Emotional Disturbance

1. Emotional Disturbance Matt Brigg 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 • Sara • 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. Are students aware of their own emotional triggers? • Not younger students • Role as educator to help student become aware • Self-Awareness • Self Advocacy • Self-Control • Self-discovery as a non-special education student

16. What skills do these students need to adapt to society beyond the school setting? • Self-Advocacy • Maintaining interactive relationships • Prevent outbursts or episodes

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

18. 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/EmotionalDisturbance_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 • https://www.osep-meeting.org/2006conf/.../5.../2_LGP_JWehby.ppt