Emotional Behavioral Disabilities Tia Tracey MSW

1. Emotional Behavioral Disabilities Tia Tracey MSW

2. Managing a Crisis • Listen, agree, and apologize when necessary • Collaborate: Ask “what do you want? Lets find the right way to get that.” ** When logic is gone….. Distract! • Distractors: Novel Items,Sensory Activities, Special Interests, something unique (surprise) • Ignore if you are a trigger • Avoid escalating punishment • Plan: Make a plan for next time… Can’t go back with some students

3. Positive Behavior SupportImportant Principles • All students, not just specific groups, need behavioral support at some level. • Academics and behavior are related • All student behavior has a goal (to obtain, or avoid something/someone) • Students only repeat behaviors that work for them in some way. • Students need clear behavioral expectations with specific, meaningful rewards and reasonable, related consequences.

4. Principals of PBS….. • Behavioral problems are indicative of “errors in learning,” & need to be dealt with by using direct, systematic instruction similar to how we address academic deficits. • Uses team based, data driven problem solving approaches. • Reflects a proactive Vs. reactive approach • Recognizes the importance of determining whether inappropriate behavior(s) are a skill deficiency problem (they can’t do it, never learned how), or a performance/motivation problem (they have the skill, but won’t do it)

5. Who are the students we are discussing today?? • According to (IDEIA), federal special ed. law defines emotional disturbance as: • “A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance: - An inability to learn which cannot be explained by intellectual, sensory, or health factors - An inability to build/maintain satisfactory interpersonal relationships with peers and teachers.

6. EBD Students ……. - Inappropriate types of behaviors, 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

7. RISK FACTORS Biological • Genes predisposed to mental illness • Physiological problems caused by injury, illness, toxins • Parental mental health disorders Environmental • Family risk factors • School risk factors- i.e. poor academic instruction • Peer group risk factors – i.e. antisocial peers • Community based – i.e. economic hardship, exposure to violence or drugs

8. The Most Frequently Occurring Emotional & Behavioral Disorders of Children & Youth & Common Characteristics of These Disorders Oppositional Defiant Disorder – 5%-15% & Conduct Disorder _________________________ Frequent temper tantrums Excessive Arguing Active/passive defiance Refusal to comply Verbally Abusive Angry,resentful Need for power and control Bullying and intimidation

9. Frequently Occurring EBD’s Bipolar Disorder – 1% _____________________ Constant Irritable mood Crying for no apparent reason Rapidly Changing moods Hyperactivity,agitation Explosive rages Impulsivity or Distractibility Impaired Judgement Sleeping too much/too little

10. Frequently Occurring EBD’s Anxiety Disorders – 10 – 13% _______________________ Constant worrying Fear of making errors Panic Attacks Fear of new situations Overly tense & uptight Needs constant reassurance Many physical complaints Believes something bad will happen & they have no control

11. Important Facts to keep in mind • Mental health disorders are typically caused by a combination of biological, psychosocial, & environmental factors • Often specific disorders are difficult to diagnose due to the fact that symptoms of different disorders present with common, overlapping symptoms • Co-occurrence of mental health disorders is common. • Early diagnosis and intervention is critical

12. Important Facts ……. • Psychotropic medications can reduce, but not eliminate symptoms of many disorders. Medication alone is not a “cure”, but can help lessen the manifestations of the disorder, while making the child more teachable. • Often children with mental health disorders have two choices when they are frustrated – fight or flight – When they shut down, they are often trying to avoid a rage response.

13. Difficulties Associated with Challenging Behavior • Behaviors are often the result of the child’s disability; they are usually not intentional. Abstract thinking and perspective taking are often difficult for children with EBD’s. • We need to recognize this, not seek to punish! • Look at behaviors as attempts to communicate, not personal attacks. Respond to behaviors with compassion & try to provide tools meet the student’s needs.

14. Difficulties – Fight or Flight?? • Low frustration tolerance Limbic System: Controls emotions and fight,flightor freeze responses • Forebrain: Reasoning and planning • Limbic system can hijack the rest of the brain…. Prevents rage and/or distract when in rage!

15. Working With Defiant Kids: Understanding the Keys to Communication • Why do classroom conflicts between teachers and students and seem to occur so frequently? • Conflicts are Power Struggles that must always involve at least two parties. • There are many factors that contribute and tend to push each party into these power struggles.

16. Factorsthat Contribute to Power Struggles • Students who are predisposed to conflict often do poorly in school and act out to mask their embarrassment about their lack of academic skills. • Lack of social skills and strategies that would help students to work through problems. • Confrontational behavior has ‘paid off’ for students in the form of reduced expectations for schoolwork or improved social standing with peers.

17. Common errors in dealing with Confrontation • The longer a student has engaged in habitual confrontational investment a teacher will need to put into strategies to turn the behavior around. • Teachers often react to student provocation and allow themselves to get pulled into power struggles. • If a student is labeled ‘defiant’, teachers tend to jump to conclusions, and ambiguous behavior is quickly interpreted as defiant or deliberate. This often triggers confrontation.

18. Reducing Power Struggles • Maintain an outwardly calm demeanor when faced with a defiant student. • Approach student privately and use a quiet voice. • Establish eye contact and call student by name before asking them to do something. • State commands as positive statements (do) instead of negative (don’t). • Phrase commands in clear, descriptive terms.

19. Effective Communication Strategies • Active Listening • I-Centered Statements • Pairing Criticism with Praise • Make a request

20. Conflict Pitfalls in Communication • Avoid a mismatch between words and nonverbal signals. • Take time to plan your response to provocative student behavior. • Don’t become entangled in a discussion or argument with a confrontational student. • Don’t try to coerce or force student to comply.

21. Proactive Steps thatminimize conflict • Offer exit strategies for confrontational students • Use face-saving alternatives rather than threatening tactics when redirecting behavior

23. Strategies for Working with Emotionally Unpredictable Students Stage 1: Frustration Warning Signs: • Bite nails or lips • Frown • Grumble • Face becomes flush • Appear tense • Seem stuck on a topic or issue

24. Strategies to Prevent or Reduce the Intensity of Student Frustration • Send student on an errand • Permit student to go to a quiet spot Establish a nonverbal sign to alert student • Encourage student to use self-calming strategies • Give student an IOU to meet after class to discuss issue • Provide alternative assignments or choices for students with academic weaknesses

25. Strategies for Working with Emotionally Unpredictable Students Stage 2: Defensiveness Warning Signs: • Lash out verbally at others • Withdraw emotionally or physically • Challenge authority of the adult • Refuse to comply with adult requests or follow classroom routines • Project blame onto others

26. Strategies to Prevent or Reduce the Intensity of Student Defensiveness • Avoid discussions of “who is right” or “who is in control” • Approach student privately with a quiet voice • Consider an apology • Hold peers accountable for provoking student • Direct the student to write down concerns for discussion after class • Use effective teacher commands

27. Effective Teacher Commands • Keep command brief • State command directly • “I need you to…” • Use businesslike tone, avoid anger or sarcasm (don’t take it personally) • Repeat command before imposing consequences

28. Strategies for Working with Emotionally Unpredictable Students Stage 3: Aggression Warning Signs: • Make verbal threats • Use abusive language • Assume threatening posture • Physically strike out at peers or adults

29. Strategies to React to, Prepare for or Respond to Student Aggression • Remove other students from vicinity • Adopt a supportive stance • Respect the student’s personal space • Use supportive nonverbal communication • Maintain calm tone of voice • Do not block the door • Deliver a clear statement of choices

30. 3-Step Approach for Making Requests to Upset Students • Give the student two clear choices with clear consequences. Order them so that teacher preferred choice is last. • If student fails to comply with Step 1, state clearly and firmly what you want the student to do. Include a time limit and specify a location. • If the student fails to comply, enforce predetermined consequences

31. Key Characteristics of AD Deficits in Social Interactions • Socially aloof • Inappropriate eye contact • Desire peer interaction but are unskilled • Have difficulty taking another’s perspective • Appear to lack empathy

32. Key Characteristics of AD Rules/Routines/Rituals • Use objects in an atypical fashion • Insist that others do things according to a strict structure developed by their own rules • Strong desire for orderliness

33. Key Characteristics of AD Language Development • May have delays in early development followed by a “language explosion” • May demonstrate hyperlexia but not understand language or pragmatics • May engage in perseverative or repetitive speech • Impairments in social uses of language • Derive meaning from spoken or written word

34. Key Characteristics of AD Poor Problem Solving and Organization • Difficulties in situations required “common sense,” organization, or abstract reasoning • Deficits in mental planning • Poor impulse control • Ineffective self-monitoring • Difficulty transitioning from one situation to another

35. Emotional Disorders: Focus on Change Elements of children with a serious emotional or behavioral disability: • Demonstrate behavior that is noticeably different from that expected in school or the community. • They are in need of instructional remediation

36. Emotional Disorders: Focus on Change Fact: It is difficult to directly identify or remediate a student’s conduct disorder or emotional disability. • The most effective approach is to operationally define and pinpoint the specific behaviors and remediate them. • The two important questions to address in developing a behavior change plan are: 1. What do you want the student to do instead? 2. What is the most effective and efficient means to help the student reach the goal?

37. Strategies for helping students with Behavioral Disabilities Provide Opportunities to Practice New Behaviors • In helping students replace negative behaviors they need to learn new social skills. Students need to learn new skills and have opportunities to practice the skills. • Don’t assume that students already have the skills. They may need to learn and practice new skills.

38. Target Prosocial Behaviors Some examples of prosocial behaviors include: • Taking turns, working with a partner, following directions • Working in group with others • Displaying appropriate behavior toward peers and adults

39. Target Prosocial Behaviors • Increasing Positive Relationships • Demonstrating positive verbal and nonverbal relationships. • Showing interest and caring • Settling conflicts without fighting • Displaying appropriate affect (I.e. Smiling when happy, serious face when concentrating)

41. Understanding Inappropriate or Problem Behavior • Understand that behavior either “gets” something or works to “avoid” something • Research suggests that problem behavior serves one of five functions: • Access attention from peers, adults, or both • Access tangible objects or preferred activities • Access to internal or external stimulation • Avoid interaction with adults, peers, or both • Avoid tasks or responsibilities

42. Understanding Inappropriate or Problem Behavior • An intervention should allow the student to continue to meet his or her needs (i.e. function) but through more appropriate behavior • Interventions should focus on the student and the teaching environment by teaching appropriate alternative behavior to replace problem behavior • Appropriate behavior should be more efficient than the problem behavior and should be in the student’s repertoire