Chapter 6: Teaching Students with Emotional and Behavioral Disorders Angel Galvez ED /28/13

Bellwork In your own words, what do you think emotional and behavioral disorders are? How does this disorder affect a child in school? Please share your thoughts.

Norms Be prepared. Participate. Cell phones on silent. Have fun!

SLOs Describe basic concepts about emotional and behavioral disorders (EBD). Describe the characteristics of children and youth with EBD. Identify effective inclusive practices for students with EBD. The role of teachers in making classroom adaptations for students with EBD in general education setting

Basic Concept of EBD Seriously Emotionally Disturbed (SED): -Under the Individual’s with Disability Education Act (IDEA) they use the term “emotionally disturbed” -Children having behavioral disorders. Emotional and Behavioral Disorders (EBD): -Describes students who receive special education services.

Identification (pg. 195) Inability to learn that cannot be explained by intellectual, sensory, or health factors. Inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Inappropriate types of behavior or feelings under normal circumstances. General pervasive mood of unhappiness or depression. Tendency to develop physical symptoms or fears associated with personal or school problems.

Assessments Assessment Procedures: Clinical Interview Observation Rating Scales Personality Test Pg. 196 Types of Assessments: Strength-based assessment Functional Behavioral Assessment (FBA) Pg. 197

2 Types of Classification Major types of disorders: Organic mental syndromes & disorders  Psychoactive substance-use  Schizophrenia  Delusional  Psychotic  Mood  Anxiety  Sexual Disorders Pg. 199, Figure nd classification developed by Quay & Peterson: Conduct disorder Socialized aggression Attention problems- immaturity Anxiety/Withdrawal Psychotic Behavior Hyperactivity Pg. 199

ACTIVITY What are examples of possible risk factors for students with EBD? In groups of 4, give examples of possible risk factors for students with EBD. Refer to page 204&205. Be ready to share!

Examples of Possible Risk Factors for Students with EBD CHILDFAMILY (Group 1) SCHOOL (Group 2) CULTURAL (Group 3) Biological factors (e.g. Autism, Asperger's) Anti-social Difficult temperament Low intelligence Neuropsychologic al deficits (e.g. language deficits)

Types of Social Skills Interpersonal behaviors Peer-related social skills Teacher-pleasing social skills Self-related behaviors Assertiveness Skills Communication Skills Pg. 206, Figure 6.5

Externalizing and Internalizing Behaviors and Emotions Externalizing: Aggression Tantrums Defiance Noncompliance w/ rules Disobedience Lying & stealing Destructiveness Self-control difficulties Internalizing: Withdrawal Limited activity levels Fixated on certain thoughts Avoidance of social situations Anxiety Depression Inappropriate crying

Postsecondary & Adult Outcomes School Exits:  33.7% in to 38.4% in Employment:  63% of individuals with EBD worked Postsecondary Education:  34.0% attended post secondary school Other Adult Adjustment Considerations:  Only 21.5% of individuals lived independently

Challenges of General Education Teachers Behavior affects the student and others General education teachers and special education teachers need to collaborate together to provide appropriate interventions. Recommends prereferrals.

ACTIVITY: Promoting Inclusive Practices In your groups, you will role play and demonstrate how to use these practices. Group 1: Use programs in which peers act as buddies or tutors. Group 2: Focus on positive behaviors and providing appropriate reinforcements. Group 3: Using good-behavior games in which all students work together to earn rewards.

Secondary School Considerations Meaningful relationships as a basis for school engagement Academic rigor provided through a challenging curriculum while accompanied by the academic supports necessary for success Learning opportunities that are relevant to the interests of students and their future plans Attention to the multiple needs of student Active involvement of individual students and their families in transition planning

Classroom Adaptations Curricular Adaptations Instructional Adaptations Behavioral Supports Physical Adaptations Wraparound Services Medical Considerations