Laura Dauffenbach Laura Meier Joe Denker

 Setting (if a behavior is happening in all settings, then it is a individual problem and not a result of a student-classroom mismatch, ie. Anorexia, Depression)  School  Home  Work  Duration  Temporary  Chronic ▪ Determines severity of problem behavior  Intensity (Intense Behaviors)  Disruptive  Causes Physical or Psychological Harm  Puts students in jeopardy

 Undetected emotional problems  50% of students with documented emotional disabilities drop out of school (US Dept. of Ed. 2001)  Most are unnoticed and untreated… or misidentified as having a learning disability

 Types of Emotional Disturbance  Internalized ▪ depression ▪ suicidal thoughts  Externalized ▪ temper tantrums ▪ physical aggression  Federal Definition of Emotional Disturbance  (IDEA) Individuals with Disabilities Act: determines proactive supports for youths/students who might be at risk…  Implementation of proactive supports

Issues with Emotional Disturbance:  Inability to learn ▪ noncompliance, disinterest and avoidance are symptoms exhibited by students who have emotional baggage ▪ gear curriculum towards students’ interests  Inability to Maintain Satisfactory Relationships ▪ foster positive peer relationships by building classroom community…cooperative learning, peer tutoring etc.  Inappropriate Behavior or Feelings ▪ A reason always exists…  Pervasive Mood of Unhappiness or Depression ▪ Early identification and treatment…refer to school counselor  Tendency to Develop Physical Symptoms or Fears ▪ Headaches, abdominal pain etc. Refer to physician

 Proactive disciplinary methods  Alternative to threats, punishments, and aversive reaction  Comprehensive systems for analyzing and changing students’ behavior ▪ Basic Needs ▪ Social Skills ▪ Environmental Support

 Process of collecting data  determine what function the behavior may be serving for a child ▪ get/seek something desired ▪ escape/avoid something painful or undesired ▪ seeking control  determine why the behavior is occurring  Complete a functional behavior assessment form

 times when the behavior does/does not occur (just prior to lunch, during a particular subject)  specific location of the behavior (classroom, playground)  conditions when the behavior does/does not occur (in small groups, during unstructured time)  individuals present when the behavior is most/least likely to occur (certain students, substitute)  events or conditions that typically occur before the behavior (assigned to a certain reading group)  events or conditions that typically occur after the behavior (student is sent out of the room)  common setting events (during bad weather, during testing)

 Proactive approach, teaching behavior rather than punishing  Focuses on prevention  Provides a method for assessing behavior  Provides consistent methods for implementing behavioral interventions that address the function of the behavior

 Recommended for students who exhibits chronic classroom management problems  Outlines a specific course or action  changes that will be made in classrooms or other environments to reduce or eliminate problem behaviors  strategies to replace problem behaviors with appropriate behaviors that serve the same function for the child  supports for the child to use the appropriate behaviors  set a date for re-evaluating the plan

 Behavior is not logical or acceptable  Creates counter-aggressive staff feelings  Leads to Special Education referrals  Conduct Disorder  Oppositional Defiant Disorder

 Managing behaviors  Teach students self management  FBA to determine triggers  Positive feedback/Ignore  Analyze group dynamics  Use logical consequences  Teach social skills  Exclusion procedures  Avoid power struggles  Minimal clear rules  Model appropriate behavior  BMP  Consistency

 “Sugarcoated Hostility”  “I can’t hear you”  “I can’t find it”  “See what you made me do”  “It’s not my problem”  Intended to frustrate and irritate

 Managing Behaviors  Learn characteristics  Acknowledge anger  Use “I” messages  Benign Confrontation  Promote student self reflection  Logical consequences  List of top 3 behaviors and FBA  Student expression opportunities

 Neurobiological disorder affecting inhibitions and focus attention  3-5% of students display ADHD  Guidelines  Before 7 years old  Multiple Settings  Not another disorder  Past 6 months  Impairment exists  Over Diagnosed

 Managing Behavior  Cognitive-Behavioral Modification  Social Skills Training  Contingency Management  Structured Activity  Self Management  Environmental Accommodations

 “Outsider” students  Separation from supportive peer relationships  Double Delinquency Rate  Results from Physical or Sexual Abuse

 Talk Daily  Interest Inventories  Display “Islands of Competence”  Assign Partners  Teach Assertiveness  Provide Designated Role  Encourage Extracirriculars

 Difficulty interpreting body language and other subtle features of conversation  Asperger’s Syndrome  High IQ and deficient social skills

 Managing Behaviors  Help with Social Skills  Cause and Effect lessons  Teach Non-Verbal Cues  Cross Age Peer Tutoring  Build Confidence