1. Mental Retardation, Giftedness, and Emotional Behavioral Disorder Lizamarie Campoamor- Olegario

2. Core Features of Abnormal Behavior (Mental Illness) Maladaptive Behavior –maladaptive to one’s self inability to reach goals and to adapt to life’s demands –maladaptive to society interferes, disrupts social group functioning Loss of ability to control –thoughts, behaviors, or feelings adequately Mental Disorder –Significant impairment in psychological functioning

3. Disability % Specific learning disabilities 51.1 Speech/Lang. impairments 20.8 Mental retardation 11.6 Serious emotional disturbance 8.7 Visual impairments.5 Autism.5 Deaf-blindness < 0.1

4. MENTAL RETARDATION

5. Mental Retardation Intellectual Disability –Politically more correct Significantly sub-average Intelligence –benchmark is below 70 IQ Onset before age 18 Affects about 1% of general population Note: Cannot use IQ alone to diagnose MR

6. Mental Retardation Significant impairment in at least 2 adaptive skills areas: –Daily Living Skills –Personal Social Skills –Occupational Skills –Communication –Self-Care –Home Living –Social Skills –Community Use –Self-Direction –Health and Safety –Functional Academics –Leisure –Work

7. Categories of Mental Retardation Mild (IQ 70-50) –About 85% of persons with MR –Focus on basic academics –Good vocational prognosis –Can achieve success at about the 6 th grade –MA is upto 12 yrs old only

8. Categories of MR Moderate (IQ 35-50) –Focus on self-help skills, low-level vocational training, sheltered workshops –Some independence possible –MA is upto 7 yrs old only Severe (IQ 20-35) & Profound (IQ < 20) –Custodial care - basic living skills –MA is upto 3 yrs old only

9. Causes/ Risk Factors Mild MR: socio-cultural and family environment Socio-Cultural Conditions –Poverty, homelessness, overcrowding, stressful living conditions, nutritional insufficiency Family Environment –Parents who are immature, mentally ill, abusive, or criminal; poor child discipline; severe marital or relationship problems

10. Causes/ Risk Factors More severe MR: genetic and other organic factors Heritability of intelligence - 50% Prenatal infections and toxic substances –Fetal alcohol syndrome or milder fetal alcohol symptoms –Fetal addiction/ drug use –Smoking –Exposure to lead and mercury –Untreated maternal high blood pressure or diabetes

11. Causes/ Risk Factors Infections (TORCH) –Toxoplasma infection (toxoplasmosis) mostly associated with cats, undercooked meats –Other infections Hepatitis B, syphilis, and the virus that causes chicken pox, herpes zoster. –Rubella/ German measles –Cytomegalovirus/ mononucleosis –Herpes simplex, sexually transmitted disease Birth injuries: hypoxia, intracranial hemorrhage

12. Causes/ Risk Factors Head traumas: shaken baby syndrome Chromosomal Abnormalities –Phenylketonuria (PKU) inability to metabolize phenylalanine –Turner’s syndrome (XO) females having a single x chromosome –Down’s syndrome or trisomy 21

13. Causes/ Risk Factors –Klinefelter’s syndrome xxy appears in the 23 rd chromosome in males –XYY abnormally large aggressive males who may become aggressive criminals –trisomy 13 (Palau’s syndrome) –trisomy 18 (Edward’s syndrome) –Triple x, – 1:1000 to 2000 females

14. Causes/ Risk Factors Metabolic Birth Defects –PKU (phenylketonuria) –Congenital Hypothyroidism –Galactosemia –Sickle cell disease –Biotinidase deficiency –Homocystinuria –Maple Syrup Urine Disease (MSUD) –Tyrosinemia –Toxoplasmosis –Duchenne muscular dystrophy

15. “Behavioral” Difficulties Environmental –inappropriate school setting –bullying –social outcast –domestic violence –physical/ sexual abuse –insecure family situation –loss of important caregivers/ supports Medical –seizures –other undiagnosed medical illnesses

16. “Behavioral” Difficulties Psychiatric Illness –Much higher incidence than for general child population –27% to 71% of children with MR have one or more co-morbid psychiatric diagnoses –Prevalence is underestimated –Psychopathology is more likely to cause

17. IEP Goals and Objectives Focus on habilitation –i.e., skills for successful adult living “…daily life, citizenship, and future career” Emphasize Functional Academics –remember: prompts, additional direct instruction & extra guided practice Functional Practice Activities –address skill areas for adult expected outcomes

18. IEP Goals and Objectives Functional reading –Signs, newspapers, magazines, menus, schedules, phone book, advertisements, directions, labels Functional writing –Shopping list, notes, email, letters, job application, forms, messages Functional math –Purchasing, budgeting, comparison shopping, banking, using a credit card, food preparation, measurement, time

19. IEP Goals and Objectives Improving General Work Habits –Attendance and punctuality –Work completion & quality –Working with others –Following directions –Working at a satisfactory rate –Accepting supervision –Demonstrating occupational safety skills

20. Inclusion of student with Severe Disabilities Six Principles –Parental involvement essential –Students with MR can receive positive academic and learning outcomes –Students with MR realize acceptance, interactions, and friendships –Positive outcomes accrue to students without disabilities (e.g., Educating Peter) –Collaborative efforts between school personnel is essential for success –Curricular adaptations are vital

22. GIFTEDNESS

23. What is “Gifted?” Traditional Definition –IQ > 130 –Top 2.2% of Population –Superior mental ability requiring differentiated instruction/curriculum Problems –IQ testing culturally biased, difficult/costly to administer –More expansive definition needed to provide services for children who may not fit into traditional idea of giftedness

25. What is “Gifted?” Contemporary Definitions –Gardner’s Multiple Intelligences –Sternberg’s Triarchic Theory Analytic Giftedness –Intellectual Abilities/ Problem Solving Synthetic Giftedness –Creativity/ Insightfulness/ Intuition Practical Giftedness –Applying above to everyday situations Definitions vary

27. Giftedness Can Be Seen Through Any of These Can operate on multiple brain channels simultaneously and process more than one task at a time Has a passionate interest in one or more topics, and would spend all available time learning more about that topic if he or she could Is able to deal with concepts that are too complex and abstract for age peers

28. Giftedness Can Be Seen Through Any of These Learns new material faster, and at an earlier age, than age peers Remembers what has been learned, making review unnecessary.

29. Some early signs of giftedness Abstract reasoning & problem-solving skills Advanced progression through developmental milestones Curiosity Early & extensive language development Early recognition of caretakers (for example, smiling) Enjoyment and speed of learning Excellent sense of humor Extraordinary memory

30. Some early signs of giftedness High activity level Intense reactions to noise, pain, or frustration Less need for sleep in infancy Long attention span Sensitivity and compassion Perfectionism Unusual alertness in infancy Vivid imagination (for example, imaginary companions)

32. Skills demonstrated by gifted and average children GiftedAverage Recognized Letters by Age 256%33% Recognized First Word by Age 231%15% Sight Read Easy Reader by Age 450%22% Sounded Out New Words by Age 442%13% Solved a 20-Piece Puzzle by Age 381%49% Showed an Interest in Time by Age 224%5% Told Time in Hours by Age 561%28% Counted to Ten by Age 352%24% High Degree of Math Understanding40%8%

33. Comparison of Gifted Children and Bright Children A Bright Child:A Gifted Learner: Knows the answersAsks the questions Is interestedIs highly curious Is attentiveIs mentally and physically involved Has good ideasHas wild, silly ideas Works hardPlays around, yet tests well Answers the questionsDiscusses in detail, elaborates

34. Comparison of Gifted Children and Bright Children A Bright Child:A Gifted Learner: Top groupBeyond the group Listens with interestShows strong feeling & opinions Learns with easeAlready knows 6-8 repetitions for mastery 1-2 repetitions for mastery Understands ideasConstructs abstractions Enjoys peersPrefers adults

35. Comparison of Gifted Children and Bright Children A Bright Child:A Gifted Learner: Grasps the meaningDraws inferences Completes assignments Initiates projects Is receptiveIs intense Copies accuratelyCreates a new design Enjoys schoolEnjoys learning Absorbs informationManipulates information

36. Comparison of Gifted Children and Bright Children A Bright Child:A Gifted Learner: TechnicianInventor Good memorizer Enjoys sequential presentation Thrives on complexity Is alertIs keenly observant Is pleased with own learning Is highly self-critical

37. Other Characteristics of the Gifted First-borns and only children more likely to be identified as gifted Children of gifted parents Visual-spatial learners more prevalent Approx. 1/6 of gifted children have some sort of co-morbid learning disability –Dyslexia, ADHD, Central Auditory Processing Disorder –making identification difficult

38. Other Characteristics of the Gifted More likely to be introverted than general population Asynchronous development –May be advanced in one or more areas and behind in another –Exacerbated by heightened emotional intensity often found in gifted children Csikszentmihalyi’s “Flow” Theory

39. Other Characteristics of the Gifted “Overexcitabilites” Too creative” for IQ tests

40. Issues gifted children and adolescents face Understanding and accepting what it means to be gifted Evaluating one’s life relative to different measures of success Recognizing the difference bet. “better at” & “better than.” Coping with the frustration of having too many options

41. Issues gifted children and adolescents face Overcoming the barriers of others’ expectations (No matter how well they do, there is always someone telling them they could have done better) Understanding the concept of asynchronous development (Being a child with the intellectual ability of an adult.) Becoming an advocate for one’s own self-interests. Understanding the role of socialization.

42. Things Parents Can Do… Evaluate your parenting style –focus on positive aspects of behavior – allow for unstructured time –balance permissiveness with authority. Discipline doesn't have to be negative Provide an enriched environment In order to avoid stress, children need to –be physically fit and learn to relax –learn to break tasks into manageable bites –need to have positive role models

43. Things Parents Can Do… Creativity requires a nurturing, expressive climate Help your child learn critical thinking, problem solving, and study skills Make learning fun

44. Things that Hinder Creativity in Gifted Children Insisting that children do things the "right way" Pressuring children to be realistic, to stop imagining Making comparisons with other children Discouraging children's curiosity

45. Problems Associated with Characteristic Strengths StrengthsPossible Problems Acquires and retains information quickly. Impatient with slowness of others; dislikes routine and drill; may resist mastering foundational skills; may make concepts unduly complex. Inquisitive attitude, intellectual curiosity; intrinsic motivation; searching for significance. Asks embarrassing questions; strong-willed; resists direction; seems excessive in interests; expects same of others. Ability to conceptualize, abstract, synthesize; enjoys problem-solving and intellectual activity. Rejects or omits details; resists practice or drill; questions teaching procedures.

46. Problems Associated with Characteristic Strengths StrengthsPossible Problems Can see cause--effect relations. Difficulty accepting the illogical-such as feelings, traditions, or matters to be taken on faith. Love of truth, equity, and fair play. Difficulty in being practical; worry about humanitarian concerns. Enjoys organizing things and people into structure and order; seeks to systematize. Constructs complicated rules or systems; may be seen as bossy, rude, or domineering.

47. Problems Associated with Characteristic Strengths StrengthsPossible Problems Large vocabulary and facile verbal proficiency; broad information in advanced areas. May use words to escape or avoid situations; becomes bored with school and age- peers; seen by others as a "know it all." Thinks critically; has high expectancies; is self-critical and evaluates others. Critical or intolerant toward others; may become discouraged or depressed; perfectionistic. Keen observer; willing to consider the unusual; open to new experiences. Overly intense focus; occasional gullibility.

48. Problems Associated with Characteristic Strengths StrengthsPossible Problems Creative and inventive; likes new ways of doing things. May disrupt plans or reject what is already known; seen by others as different and out of step. Intense concentration; long attention span in areas of interest; goal-directed behavior; persistence. Resists interruption; neglects duties or people during period of focused interests; stubbornness. Sensitivity, empathy for others; desire to be accepted by others. Sensitivity to criticism or peer rejection; expects others to have similar values; need for success and recognition; may feel different and alienated.

49. Problems Associated with Characteristic Strengths StrengthsPossible Problems High energy, alertness, eagerness; periods of intense efforts. Frustration with inactivity; eagerness may disrupt others' schedules; needs continual stimulation; may be seen as hyperactive. Independent; prefers individualized work; reliant on self. May reject parent or peer input; non-conformity; may be unconventional. Diverse interests and abilities; versatility. May appear scattered and disorganized; frustrations over lack of time; others may expect continual competence.

50. Problems Associated with Characteristic Strengths StrengthsPossible Problems Strong sense of humor. Sees absurdities of situations; humor may not be understood by peers; may become "class clown" to gain attention. Adapted from Clark (1992) and Seagoe (1974)

51. Famous gifted people Albert Einstein –was always at the top of his class –but hated school because of strict rules and rote learning –one of his greatest works, the theory of relativity Thomas Alva Edison –greatest inventor of all time light bulb and the phonograph –teachers complained his inattentiveness

52. Famous gifted people Leonardo Da Vinci –the quintessential Renaissance Man –an engineer and a painter, a mathematician and a musician, a writer and an architect –had more talent than his masters, but he owed his learning to them

54. School Factors that Fail Gifted Students (Hansen & Toso, 2007) Lessons that don't engage their interests Lack of meaningful relationships with teachers Detachment from classmates –A gifted child is still a child –Acceptance from those around them Economic Status Interpersonal Relationships –Giftedness does not always come with a high social aptitude

55. School Factors that Fail Gifted Students (Hansen & Toso, 2007) Experience of Loss –death of one family member or the divorce of parents Isolation Isolation –Gifted students that fall behind don't associate with the group of high achievers

57. Strategies for Teaching Gifted and Talented Students Create alternative activities that go beyond the regular curriculum. Work with students to design an independent project that they would be interested in completing for credit. If possible, involve students in academic competitions in your area. Create tiered assignments, which have different expectations for different levels of learners.

58. Common Myths Gifted students do not need help. The social and emotional development of the gifted student is at the same level as his/her intellectual development. Gifted students need to serve as examples to others, and they should always assume extra responsibility. Gifted students are naturally creative and do not need encouragement.

60. EMOTIONAL BEHAVIORAL DISORDER

61. Emotional & Behavioral Disorders (EBD) a condition in which behavioral or emotional responses of an individual are so significantly different in degree and/ or kind from his/her generally accepted age appropriate, ethnic, or cultural norms

62. Emotional & Behavioral Disorders (EBD) adversely affect performance in one or more areas –self-care –social relationships personal adjustment –academic progress –classroom behaviors –work adjustment

63. Emotional & Behavioral Disorders (EBD) The child/ youth demonstrates four (4) or more of the following: –An inability to establish or maintain satisfactory relationships with peers or adults –A general mood of unhappiness –Inappropriate behavior or feeling under ordinary conditions

64. Emotional & Behavioral Disorders (EBD) –Continued difficulty in coping with the learning remedial intervention –Physical symptoms or fears associated with personal or school problems –Difficulties in accepting the realities of personal responsibility accountability –The behavior is a danger to himself, other people, or property

65. Emotional & Behavioral Disorders (EBD) All five of these qualifiers must exist: –Behavior significantly different in degree and/ or kind from applicable normative data –Behavior is adversely affecting educational performance in one or more areas Behavior is not a transient response to stressors in the student’s environment

66. Emotional & Behavioral Disorders (EBD) –Behavior persists after intervention and support –Behavior is displayed in multiple environments, one of which must be in school

67. A Note on Terminology No generally agreed-on definition Variety of terms: –emotionally disturbed –socially maladjusted –psychologically disordered –emotionally handicapped –Psychotic –serious emotionally disturbed The term behavior disorder is currently and more frequently being used by many professional and parents

68. Prevalence of EBD 2% of the school-age population (USDOE estimate) More males than females Older students identified more than younger Poverty appears to double the risk of EBD African American males are overrepresented

69. Causes of Emotional Disorders Biological Factors –genetic, neurological, or biochemical –prenatal drug exposure Environmental Factors –(a) an adverse early rearing environment –(b) an aggressive pattern of behavior displayed on entering school –(c) social rejection by peers.

70. Causes of Emotional Disorders Family –child abuse –disrupted Society –impoverished environment, including poor nutrition –a sense of frustration and hopelessness

71. Classification of EDB (DSM-IV) Disruptive or externalizing behavior –attention-deficit hyperactivity disorder –conduct disorder –oppositional defiant disorder Emotional or internalizing behavior – anxiety –Depression

72. Classification of EDB (DSM-IV) Other disorders that do not fit into this classification system –Autism –Schizophrenia –Eating disorders

73. Externalizing behavior disorders Conduct disorder (disruptive behavior) –a repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate societal norms or rules are violated, as manifested by the presence of three or more of the following criteria in the past 12 months, with at least one in the past 6 months:

74. Externalizing behavior disorders: Conduct Disorder Aggression to people or animals –often bullies, threatens, or intimidates –often initiates physical fights –has used a weapon that can cause physical harm to others (bat, brick, broken bottle, knife, gun, etc.) –has been physically cruel to people –has been physically cruel to animals –has stolen while confronting a victim (e.g., mugging, purse snatching, extortion, armed robbery) –has forced someone into sexual activity

75. Externalizing behavior disorders: Conduct Disorder Destruction of property –has deliberately engaged in fire setting w/ the intention of causing serious damage –has deliberately destroyed another's property (other than setting fire) Deceitfulness or theft –has broken into someone else's home, building, or car –often lies to obtain goods or favors or to avoid obligations –has stolen items of nontrivial value without confronting a victim (shoplifting, forgery, etc.)

76. Externalizing behavior disorders: Conduct Disorder serious violation of rules –often stays out at night despite parental prohibitions, beginning before age 13 –has run away from home overnight at least twice while living in parental or parental surrogate home (or once without returning for a lengthy period) –is often truant from school, beginning before age 13. –The disturbance in behavior causes clinically significant impairment in social, academic or occupational functioning. –If the individual is age 18 years or older, criteria are not met for antisocial personality disorder.

78. Externalizing behavior disorders Oppositional defiant disorder (ODD) –less severe form of Conduct disorder. –a pattern of negativistic, hostile, and defiant behavior lasting at least 6 months, during which 4 or more of the following are present: often loses temper often argues with adults often actively defies or refuses to comply with adult's requests or rules often deliberately annoys people often blames others for his or her mistakes or behavior. is often touchy or easily annoyed by others

79. Externalizing behavior disorders is often angry and resentful is often spiteful or vindictive –The disturbance in behavior causes clinically significant impairment in social, academic, or occupational functioning. –The behaviors do not occur exclusively during the course of a Psychotic or mood disorder. –Criteria are not met for Conduct Disorder, and, if the individual is 18 years or older, criteria are not met for Antisocial Personality Disorder.

84. Internalizing behavior disorders Anxiety disorders –General Anxiety anxiety and excessive worry most of the time, present six months or more lives in a state of constant nervousness usually overreact to any type of stress have trouble making decisions and when they actually do, this usually causes additional worries –Panic Attack

91. Internalizing behavior disorders: Anxiety Disorders –Phobias fear of a specific stimulus or a situation sufferer usually knows that the fear is irrational but cannot do anything about it –Obsessive-Compulsive Disorders (OCD) know that their behavior is irrational and repugnant but are unable to resist Obsession: persistent intrusion of unwelcome thoughts, images, or impulses that cause anxiety (repeated doubts, requirements to have things in a specific order, etc.) Compulsion: an irresistible urge to carry certain acts or rituals that reduce anxiety (hand washing, checking, praying, counting, repeating words silently, etc.)

92. Examples of Obsessions

94. Internalizing behavior disorders –Post-Traumatic Stress Disorder (PTSD) can develop following exposure to an extremely traumatic event or series of events in a child’s life, or witnessing or learning about a death or injury to someone close to the child symptoms must occur within one month after exposure to the stressful event responses include flashbacks, guilt, intense fear, helplessness, difficulty falling asleep, nightmares, persistent re-experiencing of the event, numbing of general responsiveness, or increased arousal. may repeat their experience in daily play activities, or may lose recently acquired skills, such as toilet training or expressive language skills.

98. Internalizing behavior disorders Mood/ Affective Disorders –disturbances of normal mood –Bipolar disorders formerly known as manic-depression patient experiences swings from depression (extreme sadness) to mania (extreme happiness) with no discernable external cause

99. Internalizing behavior disorders –Depressive disorders major depressive disorder - in a depressed mood for most of the day, nearly everyday or has lost interest or pleasure in all, or almost all activities for a period of at least 2 weeks individual experiences major depressive episode and depressive characteristics, such as lethargy and hopelessness, for at least 2 weeks and of the nine (9) at least two (2) must be present

100. Internalizing behavior disorders –i. depressed mood most of the day –ii. reduced interest or pleasure in all or most activities –iii. significant weight loss or gain, or significant decrease or interest in appetite –iv. trouble sleeping or sleeping too much –v. psychomotor agitation or retardation –vi. Fatigue or loss of energy –vii. Feeling worthless or guilty in an excessive or inappropriate manner –viii. Problems in thinking, concentrating, or making decisions –ix. Recurrent thoughts of suicide or death

101. Internalizing behavior disorders –Dysthymic disorder generally more chronic (continuing in a long time or recurring) and has fewer symptoms than major depressive disorder symptoms: –i. no major depression episode during the first 2 years –ii. depressed mood for at least 2 years not broken by normal mood more than two months –iii. two or more of these six symptoms must be present: poor appetite or overeating, sleep problems, low energy or fatigue, low self-esteem, and feeling of hopelessness

102. Low Incidence Disorders occur very infrequently but are quite serious when they do occur Schizophrenia –1 percent of the general population over the age of 18 –characterized by loss of contact with environment and personality changes –involves bizarre delusions (such as believing one's thoughts are controlled by the police) –hallucinations (such as voices telling one what to think)

103. Low Incidence Disorders –"loosening" of associations (disconnected thoughts) –Incoherence, disorganized speech –Subtypes of schizophrenia a. disorganized schizophrenia: individual has delusions and hallucinations that have little or no recognizable meaning – hence, labeled disorganized b. catatonic schizophrenia: characterized by bizarre motor behavior, which sometimes take a form of a completely immobile stupor c. paranoid schizophrenia: characterized by delusions of reference, or grandeur, and persecution d. undifferentiated schizophrenia: characterized by disorganized behavior, hallucinations, delusions, and incoherence

105. Low Incidence Disorders Eating Disorders –Anorexia nervosa: the relentless pursuit of thinness Person refuses to maintain normal body weight for age and height Weighs 85% or less than what is expected for age and height In women, menstrual periods stop. In men levels of sex hormones fall. often includes depression, irritability, withdrawal, and peculiar behaviors such as compulsive rituals, strange eating habits, and division of foods into "good/safe" and "bad/dangerous" categories

107. Low Incidence Disorders –Bulimia nervosa: the diet-binge-purge disorder Person binge eats Feels out of control while eating Vomits, misuses laxatives, exercises, or fasts to get rid of the calories Diets when not bingeing. Becomes hungry and binges again Believes self-worth requires being thin May shoplift, be promiscuous, and abuse alcohol, drugs, & credit cards put up a brave front, but often depressed, lonely, ashamed, and empty inside

108. Low Incidence Disorders –Binge eating disorder The person binge eats frequently and repeatedly Feels out of control and unable to stop eating during binges May eat rapidly and secretly, or may snack and nibble all day long. Feels guilty and ashamed of binge eating Has a history of diet failures Tends to be depressed and obese. may eat for emotional reasons: to comfort themselves, avoid threatening situations, and numb emotional pain

110. Low Incidence Disorders Eating Disorders –Pica the persistent eating of nonnutritive materials for at least a month (cloth, string, hair, plastic, plaster paint, etc.) nearly all girls –Rumination disorder repeated regurgitation and rechewing of food Onset is typically around adolescence and may be associated with a stressful event

111. Low Incidence Disorders Tic Disorders –stereotyped movements or vocalizations that are involuntary, rapid, and recurring over time –may take the form of eye blinking, facial gestures, sniffing, snorting, repeating certain words or phrases, or grunting. –includes Tourette Syndrome

112. Low Incidence Disorders Tourette’s Disorder –occurs in approximately 4-5 individuals per 10,000 –includes both multiple motor tics and one or more vocal tics, which occur many times per day, nearly every day, or intermittently throughout a period of more than one year.

113. Low Incidence Disorders Selective Mutism –formerly called Elective-Mutism –persistent refusal to talk in typical school, social, or work environments –usually occurs before the age of five, but may not be evaluated until a child enters school for the first time

114. Low Incidence Disorders Adjustment Disorders –emotional or behavioral symptoms that children may exhibit when they are unable, for a time, to appropriately adapt to stressful events or changes in their lives –must occur within three months of a stressful event or change, and last no more than six months after the stressor ends –marked distress, in excess of what would be expected from exposure to the event(s), or an impairment in social or school functioning.

115. Some key components of effective schools Consistency of rules, expectations, and consequences across the school Cultural sensitivity High level of supervision in all school settings High levels of parent and community involvement

116. Some key components of effective schools Positive school climate School-wide strategies for resolving conflict Strong feelings of identification and involvement on the part of students Well utilized space and lack of overcrowding

117. What to Teach Students with EBD The student may be enrolled in three or more alternate courses: –self care –social relationships –personal adjustment –anger management –anxiety reduction –behavior control

118. Ten components to a preventive discipline program 1.Inform pupils of what is expected of them 2.Establish a positive learning climate 3.Provide a meaningful learning experience 4.Avoid threats 5.Demonstrate fairness 6.Build and exhibit self-confidence

119. Ten components to a preventive discipline program 7.Recognize positive student attributes 8.Time the recognition of student attributes 9.Use positive modeling 10.Structure the curriculum & classroom environment Students with emotional disorders do well in educational programs that stress positive behavior management, self- direction, and the development of interpersonal skills.

120. Famous People with Mood Disorders Britney Spears: bipolar unconfirmed Harrison Ford: depression Abraham Lincoln: depression Brooke Shields: postpartum depression

121. Famous People with Mood Disorders Jim Carrey: depression John Denver: depression Diana Princess of Wales: depression and bulimia nervosa Ludwig Van Beethoven: bipolar disorder Vincent van Gogh: bipolar disorder