High Incidence Disabilities

Emotional Disturbance States interpret definition based on their own standards. Students have an average intelligence, but have problems with learning primarily because of external behavioral adjustment problems. Acting out Poor interpretation skills Anxiety Depression

Emotional Disturbance A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: 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 n0rmal circumstances General pervasive mood, unhappiness, or depression Tendency to develop physical symptoms, fears associated with personal or social problems

Emotional Disturbance Causes There are no direct causes shown by research. Suggested possible causes: Heredity Brain disorder Diet Stress Family functioning

Defining Characteristics Behavioral or emotional responses in school programs that are so different from appropriate age, cultural, and ethnic norms that adversely affect academic performance. More than a temporary, expected response to stressful events in environment. Consistently exhibited in two different settings, at least one which is school related. Persists despite individualized interventions within the educational program.

Defining Characteristics Hyperactivity Short attention span, impulsiveness Aggression/Self-injurious behavior Acting out, fighting Withdrawal Failure to initiate interaction with others, fear, anxiety Immaturity Crying, temper tantrums, poor coping skills Learning Difficulties Academically performing below grade level

The Learning Environment Primary problem areas in schools: Academic achievement Classroom behavior Peer relations

The Learning Environment Routines need to be predictable Consistently rewarded for appropriate behavior Token economies, contracting, and time outs (jobs) Assessment and systematic teaching of social skills through modeling, discussion, and rehearsal Supportive therapies Involving art, music, exercise, relaxation techniques

The Learning Environment Get to know your students Learn history Know triggers Have clear, consistent behavior expectations in classroom Keep the students mainstreamed unless severe problems Use positive reinforcement Engage in meaningful academic tasks that can be completed successfully

Behavior Modifications The best way to help emotional problems: Use reinforcers Consequences that strengthen good behavior Problem must be defined Design a way to change a behavior Identify an effective reinforcer Apply the reinforcer consistently to change and shape the behavior Behavior contract

Behavior Modifications Social skills training For interactions with peers and adults Being a good listener is a social skill that can be trained Self Control Training Teaches students to redirect actions by talking to themselves For students that know what to do in social settings, but lack the self control to act appropriately

Life Space Crisis Identification Crisis Drain their intense emotions by acknowledging their feelings Timeline Use affirmative and listening skills to discover their point of view Central issue Identify their vital interests and select the appropriate strategy Insight Use interviewing skills to help student recognize and change behavior New Skills Teach new skills for behavior changes Transfer of training Prepare the student to reenter the activity and setting

Conflict Resolution Take care of safety Clarify personal needs threatened by dispute Identify safe place for negotiation Take a listening stance to interaction Assert needs clearly and specifically Approach problem solving with flexibility Manage discussion with calm, patience, and respect Build an agreement that works