Understanding Students with Emotional or Behavioral Disorders

1. Understanding Students with Emotional or Behavioral Disorders Chapter 7

2. Defining Emotional or Behavioral Disorders • One or more of 5 characteristics • Inability to learn that cannot be explained by intellectual, sensory, or health factors • Inability to build or maintain satisfactory interpersonal relationships with peers or 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

3. Emotional Characteristics of EBD • Anxiety disorder • Separation anxiety • Generalized anxiety disorder (worry) • Phobia (fear) • Panic disorder (panic attacks) • Obsessive-compulsive disorder (repetitive, intrusive impulses) • Post-traumatic stress disorder (flashbacks) • Conduct disorder (behavior) • Mood disorder • Depression (emotion, motivation, physical well-being, thoughts) • Suicide (3rd leading cause of death among teens) • Bipolar disorder (exaggerated mood swings) • Oppositional defiant disorder (pick your battles) • Schizophrenia (at least 6 months)

4. Behavioral Characteristics of EBD • Externalizing behaviors • Aggression • Acting out • Noncompliant behaviors • Setting fires, assaulting someone • Internalizing behaviors • Withdrawal • Depression • Anxiety • Obsessions • Compulsions • Sadness, depression

5. Cognitive Behavioral Therapy • How thoughts influence feelings and behaviors • Coping strategies • Recognizing results • Experience rewards

6. Cognitive and Academic Characteristics of EBD • Below grade level in reading, math, and writing • Rated low on self-control social skills measures • Higher rates of being held back in a grade • Many have expressive and/or receptive language disorders

7. Causes • Biological (brain- chemical imbalance, heredity- temperament) • Needing BIP, within general education classrooms) • Environmental (school factors, family factors) • Strength-based approach • Recognize family factors

8. Determining the Presence • Rating scales, personality inventories, and observations. • They did not always follow the IDEA definition • Scale for Assessing Emotional Disturbance • Follows 5 elements from IDEA • Inability to learn • Inability to build or maintain satisfactory relationships • Inappropriate behavior • Unhappiness or depression • Physical symptoms or fears Additionally: • Student involvement in antisocial behaviors in environments outside of school

9. Wraparound services: • Wraparound services: • School, community, mental health, and other services are “wrapped around” the student instead of compartmentalized • Ten key principles • Voice and choice • Team-based • Natural supports • Collaboration • Community-based • Culturally competent • Individualized • Strengths-based • Persistence • Outcomes-based

10. Strategies • Self-management (Define it) • Learn the relationship among • Antecedent (trigger) • Behaviors • Consequences • How to respond appropriately • Reverse-role tutoring • Service learning • Conflict resolution (page 202)

11. Drop Out • Lack credits • Lack parent support • Problems at home • Work schedule • Substance abuse • Discipline problems • Student perception (not fitting in) • Pregnancy • Peer pressure • Moving between schools (3 or more high schools)

12. School Wide Positive Behavior Support • Student advisory programs • Extracurricular activities • Monitor • Attendance • Tardiness • Grades • Discipline referrals • Schools with in schools • Community based learning • “case manager” • Vocational education

13. Measuring Progress • Ask questions to whole class • Cooperative learning • Social Skills Rating Systems (Scales)

14. Resources • Emotional disturbance video • NAMI (National Alliance of Mental Illness) • Kids Peace