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Emotionally Disturbed Behavior Disordered

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Title: Emotionally Disturbed Behavior Disordered


1
Chapter 6
  • Emotionally Disturbed Behavior Disordered

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4
IDEA Definition
  • One or more of the following characteristics over
    a long period of time and to a marked degree that
    adversely affects educational performance
  • Inability to learn not related to other factors
  • Inability to build or maintain satisfactory peer
    or teacher relationships cont.

5
  • Inappropriate feelings or behavior under normal
    conditions
  • Frequently unhappy or depressed
  • Often fearful
  • This definition does not apply to children who
    are socially maladjusted

6
Problems with the definition!
  • What is a satisfactory peer/teacher
    relationship?
  • What does inappropriate behavior look like?
  • How does anyone determine if a child is socially
    maladjusted or emotionally disturbed?
  • Teachers expectations and tolerance differ

7
Characteristics
  • Externalizing behaviors actions taken involving
    others or objects
  • Most common overall problems non-compliance,
    temper tantrums, property destruction, threats of
    violence or violence towards peers or teachers
  • Out of seat, yelling, talking, cursing,
    disturbing peers, hit/fight, ignoring,
    complaining, stealing, lie, not completing work,
    argues excessively,

8
  • Destroys school and personal property without
    feelings, non-compliance, temper tantrums,
    excludes themselves from peer-controlled
    activities, non responsive to teacher corrections
  • All activities are external to other people or
    objects, very destructive, violent, normally
    without remorse.

9
ODD
  • Oppositional Defiant Disorder is another area of
    externalization the higher rank the person has
    the more the student will act up. This will take
    place in and out of school with parents, police,
    school administrators,

10
  • Behavioral deficits low GPA, high absenteeism,
    at risk of school failure or dropping out
  • Social Skills less participation in
    extracurricular activities, low quality peer
    relationships, Juvenile delinquency, gang
    affiliations

11
Internalizing Behaviors
  • This is the scary one!
  • Overly shy or immature, withdrawn, hypochondria,
    easily upset and difficult to calm
  • They dont play with others their own age, low
    social skills, daydream or fantasies, anxiety,
    illness (head, stomach), depression. These are
    not the problem!

12
Suicide
  • The third leading cause of death among
    adolescents
  • 1st cause is unintentional injury
  • 2nd cause homicide
  • In the past 20 years suicide has increased 6 for
    those aged 15 to 19
  • In the past 20 years suicide has increased 100
    for those age 10 to 14

13
  • Those in high school indicate at least 19.3 have
    thought about suicide
  • Males are 4 to 5 times more likely to attempt
    suicide than females
  • Teachers should not do the following
  • 1. ignore student if suicide is suspected
  • 2. minimize any students threat
  • 3. leave a student or let them go alone

14
  • 4. lose patience with the student
  • 5. argue whether suicide is right or wrong
  • 6. promise confidentialityget help
  • 7. spread information to the lounge lizards
  • Be concerned about long periods of silence from
    this student
  • What else do you need to look for?

15
  • 1. the inability to complete school work
  • 2. begin to fail grades
  • 3. family instability (divorce, neglect, abuse,
    deaths)
  • 4. death or chronic illness of loved one
  • 5. anniversary of a death
  • 6. failure to communicate feelings/ unhappy

16
  • 7. health problems for the student
  • 8. major disappointments/humiliation
  • 9. economic insecurity (child/family)
  • 10. parental role failure (job/illness)
  • 11. desire for revenge
  • 12. sense of not belonging to anyone
  • 13. family history of suicide or attempts

17
  • 14. extreme mood swings
  • 15. difficulty concentrating
  • 16. sudden lifestyle changes (up/down)
  • 17. isolation from peers
  • 18. neglect of personal appearance
  • 19. previous suicide attempts
  • 20. changes in eating sleep habits

18
  • 21giving away/marking possessions, putting
    affairs together, throwing things out
  • 22. beginning or excessive drug use
  • 23. frequent suicidal talk, writings, pictures,
    drawings, or other expressions
  • 24. unexplained absences

19
Academic achievement
  • 2/3 can not pass grade level competency exams
  • Lowest GPA of any disabled group
  • Highest absenteeism rate
  • 20 to 25 graduate from high school
  • More than 50 drop out of school
  • Many are incarcerated (xxy?)

20
Intelligence
  • Average range of IQ
  • 60 stay off task in school work
  • Social skills due to intelligence interest
    most of these students do not want to fit in
    becoming loners or gang members, they do not want
    to participate in school activities! (many things
    are dumb to their point of view)

21
Prevalence
  • 3 to 5 of school age population
  • Internalization students may not be identified
  • Juvenile Delinquency 1999 (under age 18) 2.5
    million arrested of which 16 were violent
    crimes, 32 property crimes
  • Under the age of 15 67 arson arrests
  • Males aggravated crime, females prostitutes

22
Causes
  • Biological factors
  • Brain disorders or dysgenesis (abnormal brain)
    or brain injury (disease/trauma)
  • Genetics schizophrenia, hallucinations,
    delusions, anxiety
  • Temperament heredity (X chromosome coming from
    the mother) cont.

23
Causes (2)
  • Environmental factors
  • Homeloving home gives behaved children
  • Inconsistent parenting practices, harsh/
    excessive punishment, few social skills (ED)
  • Community gangs, high crime rate
  • School coercive pain control (student uses
    arguing, tantrums, destruction to get what they
    want)

24
Educational Approaches
  • Social skills cooperation skills, appropriate
    ways to express feelings, responding to failure
    (fig. 6.5, pg.240)
  • Academic skills direct explicit instruction,
    high rates of teacher praise
  • Behavior management clear school-wide
    expectations, classroom rules, what is
    expectednothing else allowed cont.

25
  • Classroom management shaping, contingency
    contracts, extinction of inappropriate behaviors
    (targeted), differential reinforcement (reinforce
    anything except bad behavior) response situations
    (or -), time outs. Stay away from
    over-correction or picking on these students.
    cont.

26
  • Self management self monitoring, self evaluation
    (only works if the student wants to make
    improvements)
  • Peer mediation peer tutoring and positive peer
    reporting (watch who you use in this position)

27
Identification and Assessment
  • Screening tests
  • 1. Behavior Rating Profile checklist completed
    by teachers, students, and parents
  • 2. Child Behavior Checklist competencies and
    adaptive functioning
  • 3. Systematic Screening in depth testing
  • 4. Behavior/Emotional Rating Scale traits that
    can be used in an IEP meeting cont.

28
  • Projective tests no right or wrong answers, not
    that great
  • Direct observation/measurement observe what,
    where, how long, what caused any behavioral
    differences and document findings.

29
Functional Behavioral Assessment
  • Informal assessment school records, parent
    interviews, teacher checklists
  • Direct observation in class observations
  • Hypothesis development intervention based on
    probability cause of behavior
  • Intervention replace bad behaviors
  • Evaluate and modify find what works

30
Good Teacher/Student Relationship
  • Differential acceptance witness or be the victim
    of an act of anger without responding similarly
  • Focus on different variables focus on the things
    that can assist the student in learning and are
    teachable in class

31
Placement
  • More that 50 receive an education in
  • Separate classrooms (self contained)
  • Special schools (ED schools)
  • Residential facilities (ED living locations)
  • Most ED students receive special education
    assistance because the emotional and/or
    behavioral disorders are so serious that they
    require intensive interventions
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