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Emotional Behavior Disorder

By Lauren Suchy. Emotional Behavior Disorder. Introduction to Emotional Behavioral Disorder. “Emotional disability” means an inability to learn or make satisfactory progress that cannot be explained by cognitive, sensory, or health factors.

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Emotional Behavior Disorder

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  1. By Lauren Suchy Emotional Behavior Disorder

  2. Introduction to Emotional Behavioral Disorder • “Emotional disability” means an inability to learn or make satisfactory progress that cannot be explained by cognitive, sensory, or health factors. • Does not display appropriate behaviors when under normal circumstances. • Hard time making connections/ creating friendships with others • Displays aggressive behavior and reacts aggressively towards others. • Bullies, threatens, and intimidates others • Physically abusive to others or animals • Deliberately destroys property • Has a lack of empathy and guilt towards others • The appearance of behavioral disorders is increasing dramatically in our K-12 classrooms

  3. Types of EBD • Anxiety Disorders: Phobias, Generalized Anxiety Disorder, Panic Disorder, OCD, and PTSD • Depressive Disorders: depression and bipolar Disorder, all ages, extremely sad, loss of interest/energy, decrease/increase in appetite, thoughts of death/suicide, severe mood changes • ADHD, Oppositional-Defiant Disorder, Conduct Disorder, Eating Disorders, and Autism

  4. In the Classroom • Create a positive classroom • Use humor but NOT sarcasm • Respect the students and model it • Have a few rules that are consistently enforced by all staff members • Get proper training and don’t be afraid to ask for help or turn to a male teacher for help • Look to help the students find ways to cope with their emotions • Use praise and positive reinforcers-tokens • Reduce test anxiety by planning ahead giving a schedule and constantly reminding students

  5. Testing and Reading • Be aware of students responses to different assessments • Stay on top of the students progress through a lot of informal assessments and progress monitoring • Provide private room/smaller group setting/alternative test site (with proctor present); alternatively screens to block out distractions. • Take turns, do partner work, help following directions • Reading in group or with others.

  6. Interventions • Identify the misbehavior and its cause-why did the student have an out-burst? • Use point or token classroom management strategies give more positive feel • Make modification/accommodation when needed • Address social skills especially in creating relationships-group work can help • Communication with parents is important-get to know the kid and their family-keep the family involved with every step • Auditory processing strategies-pausing, repeating, slowly talking, use visual cues, and routines

  7. General Strategies • Direct instruction or target behaviors is often required to help students master them • Administer consequences immediately, then monitor proper behavior frequently. • Determine whether the student is on medication, what the schedule is, and what the medication effects may be on his or her in class demeanor with and without medication. Then adjust teaching strategies accordingly. • Use time-out sessions to cool off disruptive behavior and as a break if the student needs one for a disability-related reason. • In group activities, acknowledge the contributions of the student with a behavioral disorder. • Devise a contingency plan with the student in which inappropriate forms of response are replaced by appropriate ones.

  8. Cont. • Treat the student with the behavioral disorder as an individual who is deserving of respect and consideration • When appropriate, seek input from the student about their strengths, weaknesses and goals. • Enforce classroom rules consistently. • Make sure the discipline fits the "crime," without harshness • Provide encouragement.Reward more than you punish, in order to build self-esteem. • Praise immediately at all good behavior and performance. • Have preestablished consequences for misbehavior.

  9. Activity • Watch this: http://www.youtube.com/watch?v=8eCfnrGu5xo&feature=related • What are some things you would do to help get the child to take part in naptime? • Do you think the teacher handled it well? • What if the child was 10 years old and was refusing to do something else what would you do?

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