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Emotional Disturbance

Emotional Disturbance. Erin Sohnly. Definition:. A condition exhibiting one or more of the following characteristics over a long period of time and which adversely affects a child's educational performance :

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Emotional Disturbance

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  1. Emotional Disturbance Erin Sohnly

  2. Definition: A condition exhibiting one or more of the following characteristics over a long period of time and which 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. NICHCY

  3. Prevalence: The above graph clearly shows a strong decrease in cases of Emotionally Disturbed students starting in 2004. Today 13% of students are classified as having Emotional/Behavioral Disturbance or other mental illnesses National Institute of Mental Health

  4. Characteristics

  5. The characteristics below are common observations seen in classrooms: • Hyperactivity-Short attention span, impulsive • Aggression/self-injury behavior- Acting out, fighting • Withdrawal-Failure to initiate interactions, retreats from social interaction, excessive fear or anxiety • Immaturity- Inappropriate crying, temper tantrums, poor coping skills • Learning difficulties- Academically performs below grade level. NICHCY Disability Fact Sheet

  6. Causes

  7. Finding the reason why particular children have emotional problems is hard to do. This disability is likely to be the result of different factors: BIOLOGY: • Research has found a strong relationship between • prenatal drug exposure and childhood emotional • or behavioral disorders: 53 percent of drug-exposed • participants in Headstart preschool programs are • identified as having these disabilities as early as • kindergarten • Mood disorders, depression, and schizophrenia may • have a genetic foundation D.D. Smith Causes and prevention 2007

  8. HOME AND COMMUNITY: A combination of negative experiences can lead to emotional problems: D.D. Smith Causes and prevention 2007

  9. SCHOOL: Teachers and schools can have a huge influence on Students due to: • Being unskilled in • classroom management • Being insensitive to • students needs • Being Impatient and unwilling to adjust D.D. Smith Causes and prevention 2007

  10. Literature

  11. Dealing With Emotional, Behavioral and Physical Disabilities • This article discusses three disabilities and their characteristics, causes, and strategies for working with these students in the educational setting. • The strategies suggested are to nurture self-esteem as well as self-advocacy skills • The first step in helping students with emotional and behavioral disabilities is to point out which behaviors are disruptive. • After the behaviors have been determined, teachers try to encourage new, appropriate, behavior by using a behavior management system. • Once new behaviors have been discussed with the student, teachers need to provide many opportunities for them to practice. Anjeh, D. (2007). Dealing with Emotional, Behavioral and Physical Disabilities. Online Submission, Retrieved from ERIC database.

  12. Examples: • To build pro-social skill students will practice: • Taking turns • Working with a partner • Working in groups • Role-playing • Discussing with a teacher the what appropriate behavior looks like Anjeh, D. (2007). Dealing with Emotional, Behavioral and Physical Disabilities. Online Submission, Retrieved from ERIC database.

  13. Examples: • How to improve self-esteem and self-advocacy: • Letting the student take responsibility for their own learning • Teaching them self-control and self-management skills • Teachers can make a stronger effort to include these types of students in the lessons

  14. SUPPORTING THE INCLUSION OF STUDENTS WITH EMOTIONAL AND BEHAVIOURALDISORDERS: EXAMPLES USING CONJOINT BEHAVIOURALCONSULTATION AND SELF-MANAGEMENT • This was a research study that discussed the effectiveness of a new method of supporting students with emotional and behavioral disorders in mainstream classroom. • The study focused on two fourth grade boys • The method used relies on a four stage problem solving process: problem identification, problem analysis, treatment implementation, and treatment evaluation. Wilkinson, L. (2005). Supporting the Inclusion of Students with Emotional and Behavioral Disorders: Examples Using Conjoint Behavioral Consultation and Self-Management. International Journal of Special Education, 20(2), 73-84. Retrieved from ERIC database.

  15. Findings: Results Conclusions • The two students demonstrated increases in behavioral control (on-task behavior and compliance) of 69 % and 68 %. • There was an immediate effect on the students behavior. • Consultation was an acceptable intervention for the problem • Most parents and teachers will find consultation appropriate for other behavior problems • The students involved also agreed that it was a fair behavior plan and it worked for them. Wilkinson, L. (2005). Supporting the Inclusion of Students with Emotional and Behavioural Disorders: Examples Using Conjoint Behavioural Consultation and Self-Management. International Journal of Special Education, 20(2), 73-84. Retrieved from ERIC database.

  16. USING PEER TUTORING AS A SUCCESSFUL PART OF BEHAVIOR MANAGEMENT • This article discusses a behavior management techniques called Reverse-Role Tutoring, where students with emotional/behavior disorder become tutors for students without disabilities. • The study focused on five first grade students with emotional/behavioral disorders who were performing on grade level to see if they could improve on six target behaviors by being involved in the peer tutoring sessions. • The five first graders (all boys) were paired up with five other first grade students (three boys, two girls) who were performing below grade level. • The six target behaviors that were being observed were: pushing, hitting, cursing, screaming, interrupting others, and out-of-seat behavior. These were daily behaviors. Tournaki, N., & Criscitiello, E. (2003). Using Peer Tutoring as a Successful Part of Behavior Management. TEACHING Exceptional Children, 3622-29. Retrieved from ERIC database.

  17. Findings: Results Conclusions • The Reverse-Role Tutoring dramatically reduced the frequency and duration of the distracting behavior during the tutoring sessions. • Frequency-no tutoring: 11 • Frequency-tutoring: 7 • Duration-no tutoring: 5.6 minutes • Duration-tutoring: 1.8 minutes • The students who were tutored benefited from their classmates tutoring them. Their work improved by 45%. • Having the emotional/behavior students as peer tutors highlights their abilities • Being tutors gives them responsibility and they are proud of their work • Allowing these students to be tutors promotes academic learning and encourages appropriate social behaviors. Tournaki, N., & Criscitiello, E. (2003). Using Peer Tutoring as a Successful Part of Behavior Management. TEACHING Exceptional Children, 3622-29. Retrieved from ERIC database.

  18. This is a graph for the differences in frequency with and without tutoring Tournaki, N., & Criscitiello, E. (2003). Using Peer Tutoring as a Successful Part of Behavior Management. TEACHING Exceptional Children, 3622-29. Retrieved from ERIC database.

  19. This is a graph for the differences in duration with and without tutoring. Tournaki, N., & Criscitiello, E. (2003). Using Peer Tutoring as a Successful Part of Behavior Management. TEACHING Exceptional Children, 3622-29. Retrieved from ERIC database.

  20. Recommendations

  21. Be consistent with classroom rules (Inclusion in Science Education for students with Disabilities 2007) • Have pre-established consequences for misbehavior(Inclusion in Science Education for students with Disabilities 2007) • High level of supervision in all school settings (D.D. Smith, 2007) • Create a positive classroom environment (D.D. Smith, 2007) • Class meetings to discuss the day • Everyone has a class job • Giving out complements

  22. The teacher needs to be: patient, sensitive, a good listener, fair and consistent with treatment (Rife, R., & Karr-Kidwell, P. 1995) • Use self-management techniques (Wilkinson, L. (2005) • Helps students build control over themselves and their environment • Have a structured and consistent schedule • No surprises! (Rife, R., & Karr-Kidwell, P. 1995) • Provide partner work time(Tournaki, N., & Criscitiello, E. 2003) • Peer-tutoring can be an option

  23. Be in constant communication with parents and other special education teachers (Rife, R., & Karr-Kidwell, P. 1995) • Provide opportunities to have the student practice correct behavior(Anjeh, D. 2007) • Provide lots of encouragement (Inclusion in Science Education for students with Disabilities 2007) • Commenting on when they are on task, or saying the work they are doing wonderful • Praise immediately at all good behavior

  24. Pros and Cons

  25. Pros Cons • Students with emotional or behavioral disorders can function very well if proper accommodations can be provided (Rife, R., & Karr-Kidwell, P. 1995) • They will learn appropriate social skills by being with non-disabled students (Rife, R., & Karr-Kidwell, P. 1995) • With excellent academic instruction, many behavior problems will be reduced by being in the regular ed class.(Hallahan, Kauffman, & Pullen 2009). • Having students with disabilities in the general ed class room can also benefit those students with out disabilities to be more accepting and understanding of people with differences. (LearningRx2010) • Some feel these students will be distracting to the other students in the class and prevent them from learning (Sharpe, M., & And, O. 1994) • Students with the disability might not function will due to poor peer relations. (Sharpe, M., & And, O. 1994) • Even with inclusion, it has been found that these students typically have low grades, higher dropout rates and lower graduation rates, so some question the time and energy that is put into including them into the regular ed class (Hallahan, Kauffman, & Pullen 2009). • In some cases, putting students with emotional and behavioral problems in general ed classes can be dangerous if appropriate measures are taken to keep the other students safe. (Hallahan, Kauffman, & Pullen 2009).

  26. Applications

  27. Provide the student a schedule of the day that can be seen at all times • They can anticipate what subject they will be working with next, this will cut down on any anxiety. • Provide extra time to complete assignments • These students may become agitated and upset if they cannot finish their work. Providing extra time will also eliminate any anxiety. • Provide a warning time before transitions begin • This will prevent any sudden changes and any frustration • Be consistent with rules and expectations • When the student know what will happen if they behave in a specific way they will either cease the behavior, or not be surprised when the consequence is given. • Give the student responsibility • Classroom jobs or responsibility for their own work. This will build confidence and a positive outlook at school

  28. Meet with the student frequently throughout the day to talk about behavior goals • Talk about what they should be practicing and what appropriate behavior looks like • Provide feedback at the end of the day • Knowing they are being observed and knowing they have a goal can motivate them. Reflecting is also a positive way to grow and change. • Provide opportunities for them to work with other students • This will give them time to practice appropriate behaviors

  29. Give the student responsibility • Classroom jobs or responsibility for their own work. This will build confidence and a positive outlook at school • Provide a safe place for the student to go if they need to calm down • This will assure that the students and other students in the class will not be harmed • Talk to the whole class and inform them about the students behaviors and why the do what they do. • This will facilitate understanding and acceptance

  30. References: Curtis, N. C. (2002). Emotional behavior disorder. Retrieved from http://www.bsu.edu/web/jccassady/393web/students/curtisebd.htm Earnest, S. (2005). Special education: Maryville City Schools. Retrieved from http://www.ci.maryville.tn.us/mhs/MCSSped/index.htm Hallahan, D., Kauffman, J, & Paullen, P. (2009). Exceptional learners an introduction to special education. USA: Pearson Education Inc.. Keller, E. (2007). Inclusion in science education for . Retrieved from http://www.as.wvu.edu/~scidis/ Learningrx: pros and cons of speical education inclusion. (2010). Retrieved from http://www.learningrx.com/pros-and-cons-of-special-education-inclusion-faq.htm NICHCY, Initials. (2010). National dissemination center for children with disabilities. Retrieved from http://www.nichcy.org/Pages/Home.aspx Rife, R., & Karr-Kidwell, P. (1995). Administrative and Teacher Efforts for Elementary Emotionally Disturbed and Behaviorally-Disordered Students: A Literary Review and Recommendations for an Inclusion Program. Retrieved from ERIC database.

  31. Sharpe, M., & And, O. (1994). Effects of Inclusion on the Academic Performance of Classmates without Disabilities: A Preliminary Study. Remedial and Special Education, 15(5), 281-87. Retrieved from ERIC database. Smith, D. D. . (2007). Emotional and behavioral disorders: causes and prevention. Retrieved from http://www.education.com/reference/article/emotional-behavioral-disorders-prevention/ Tournaki, N., & Criscitiello, E. (2003). Using Peer Tutoring as a Successful Part of Behavior Management. TEACHING Exceptional Children, 3622-29. Retrieved from ERIC database. Wilkinson, L. (2005). Supporting the Inclusion of Students with Emotional and Behavioural Disorders: Examples Using Conjoint Behavioural Consultation and Self-Management. International Journal of Special Education, 20(2), 73-84. Retrieved from ERIC database.

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