Understanding Students with Emotional or Behavioral Disorders Chapter 7 Understanding Students with Emotional or Behavioral Disorders Each Power Point presentation can be viewed as transparencies or computer presentations. There are discussion questions and links to websites imbedded in each Power Point presentation to assist instructors and students. Please refer to the Instructors Manual for the complete list of ancillaries that support each chapter. The DVD and Companion Website all have video clips and other materials for an enriching multimedia instructional experience.

Chapter 7 Objectives At the end of this chapter you should be able to: Identify and define the characteristics of students with emotional and behavioral disorders. Compare and contrast externalizing and internalizing behaviors. Describe the causes of emotional and behavioral disorders. Articulate services and instructional approaches for students with emotional or behavioral disorders.

Defining Emotional or Behavioral Disorders IDEA Definition of Emotional Disturbance 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.

Defining Emotional or Behavioral Disorders 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

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

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 Oppositional defiant disorder Conduct disorder Schizophrenia

Behavioral Characteristics of EBD Internalizing behaviors Withdrawal Depression Anxiety Obsessions Compulsions Externalizing behaviors Aggression, Acting out Noncompliant behaviors Can occur simultaneously

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

Determining the Causes Biological Causes Environmental considerations School factors Family factors/considerations

Determining the Presence Rating scales, personality inventories, and observations. They did not always follow the IDEA definition Scale for Assessing Emotional Disturbance Follows 5 elements from 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

Partnering for Special Education and Related Services Wraparound services: School, community, mental health, and other services are “wrapped around” the student instead of compartmentalized Ten key principles Voice and choice Team-based Natural supports Collaboration Community-based Culturally competent Individualized Strengths-based Persistence Outcomes-based

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

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

Planning for Universal Design for Learning 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

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 rate

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 Engage in community-based learning Use the “check and connect” strategy Provide vocational education

Early Childhood Students Classroom-centered intervention Mastery learning Good-behavior game Family-school partnership intervention Multicomponent intervention Student-directed learning strategies Social Stories An apron storyboard

Elementary and Middle School Students Service Learning Instructional activities that integrate teaching activities with community service Designed to teach civil responsibility Reinforces lessons in the classroom in the context of real life Improves communities

Secondary and Transition Students Conflict Resolution Students learn: Effective communication Anger management Taking another’s perspective Conflicts usually occur because of resources, needs, or goals Teaches problem solving and successful decision making

Measuring Students’ Progress Mastery 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 Use a cooperative learning strategy such as “think-pair-share” Social Skills Use of social skills rating system Socio-metric ratings for rankings

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