainsley Ellis Amanda Murphy Mark Casper."— Presentation transcript:

1 Students with Emotional & Behavioral Disorder Monica Fulks Ashley Gonzalez Ainsley Ellis Amanda Murphy Mark Casper

2 Emotional & Behavioral Disorders (EBD) “Students with emotional and behavioral disorders exhibit an ongoing and pervasive pattern of antisocial, noncompliant behaviors that inhibit learning in a school environment.” (p.174)

3 Legal IDEA Definition Written in 1978 “The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:  An inability to learn that cannot be explained by intellectual, sensory or health factors.  An inability to build or maintain satisfactory interpersonal relationships with peers and 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.  The term includes children who are schizophrenic or autistic. The term does not include children who are socially maladjusted, unless it is determined that they have an emotional disturbance. “

4 EBD Characteristics  Students with EBD display noncompliant behaviors and tend to be antisocial.  The unacceptable behavior is not only shown in the school setting but at least 2 settings.  The personal difficulties among EBD students affect school performance.  There is a trend in low academic achievement, and they may experience failure of academic classes.  IQ’s of EBD students are lower-than-average.  More school absences and a higher dropout rate.  Problems maintaining healthy relationships; creating social alienation.

5 Continued…  Externalizing behavior examples:  Failure to remain seated  Fighting  Using profanity  Temper tantrums  Being physically aggressive  Internalizing behavior examples:  Anxiety  Apprehensiveness  Sad or depressive feelings  Daydreaming  Guilty feelings  Withdrawal

6 Identification Process  1 st : Referred for screening when teachers become concerned.  2 nd : Discussed in more than one conference.  3 rd : School assessment team observes the student and makes an IEP.  Interviews  Ecological Assessments  Self-reports/ Self-concept measures

7 Diagnosis of an EBD Student  To be tested on an individual basis, and must be valid and reliable.  Achievement and Aptitude Assessment Instruments  Standardized tests measure and compare the student to other students  Teacher made assessments as well  Functional Behavioral Analysis  Method of discovering what is reinforcing the student for the exhibited behavior  Plan interventions based on when, where, how often and how long the behaviors occur.  Identify triggers and suggest routes to avoid or reduce interfering behaviors.

8 Causes Most experts suggest that the biological, genetic, organic influences often interact with environmental experiences to produce socially unacceptable behaviors. Prevalence o There are notable problems with estimating the number of students with EBD; as a result estimated figures vary considerably. o The number of students identified with EBD rises as students ages rise. o Male students are more likely to be referred & labeled than females. (4:1)

9 Students with Conduct Disorders “Conduct disorders or social maladjustment as occurring when there is a repetitive and persistent pattern of behavior that violates the rights of others or violates societal rules or norms that are age appropriate”  Undersocialized or Socialized

10 Behavior and Social Learning Model  Unacceptable behaviors are learned.  Factors in the environment reinforce unacceptable behavior.  Learn them and important people reinforce them.  Don’t form age appropriate behavior because behaviors aren’t reinforced.  Emphasize stimuli responses and the use of reactions to change behavior.  There may be underlying conflicts that cause the behavior but they do not diagnose them.

11 Ecological and Integrated Model  Advocates that deviance is the result of a misfit between the behavior of individuals and the setting in which the student is placed.  Environments include inductive forces- either cause wanted behavior or unwanted behavior.  Emphasizes the self-fulfilling prophecy: when stigmatizing labeling communicates negative feeling and expectations to a student, he or she will then exhibit unacceptable behavioral responses.  Teachers and other educators generally look at an integration of what is known about a student how best to plan an intervention

12 Reducing Problematic Behaviors  Punishment is a tool on which people have relied extensively to suppress inappropriate behavior displayed by students with MR.  Verbal statements in the forms of reprimands, warnings, or disapprovals can be punishing.  Time-out is not a punishment but a procedure for reducing unwanted behaviors.  Time-out should be limited to approximately 2 minutes after the student has regained composure.  Response cost- refers to loss of a positive reinforcer or to a penalty involving some work or effort. Ex: Family example

13 Positive Behavior Support (PBS)  Understanding the purpose of challenging behavior  Variable alternative to punishment  Taught new skills through plan created by a team  Consequences (+,-) should be applied to all students in school  Collect and monitor data to determine Increasing Academic Engagement o Schedules and routines are important o Finding target behaviors as well as what makes them happen. o Direct Instruction o Cognitive Strategy

14 Other Interventions  Drug Treatment  Depression, hyperactivity, other severe symptoms  Antidepressants, neuroleptics, tranquilizers, lithium  Instructional Methods & Curriculum  Life, academic, social skills

15 Manifestation  Process included in IDEA in 1997  Manifestation Decision determined by  Placement (correct or incorrect)  Impairment  Ability to control actions

16 Advice for Educators  When a student has mastered a task or activity, move to the next step. Boredom creates problems.  Be consistent with rules, reinforce schedules, expectations, and consequences.  Strive for a high level of parent involvement.  Punishment should be used infrequently.  Time-out or response cost should be used whenever possible, rather than a procedure involving the presentation of aversive events.  After the punishment rule has been presented to the student, the teacher should avoid the routine use of threats or warnings that the behavior will produce unpleasant consequences if the student does not stop.

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