Social-Emotional Characteristics

Developmental Perspectives

Erikson’s Theory of Psychosocial Development Stage or Crisis Virtue/Goal Time Period Trust vs. Mistrust Hope Birth to 12-18 months Autonomy vs. Shame Willpower 12-18 months to 3 years Initiative vs. Guilt Purpose 3 to 6 years Industry vs. Inferiority Competence 6 years to puberty Identity vs. Role Confusion Fidelity Puberty to young adult Intimacy vs. Isolation Love Early adult years Generativity vs. Stagnation Care Middle adult years Ego Integrity vs. Dispair Wisdom Late adult years

Emotional Development Explanations Given by the Individual for their Feelings Reasons given for emotions appear bizarre and irrational Reasons for feelings relate to simple pleasure or displeasure, comfort or pain. Reasons for emotions relate to actions of authority figures and being allowed to get to have things that are desired. Reasons for feelings relate to being allowed to “go and do” or to being restricted from doing so by authority figures. Reasons for emotions relate to having friends and belonging; conformity is valued. Explanations for emotions relate to reciprocal relationships, and involve sensitivity to feelings of others; mutuality is valued. Reasons for emotions involved being self-defining and directed; autonomy is valued. Reasons or feelings reflect the need to be consistent with values and principles; integrity is valued.

Development of Social Perspective Taking Stages Age Range Description Egocentric Perspective Taking 3 to 6 Others are physical entities Subjective Perspective Taking 5 to 9 Understands that others have their own feelings Reciprocal Perspective Taking 7 to 12 Begins to put themselves in the shoes of others Mutual Perspective Taking 10 to 15 Capable of stepping outside of self Societal Perspective Taking 12 to adult Understand all perspectives from a global point of view

Social Competence and Cognitive Development

Social Intelligence Social Awareness Social Skills Comprehension Insight Judgment Social Skills Communication Problem Solving

Emotional Competence Dimensions of Behavioral Style or Temperament Activity Level Rhythmicity (regularity, predictability) Approach/withdrawal tendencies (response to new stimuli) Adaptability Threshold of responsiveness (or reactiveness to stimuli) Intensity of reaction Quality of mood Distractibility Attention span or persistence

Social Cognitive Delays Attention Perception Memory Strategic control functios

Always keep in mind Does a pattern of delay exist, or is this an isolated instance? Are the desired skills present in the training or classroom setting, and does the learner fail to generalize them to other environments?

Relationships Between Problems in Behavior and Problems in Learning

Behavior from an Ecological Perspective Risk Negative or potentially negative conditions that impedes or threatens normal development Child Factors Family and community factors School and peer group factors

Behavior from an Ecological Perspective Resiliency The ability of the individual to resist the negative effects of stresses and to achieve a positive outcome Child factors Family factors School and community factors http://www.search-institute.org/content/40-developmental-assets-adolescents-ages-12-18

Maladaptive Behavior Patterns of Maladaptive Behavior Degree and frequency Undersocialized aggressive conduct disorders Socialized aggressive conduct disorders Anxiety-withdrawal-dysphoria disorders Attention deficit disorders Conduct Disorders Initiating/responding aggression/aggressively Destroying property Being deceitful Violating rules

Maladaptive Behavior Patterns of Maladaptive Behavior Anciety-Withdrawal-Dysphoria Disorder Initiating/responding aggression/aggressively Destroying property Being deceitful Violating rules

Depression Depressed or irritable mood Lack of interest in and inability to feel pleasure Disturbance of appetite Disturbance of sleep Psychomotor agitation or immobility Lack of energy, fatigue Feels of worthlessness, self-reproach, inappropriate guilt Inability to concentrate; indecisiveness Thoughts of suicide; suicide threats or attempts

Risk for potential suicide Sudden changes in usual behaviors or affect School problems (academic, social or disciplinary) Family or home problems Disturbed or disrupted peer relationships Heath problems Substance abuse Giving away prized possessions Talking about suicide making plans Situational events relating to the student of within in the family Sense of hopelessness

IDEA 2004 & Serious Discipline Problems We are obligated to provide a safe and conducive learning environment We are obligated to provide “zero reject” and a “free and appropriate public education” (Honig v. Doe, 1988) Schools may not expel or suspend students when the problem behavior is determined to be directly related to the disability

So… If a child has a disability, we must consider this when engaging the student in disciplinary consequences that result in a “change in placement” (suspension of more than 10 days) The child should have a BIP We conduct a FBA We can provide an IAP for 45 days, if there is danger to other children, firearm, or illegal drugs

continued Manifestation determination We must always maintain services The child’s program and placement are found to be appropriate, designed to meet the child’s needs, and implemented appropriately The disability does not impair the child’s ability to understand the consequences of the behavior The disability does not impair the child’s ability to control his or her own behavior We must always maintain services