BY: SALLY HART, LSSP ED and AU in the School Setting

Emotionally Disturbed (ED) Means a condition exhibiting one or more of the following characteristics over a long period of time (more than 6 months) and to a marked degree that adversely affects a child’s educational performance (a) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (c) Inappropriate types of behavior or feelings under normal circumstances. (d) A general pervasive mood of unhappiness or depression. (e) A tendency to develop physical symptoms or fears associated with personal or school problems Emotional disturbance includes schizophrenia. It does not apply to a child who is socially maladjusted unless the child has been found to have an emotional disturbance. Not due to a medical condition or conduct disorder.

ED is NOT! Social Maladjustment -Lack of exposure to school setting -Culture and lifestyle factors Conduct Disorder -Aggression against people or animals -Property destruction -Lying or theft -Serious rule violation Behavior caused by a medical condition

Characteristics for Eligibility of ED (a) An inability to learn that cannot be explained by intellectual, sensory, or health factors. -student is not making academic progress but has an average IQ, no learning difficulties and no health concerns (b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. -student does not have friends, friendships are abnormal or not appropriate, not able to connect with any school staff (c) Inappropriate types of behavior or feelings under normal circumstances. - student is aggressive, has anger problems, problems with impulse control, maladaptive feelings or behaviors, not able to control their feelings or behavior (d) A general pervasive mood of unhappiness or depression. - student demonstrates unhappiness or depression across settings, deep internal struggle, affects the student’s ability to experience enjoyment (e) A tendency to develop physical symptoms or fears associated with personal or school problems - anxiety issues that are related to a school or a personal problem and not a medical condition

Impact of Disability Academic -Skill deficits -Trouble beginning tasks -Difficulty maintaining attention -Problems completing tasks - Difficulty retaining information Behavior a) Externalizing (acting out) b) Internalizing (withdrawing) c) Interaction with others (making and keeping friends)

General Behavior Recommendations for Students with ED Classroom Management - Identify 3 – 5 clear, concise, positively stated rules (taught, modeled, practiced, reinforced) -Reinforce appropriate behavior -Predictable schedule/environment/routine -Active monitoring -Provide corrective feedback privately -Avoid power struggles between student and staff -Use curricular interventions Assignments broken into smaller parts and modified Breaks given as needed Student strengths utilized to learn new material Opportunities for choice making -Teach relaxation techniques -Teach alternate behaviors -Teach social skills proactively (Teach, model, practice and reinforce skills) -Teach self-regulating skills -Creating situations where the student can succeed and avoiding situations where the student is likely to fail

Strategies continued Teach expected behavior (tell, show, practice) Encouraging expected behavior (incentives) (social praise) Discouraging problem behavior (clear consequences) Visual reminders and cool down areas /break cards Focus on proactive strategies and not reactive strategies ProactiveReactive - teach new behaviors-does not promote new learning -reinforce appropriate behavior-may stop the behavior momentarily -emphasize positive expectations-emphasize negative consequences - point systems-planned ignoring -modeling-loss of activities & privileges -behavior contracts -punishment

Individualized Behavior Support Functional Behavior Assessment (FBA) - Antecedent-Behavior-Consequences - Function of behavior (attention, control, escape, sensory) Behavior Intervention Plan -Target behaviors and replacement behaviors -Structured plan to follow Reinforcement Survey or Interest Inventory - Find proper rewards or reinforces Behavior Contracts or Behavior Charts - Individualized and get student buy in

MondayTuesdayWednesdayThursdayFriday 7:45-8:00 8:00-8:15 8:15-8:30 8:30-8:45 8:45-9:00 9:00-9:15 Total from 1 st Section Sticker? (3/6) Sticker? (3/6) Sticker? (3/6) Sticker? (3/6) Sticker? (3/6) 9:25-9:40 9:40-9:55 9:55-10:10 10:10-10:25 10:25-10:40 10:45-11:00 11:00-11:15 Total from 2 nd Section Sticker? (4/7) Sticker? (4/7) Sticker? (4/7) Sticker? (4/7) Sticker? (4/7) 11:15-11:25 (10 minutes) 11:30-11:45 11:45-12:00 1:55-2:10 2:10-2:25 2:25-2:45 (20 minutes) Total from 3 rd Section Sticker? (3/6) Sticker? (3/6) Sticker? (3/6) Sticker? (3/6) Sticker? (3/6) Daily Total Stickers(2 stickers = Reward)

Positive Reinforcement Systems Mystery motivators Spinners Token Systems Treasure Box Connect the Dot Charts

Autism Spectrum Disorder in the School Setting The student has a developmental disability significantly affecting verbal communication. The student has a developmental disability significantly affecting nonverbal communication The student has a developmental disability significantly affecting social interaction Other characteristics associated with autism that the student manifests: Engagement in repetitive activities and stereotypical movements. Resistance to environmental changes or change in daily routine. Unusual responses to sensory experiences. - Must be negatively affecting the students educational performance - A student may not be considered a student with Autism if the child’s educational performance is adversely affecting do to an Emotional Disturbance

Strategies for AU Students Structured Schedule Warning of changes in routine Social skills training Visuals reminders of expected behavior /schedule/token board Non verbal cuing system Social Stories (personalize) Reduce distracting stimuli Speech therapy Group counseling vs individual

Visuals

Communication is key Consistency between home and school on the behavior strategies and reinforcements Open line of communication both ways In home Training Related service counselor at school and outside counselor

Resources The Tough Kid Book and Toolbox (Practical Classroom Management Strategies) by: Ginger Rhode, William Jenson, & Kenton Reavis The Parent’s Guide (Solutions to Today’s Most Common Behavior Problems in the Home) by Stephen McCarney & Angela Bauer