1. Testing Accommodations for Students with Emotional/Behavioral Disabilities Chapter 6 David Goh

2. Definition No clear line b/w those with EBD and those without National Mental Health Associations defines as people whose behavior falls outside of the norm DSM IV- Diagnostic and Statistical Manual of Mental Disorders (classification system; provides uniform language and criteria to professionals) Federal Definition –Inability to learn –Inability to build and maintain relationships –Inappropriate behaviors –General depressive nature –Tendency to develop physical symptoms

3. Prevalence Higher rates for mild disabilities Lower rate for severe disabilities Varies based on criteria used Estimates: 0.5% to 20% of school age population; in general 3% to 6%; and or 1% of special ed. population

4. Problems with Prevalence Social stigma Eligibility categories Lack of uniformity in ID process A lack of funding may limit school districts want to ID students Lack of appropriate services

5. Categories Externalizing –Aggression –Hitting –Shouting –Cursing Internalizing –Shyness –Withdrawal –Depression

6. Types Conduct disorders- (hitting, biting, throwing, tantrums, teasing, acting defiant, overactive, uncooperative, etc…) –Easily recognized; 50% of adults after therapy show problems, students show low academic achievement) Motor Excess- (Hyperactivity) Socialized Aggression (anti-social, group behaviors, delinquent, gangs, criminal, violent) PDD- Pervasive Developmental Disorder Immaturity Depression Anxiety and withdrawal

7. Causes Poverty Abuse- estimated 63% of kids with label have been abused Chemical imbalances Unstable home life- dysfunctional families Organic causes

8. Treatment Stimulants- target central nervous system and believed to help brain release chemicals Antidepressants- have sedative nature Antipsychotics- tranquilizers Therapy- access and availability is a concern

9. Identification and Assessment Parents as assessors Doctors role Tips for teachers to decide on referral –Behavior-age discrepancy –Frequency and occurrence of behavior –Number of symptoms –Persistence of behavior –Self- satisfaction –Severity and duration –Inner sufferings

10. Tips to deal with behavior Maintain and organized physical environment Establish positive relationship Changing behaviors- rules, consequences vs. punishments, listening and talking, student accountability Resolving Conflict Promote self-control Adapting curriculum

11. The Need for Testing Accommodations Diverse symptoms Internalizing and externalizing behaviors that effect life and school will also play out in testing –Interpersonal skills, inappropriate behaviors, mood, physical symptoms and avoidance Assessor must be clam and patient Just having classification does not warrant accommodations, must be documented

12. Methods of Accommodations Little research done that says accommodations help EBD students typically have normal intelligence, but show chronic school failure

13. Types of Accommodations Setting –Separate location, free of clutter, and stimuli Timing and Scheduling –Extended time, develop a rapport, short breaks, conduct over days Presentation –Rapport building, help student self-monitor, verbal encouragement, reinforcement- verbal and tangible

14. Recommendations Should not excluded from large scale testing if accommodations can offer a valid measure of student knowledge and competence Decision for accommodations have to be based on individual need Teachers have to be aware of student disability Establish a good rapport with the teachers Understand the qualities of assessment Expose student to testing format, practice and testing situations

15. Recommendations Should not excluded from large scale testing if accommodations can offer a valid measure of student knowledge and competence Decision for accommodations have to be based on individual need Teachers have to be aware of student disability Establish a good rapport with the teachers Understand the qualities of assessment Expose student to testing format, practice and testing situations