CHAPTER TWELVE

1. CHAPTER TWELVE TEACHING STUDENTS WITH BEHAVIORAL DISORDERS

2. STUDENTS WITH BEHAVIORAL DISORDERS • Research suggests that 3% to 6% of school-aged students have behavioral disorders, although current programs for students with behavioral disorders serve slightly under 1% of the school-age population. • Students identified as having behavioral disorders make up about 8% of the total of all students receiving special education services.

3. Students with Behavioral Disorders (cont’d) • Students with behavioral disorders are found in both elementary and secondary schools; at least 50% of the public school programs for students with behavioral disorders are at the secondary level. • Nelson (1991) stated that “although studies do not consistently find more boys than girls with behavior problems, boys do tend to be overrepresented in programs for behaviorally disturbed children as much as ten to one.”

4. Students with Behavioral Disorders (cont’d) • The majority of students with behavioral disorders spend most their school day in the general education classroom. • Many children in need of mental health services do not receive appropriate care until their problems have become so extreme that they require residential treatment.

5. Students with Behavioral Disorders (cont’d) • According to Nelson, Stage, Supphong- Hurley, Synhorst, and Epstein (2007), the risk factors that best predict emotional and behavioral disorders in young children are “difficult child (i.e., temperament, parent management skills, interaction between temperament and parent management skills), destroys own toys, and maternal depression.”

6. Students with Behavioral Disorders (cont’d) • Most students with behavioral disorders encounter problems in the general education classroom because they lack appropriate social and study skills. Instruction in these areas will lead to skill improvement that will enhance their chances for success when they are included in the general education program.

7. Students with Behavioral Disorders (cont’d) • The intelligence level of students with behavioral disorders does not vary significantly from that of the general school population. However, these students fall behind their peers in academic achievement, and the gap seems to widen as the students progress through school, unless they receive high-quality academic instruction.

8. 3 MAJOR INDICATORS OF BEHAVIORAL DISORDERS • A student’s behavior may be judged disordered: • If it deviates from the range of behaviors for the child’s age and sex which significant adults perceive as normal; • If it occurs very frequently or too intensely; or • If it occurs over an extended period of time. (Nelson, 1993)

9. Indicators of Behavioral Disorders (cont’d) • Another important sign is academic underachievement. Many students with behavioral disorders experience difficulty coping with the academic demands of the classroom. They may read poorly and have trouble in math and other basic school subjects. In many cases, there is an overlap between this group of students and those with learning disabilities; inappropriate classroom behaviors can be either the cause or result of poor academic performance.

10. ASSESSMENT PROCEDURES • When behavioral disorders are suspected, and the behavior problems exhibited by a student do not respond to the interventions available in the general education classroom, the student is referred to the assessment team to determine eligibility and the need for special education services. Parents are notified of the referral and the team’s plans for special education assessment. When parents grant permission, the team can begin to collect formal assessment information.

11. Assessment Procedures (cont’d) • Several major areas are addressed in the special education assessment of students with behavioral disorders: • Academic performance • Intellectual ability • Classroom behavior

12. Assessment Procedures (cont’d) • Direct observation is the best source of data for planning behavioral change programs. • Assessment of student behavior is most effective when specific behaviors are pinpointed and accurate information is collected about the occurrence of those behaviors.

13. SPECIAL SERVICES • Most students identified as having behavioral disorders remain in the general education classroom for at least a portion of the school day. • Although most students with behavioral disorders are educated in the general education class, those with severe disabilities may attend special classes or special schools. In extreme cases, residential or hospital settings may be the most appropriate placement.

14. Special Services (cont’d) • Professionals who can provide support to students with behavioral disorders: • Resource teacher • School psychologist • School counselor • School social worker • Community services (family counseling or other appropriate services)

15. CLASSROOM ADAPTATIONS • When students with behavioral disorders are included in the general education program, the classroom teacher may find it necessary to make program adaptations in three areas: • Classroom behavior • Social skills • Academic instruction

16. CONTROLLING DISRUPTIVE BEHAVIORS • Tardiness • Verbal outbursts • Excess activity: moving about the classroom • Social relationships

17. TEACHING STUDY SKILLS • Maintaining attention • Organizational skills • Increasing accuracy

18. THINGS TO REMEMBER • The most common areas in which adaptations must be made for students with behavioral disorders are social skills and classroom behavior. Although these students usually require assistance in academic instruction, the most urgent needs are general control of disruptive behaviors and acquisition of appropriate social and study skills. •  The major indicators of behavioral disorders are actions that deviate significantly in frequency, intensity, and duration from those expected of the student’s typical peers of the same age and gender.

19. THINGS TO REMEMBER (cont’d) • Many students with behavioral disorders have academic needs that closely resemble those of students with learning disabilities and require the use of similar instructional interventions. • Assessment of behavioral disorders is most useful when data are gathered about the current status of students’ problem behaviors. •  Typical disruptive behaviors of students include tardiness, verbal outbursts and other acting-out behaviors, inappropriate physical activity, and poor social relationships.

20. THINGS TO REMEMBER (cont’d) • In the area of study skills, students with behavioral disorders experience difficulty maintaining attention, organizing work, and responding with accuracy. • Students with behavioral disorders are capable of learning to act appropriately; their school conduct and work habits can be improved with proper instructional and behavioral management techniques.