Students with Emotional/Behavior Disorders

1. Students with Emotional/Behavior Disorders ED 222

2. Sample Presentation • Introduction of a student: Jenny D. • Teaching Method: Bi-Polar Rating Scale • Current Issues: Diagnosing bi-polar in young children.. • http://www.youtube.com/watch?v=BltkhHeilEE&NR=1&feature=fvwp

3. IDEA Definition of ED • Over a long time, to a marked degree, that adversely affects a child’s educational performance • Accompanied by one or more of 5 characteristics • Includes: schizophrenia, but does not apply to children who are socially maladjusted unless they also meet the other criteria for having an emotional disturbance.

4. One or more of 5 characteristics… • Inability to learn that cannot be explained by intellectual, sensory, or health factors • Inability to build or maintain satisfactory interpersonal relationships with peers or 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

5. Prevalence of EBD • Approximately 0.7 percent of all student ages 6-21 in special education • Debate over accuracy of amount • Gender, ethnic and socioeconomic factors influence prevalence • White males more than white females • Black females more than white females • Black males highest disproportionately

6. Emotional Characteristics of EBD • Anxiety Disorder • Separation anxiety • Generalized anxiety disorder • Phobia • Panic disorder • Obsessive-compulsive disorder • Post-Traumatic stress disorder • Mood disorder • Depression • Suicide • Bipolar Disorder

7. Continued • Oppositional defiant disorders • Conduct disorder • Schizophrenia

8. Behavioral Characteristics of EBD • Externalizing behaviors • Aggression • Acting out • Noncompliant behaviors • Internalizing behaviors • Withdrawal • Depression • Anxiety • Obsessions • Compulsions

9. Cognitive and Academic Characteristics of EBD • Below grade level in reading, math and writing • Rated low on self-control socials skills measures • Higher rates of being held back in grade • Many have expressive and/or receptive language disorders

10. Determining the Causes • Biological Causes • Environmental considerations • School Factors • Family factors/considerations

11. Determining the Presence • Rating scales, personality inventories, and observations • They did not always follow the IDEA definition

12. Determining the Presence • Scale for Assessing Emotional Disturbance • Follows 5 elements of IDEA • Inability to learn • Inability to build or maintain satisfactory relationships • Inappropriate behavior • Unhappiness or depression • Physical symptoms or fears, additionally: • Student involvement in antisocial behaviors in environments outside of school

13. Partnering for Special Ed. & Related Services • Wraparound services: • School, community mental health, and other services are “wrapped around” the student instead of compartmentalized

14. Partnering for Special Ed. & Related Services • Wraparound services: • 10 Principles • Voice and choice • Team-based • Natural supports • Collaboration • Community-based • Culturally competent • Individualized • Persistence • Outcomes-based

15. Partnering for Special Ed. and Related Services • Wraparound services: • Four phases of wraparound (Box 7.1) • Engagement and Team preparation • Initial Plan Development • Implementation • Transition

16. Determining Supplementary Aids and Services • Classwide, peer-assisted, self-management • Students learn how to define self-management and why it is effective • Explore how it might benefit them • Learn the relationship among antecedents, specific behaviors, and the consequences • Discuss how to respond appropriately and inappropriately • Reverse-role tutoring • Using students with emotional or behavioral disorders as tutors to nondisabled peers

17. Planning for UDL • Use a computer with word processing software • Reduces frustration • Increases students’ willingness to edit and correct their work • Results in clean legible products • Talking word processors, alphabetical keyboards, or word prediction software may allow for less frustration when writing

18. Planning for Other Educational Needs • More than half drop out of high school • Statistics two years later show low employment rate for dropouts • Reasons for dropout rate • Several interventions have been identified to reduce the dropout rates

19. Preventing Dropouts • Establish a student advisory program • Establish and involve students in extracurricular activities • Systematically monitor risk factors associated with dropping out • Develop “schools within schools” or smaller units • Establish school-to-work programs • Engaged in community based learning • Use the “check and connect” strategy • Provide vocational education

20. Measuring Students’ Progress • Master learning (or mastery training) • Frequently assess students’ mastery of content, determining whether to move on to the next concept • To monitor mastery, effective teachers will: • Ask questions of the whole class • Using a cooperative learning strategy such as “think-pair-share” • Social Skills • Use the social skills rating system • Socio-metric rating for rankings

21. Making Accommodations for Assessment • Students in alternative school settings need to progress in the general education curriculum so that they may return to their neighborhood schools • Students with EBD may be more likely to have difficulty with testing, due to heightened anxiety • Appropriate testing accommodations include: • Extended time for testing • Individual test administration • Breaks during testing