Chapter 9 Behavioral Disabilities E. Michael Loovis Chapter 9 Behavioral Disabilities

Learning Objectives To understand emotional disturbance as defined in IDEA To understand the clinical features that lead to a differential diagnosis of emotional disturbance To understand and apply various instructional and managerial strategies that have proven successful when teaching students with behavioral disorders To identify and apply specific approaches that have been used with students with emotional disturbance To understand positive behavior support, including functional behavioral assessment and behavioral intervention plans

Emotional Disturbance An inability to learn that 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

Emotional Disturbance: Three Qualifiers Duration Degree Adverse effects on educational performance

Quay’s Dimensional Classification Conduct disorder Socialized aggression Attention problems–immaturity Anxiety–withdrawal Psychotic behavior Motor excess

Achenbach et al.’s Two Primary Dimensions (1991) Externalizing Internalizing

Kauffman’s Classification Overt (undersocialized) Covert (socialized)

American Academy of Experts in Traumatic Stress Expressing self-destructive ideas Talking about specific plans to harm self or others Having difficulty controlling impulses Blaming other people or events for problems Engaging in substance abuse

DSM-IV Criteria: Conduct Disorder vs. Oppositional Defiant Disorder

Psychiatric Disorders Anxiety disorders Depression and other mood disorders Schizophrenia Other psychotic disorders

Causes of Behavioral Disabilities Biological Family School Culture

Instructional and Management Considerations Differentiated instruction Behavior contracts Physical restraint Praise Precision requests Active listening Verbal mediation Conflict resolution

Physical Restraint and Seclusion Types of restraint Mechanical Physical escort Physical restraint Seclusion Time-out

Humanistic Approach Sherrill Hellison

Hellison’s Levels Level 0 – Irresponsibility Level 1 – Respecting the rights and feelings of others Level 2 – Participation and effort Level 3 – Self-direction Level 4 – Helping others and leadership Level 5 – Outside the gym

Hellison’s Strategies Awareness talks The lesson itself Individual decision making Group meetings Reflection time Counseling

Data-Based Gymnasium Self-indulgent behavior Noncompliant behavior Aggressive behavior Self-stimulatory behavior

Positive Behavior Support: Its Roots Applied behavior analysis Normalization/inclusion Person-centered values

Positive Behavior Support: Its Values Respect for the individual Meaningful outcomes Social validation Dignity Normalization Inclusion Person-centered planning Self-determination Stakeholder participation

Positive Behavior Support: Two-Stage Process Functional behavioral assessment Behavioral intervention plans

New Standard for Manifestation Determination

10-Step Process of FBA and BIP Determining the function of the undesirable behavior Appropriate alternative behavior Frequency of alternative behavior Teaching sequence Manipulating environment (continued)

10-Step Process of FBA and BIP (continued) Decreasing probability of failure Reinforcement of positive responses Consequences for problem behavior Data-collection system Goals and objectives

Inclusion 30.2% of students with behavioral conditions spend more than 60% of the school day in regular classrooms. Placement in regular classrooms should be based on frequency of behavioral episodes, and intensity of behavioral episodes. Inclusion is facilitated much of the time by development and implementation of the BIP.