1. Emotional Disturbance Matt Briggs Dante Robinson

2. Common Definitions A student with an emotional disturbance has the inability to learn in school which cannot be explained by other factors, as well as the inability to build or maintain good relationships at school. These students display difficulties with behavior or feelings, and may be generally unhappy or sad. They may develop physical symptoms or fears that affect home and school. Any mental disorder not caused by detectable organic abnormalities of the brain and in which a major disturbance of emotions is predominant. A disability characterized by behavioral or emotional responses in school so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance. Educational performance includes academic, social, vocational, and personal skills. Such a disability Is more than a temporary, expected response to stressful events in the environment; Is consistently exhibited in two different settings, at least one of which is school related; Is unresponsive to direct intervention in general education or the child’s condition is such that general education interventions would be insufficient

3. Legal Definition “…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: An inability to learn that cannot be explained by intellectual, sensory, or health factors. An inability to build or maintain satisfactory interpersonal relationships with peers and 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. ”

4. Characteristics Hyperactivity (short attention span, impulsiveness); Aggression or self-injurious behavior (acting out, fighting); Withdrawal (not interacting socially with others, excessive fear or anxiety); Immaturity (inappropriate crying, temper tantrums, poor coping skills) Learning difficulties (academically performing below grade level).

5. Case Study High School Freshman Displays troubled behavior Crying Scratching Leaves classroom/building Behavior adversely affects learning

6. Case Study Fairly decent reading skills 10.0 letter identification 10.0 Word attack skills 5.5 Passage Comprehension Average 7.9 Poor mathematic skills Does not attend to algebraic processes Trouble solving word problems

7. Case Study Inability to maintain interpersonal relationships Fearful Aggressive Avoids communication

8. Classroom Interventions Find ways to relate coursework to Sara’s Real life Interests Frequent observations of Sara’s progress Actively encourage Sara to be more interactive Provide opportunities to respond

9. Classroom Interventions Build a relationship with Sara Establish a supportive environment Individualize instruction for Sara

10. Classroom Interventions Establish clear behavioral expectations Respond quickly and consistently to rule violations Non-punitive Praise Sara for positive work and behavior

11. Lesson Plan Simplifying Algebraic Expressions Objectives: Identify basic algebraic concepts Simplify algebraic expressions Construct algebraic expressions Work in groups Draw conclusions based on process of algebra

12. Lesson Plan Uses several internet programs Students work individually + in small groups Two 45 minute lectures on solving expressions 5 formative assessments Relatively basic Worksheets, participation, etc. 2 Summative assessments Take-home quiz “Team Tennis Assessment game”

13. Lesson Plan Avoid using so many internet programs Employ more group work in the lesson(Pairs + small groups) Use less traditional formative assessments More like virtual field trip

14. How can instructors tell the difference between emotional disturbance and social maladjustments? Social maladjustment can be defined as “a child who has a persistent pattern of violating societal norms with truancy, substance abuse, a perpetual struggle with authority, is easily frustrated, impulsive, and manipulative” “A child who is incapable of fully profiting from general educational programs of the public schools because of some serious social or emotion handicap but who is not expected to profit from special education” Socially maladjusted students choose not to conform to socially acceptable norms

15. What skills do these students need to adapt to society beyond the school setting?

16. Are students aware of their own emotional triggers?

17. Sources www.oocities.org/wesleyhurt/lessonplan.doc http://nichcy.org/publications/lg1 http://dictionary.reference.com/browse/emotional+disturbance http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/Em otionalDisturbance_Characteristics.html http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/Em otionalDisturbance_Characteristics.html Friend, Marilyn. “Special Education." Ed. Jeffrey W. Johnston. New York: Pearson: 2011. http://pbsforteachers.blogspot.com/2008/07/emotional-disturbance- vs-social_09.html http://pbsforteachers.blogspot.com/2008/07/emotional-disturbance- vs-social_09.html https://www.osep-meeting.org/2006conf/.../5.../2_LGP_JWehby.ppt

18. Video Clip http://www.youtube.com/watch?v=cTHcd2NDysU