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SCHOOL FACTORS

SCHOOL FACTORS. Characteristics of Emotional and Behavioral Disorders of Children and Youth Chapter 9. Activity. Work with a partner to answer the following question: How can the school environment contribute to academic and behavioral problems? Share responses with the class.

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SCHOOL FACTORS

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  1. SCHOOL FACTORS Characteristics of Emotional and Behavioral Disorders of Children and Youth Chapter 9

  2. Activity • Work with a partner to answer the following question: • How can the school environment contribute to academic and behavioral problems? • Share responses with the class.

  3. “Changes in one element of the ecology have implications for the other elements.” (Kauffman, 2005) • How does school behavior impact behavior at home and in the larger community?

  4. Intelligence • General intelligence • vs • Multiple intelligences • What do you think? • What about emotional intelligence?

  5. Intelligence • Measured by standard tests • Students w/ EBD average IQ in the low normal range • If the hypothetical distribution found in Fig. 9.1 is correct, we can expect greater than normal frequency of academic and social failure

  6. Intelligence • Students with Autism • Continuum of intellectual abilities with most falling between 35 and 70 • Students with Schizophrenia • Intelligence is typical of students with EBD • Both of these groups have problems with social understanding.

  7. Intelligence • Implications: • IQ is the single best predictor of academic and social success.

  8. Academic Achievement • Assessed by standardized tests • Allow comparisons between normative and non-normative groups • Most students with EBD are academically deficient • Function one or more years below grade level

  9. Students with autism • Students with schizophrenia

  10. Intelligence • Which comes first: • Low achievement • Or • Inappropriate behavior?

  11. Social Skills • What are the important social skills in school?

  12. Social Skills • Walker et al • Social Competencies: • Initiate and maintain relationships • Peer acceptance and school adjustment • Cope and adapt with larger social environment

  13. Social Skills • Language competence • Ability to communicate verbally and nonverbally • Many students with EBD lack this basic skill • Pragmatics

  14. Predictive Behavior • Low achieving students : • Behaviors requiring teacher intervention or control • Overly dependent on teacher • Difficulty paying attention • Upset under pressure • Sloppy, impulsive work • Low self-confidence

  15. School Failure and Later Adjustment • Premorbid • School failure , negativism, antisocial behavior (boys) • Withdrawal, immaturity introversion (girls) • Without maladaptive behavior, school failure alone does not cause adult social failure

  16. School Failure and Later Adjustment • Conduct disorder • Age of onset

  17. School Failure and Later Adjustment • Low Intelligence • Poor Achievement • Antisocial behavior • The deadly triangle • What are the mitigating factors?

  18. School’s Contribution to EBD • Reciprocal relationship between demands of school and student’s social and academic abilities • How do students with all the advantages function in the school setting? • What are these “advantages” and how do they affect the student?

  19. School’s Contribution to EBD • Interaction between child’s temperament, parent’s child-rearing techniques and schools social and academic demands

  20. School’s Contribution to EBD • How do students with conduct disorders function in the school setting? • Compare what goes on in school with what goes on in their families.

  21. School’s Contribution to EBD • What are the ways in which schools may contribute to disordered behavior and academic failure?

  22. Insensitivity to individuality • Individual expectations • Teachers • Administrators • Peers • Importance of school climate and focus on academics • Importance of school-wide discipline • What about students’ interests???

  23. Inappropriate Expectations • Labels • Stigma • Teachers’ expectations • Do they influence students’ behavior?? • What about teachers’ behavior? • How do teachers’ attitudes about children with disruptive behaviors compare with their attitudes about withdrawn behaviors?

  24. Inappropriate Expectations • Necessity of labels • How we (adults and students) understand and use them is the critical issue. • Self-esteem • Research indicates that the damage to self-esteem is a result of the academic and behavioral problems, not the label.

  25. Classroom Expectations • Kauffman and Braaten (2000) • “…alternative placements in which the expectations are adjusted to fit the students’ prior learning and abilities are essential if their education is to be appropriate.” • Simply expecting “normalcy” does not make it happen.

  26. Classroom Expectations • Expectations that are too high or too low. • Effects of very high expectations combined with very low rates of reward lead to depression. • What can a teacher reasonably expect??? • IMPROVEMENT

  27. Inconsistent Management of Behavior • Structure and predictability • Inconsistent discipline in the classroom • Inconsistent discipline at home

  28. Instruction in Nonfunctional and Irrelevant Skills • How do we make instruction relevant for our students?? • Extrinsic vs intrinsic rewards • Critical Skills • Academic • Social

  29. Instruction in Nonfunctional and Irrelevant Skills • TEACH • TEACH • TEACH • TEACH

  30. Destructive Contingencies of Reinforcement • Positive reinforcement for inappropriate behavior • Failure to positively reinforce appropriate behavior • Negative reinforcement for avoidance behaviors

  31. Reinforcement • Positive or negative reinforcement is a reward or consequence that makes a behavior more likely to occur. • Something you get is a positive reinforcer • Something you get out of is a negative reinforcer

  32. Reinforcement • Two major mistakes: • Misidentification • Criticism or reprimands intended to be negative reinforcers but actually positive reinforcers • Academics

  33. Reinforcement • Malcontingency • Misbehavior results in reinforcement, either positive or negative

  34. Reinforcement • Think of an example of positive reinforcement. • Think of an example of negative reinforcement. • Think of an example of misidentification. • Think of an example of malcontingency.

  35. Reinforcement • Positive reinforcement for appropriate behavior: • How much is enough? • Explain positive reinforcement for inappropriate behavior. • Reciprocal effects of behavior • Peer tutoring

  36. Who’s watching the teacher???? • Do as I say not as I do.

  37. Implications for Educators • FUNCTION of BEHAVIOR • Modulate the environment • Strategies: Table 9.1

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