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Emotional and Behavioral Issues

Emotional and Behavioral Issues. By: Anica Haymes Cloe Bowery. What does this mean?. Emotional and Behavioral Disturbances cause an individual to display patterns of behavior that would not be considered “acceptable” in common social context .

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Emotional and Behavioral Issues

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  1. Emotional and Behavioral Issues By: AnicaHaymes Cloe Bowery

  2. What does this mean? • Emotional and Behavioral Disturbances cause an individual to display patterns of behavior that would not be considered “acceptable” in common social context. • These behaviors also need to be deemed separate to any health, intellectual or sensory disorders • Some categories of behavioral disorders include: conduct disorders, personality disorders, immaturity, and socialized delinquency.

  3. IDEA’s definition of Serious Emotional Disturbance "a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance: An inability to learn which 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."

  4. Different Approaches Provide the individual with a “safe” or “comfortable” environment, where routines are predictable and consistent. Have the individual’s intervention team create a personalized plan of action to create goals and provide the appropriate support. Outside care, programs or interventions may also be appropriate based on individual need. http://www.youtube.com/watch?v=sCz0aoR0R44&feature=related

  5. Focus: Sports Intervention? “Hansen, Larson, and Dworkin found that youth in sports activities reported higher rates of self- knowledge, managing emotions, and physical skills experiences compared to youth in academic and leadership activities. Bartko and Eccles found that youth who reported being highly involved in sports described being more “psychologically resilient,” or able to bounce back from problems. Others have found that sports participation protects student athletes against social isolation, with longer-term participation in sports serving to promote attachment to the school community.15 ”(Menstrel and Perkins, p. 16).

  6. Recent Studies . Children with ADHD involved in a sport-based youth program Questionnaire before the start of the program, after, and a year after. “Children indicated improvement in two behavior domains while their parents indicated improvement in the children’s behavior in five domains. Also, there was an improvement in reduction of anxiety” (Sport-based group therapy program for boys with ADHD or with other behavioral disorders, 2011, p. 217).

  7. Sport and Game instruction in Physical Education “sport and game instruction improved direction, and social competence”. They examined the effect of social skill instruction on the acquisition, maintenance, and generalization of peer related social behaviors of students with emotional or behavioral disorders during competitive sports. Results demonstrated social skill instruction was an effective strategy to develop appropriate sport and game behaviors and decrease inappropriate ones for students with EBD in physical education. Social validity results demonstrated that parents and teachers support the curriculum as implemented to develop appropriate sport and game behaviors.” (The effect of social skill instruction on sport and game related behaviors of children and adolescents with emotional or behavioral disorders, 2008, p.2896). http://www.youtube.com/watch?v=JZvHLdhSl7s

  8. References Ferguson, D. D., & Jones, K. (2001). Cross-country skiing as a self-efficacy intervention with an adolescent female: An innovative application of banduras theory of therapeutic recreation. Therapeutic Recreation Journal, 35(4), 357-357. Retrieved from http://ezproxywhe.flo.org/login?url=http://search.proquest.com/docview/218637752?accountid=29102 Menestrel, S. L., & Perkins, D. F. An overview of how sports, out-of- school time, and youth well-being can and do intersect. New Directions of Youth Development, 17. Samalot-Rivera, A. (2008). The effect of social skill instruction on sport and game related behaviors of children and adolescents with emotional or behavioral disorders. Dissertation Abstracts International Section A, 68

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