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Guided Notes SPE 3603-Introduction to Exceptionality Learners with Emotional Behavioral Disorder Chapter 8

Learning Objectives (2) Understand the terminology used with; the definition and classification of; and the prevalence of learners with emotional or behavioral disorders. Understand how learners with emotional or behavioral disorders are identified and the causes of emotional or behavioral disorders. Learn about the psychological and behavioral characteristics of learners with emotional or behavioral disorders. Understand some of the educational considerations for people with emotional or behavioral disorders, and how professionals assess progress to help plan educational strategies. Learn about issues that should be considered with respect to early intervention and transition to adulthood for individuals with emotional or behavioral disorders.

Some Key Terms (3) Comorbidity Externalizing behavior Internalizing behavior Manifestation determination Zero tolerance Positive behavioral intervention and support (PBIS)

Terminology (4)

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Emotionally disturbed used in the Individuals with Disabilities Act (IDEA)

Behaviorally disordered used by many professionals Council for Exceptional Children (CEC)

Emotional or behavioral disorder National Mental Health and Special Educational Coalition (1990) generally accepted terminology of the field

Definition (5) Definitional problems Lack of precise definitions of mental health and normal behavior Differences among conceptual models Imprecise measurement of emotion and behavior Emotional or behavioral disorders often overlap with other disabilities Differences among professionals who diagnose and serve children and youths

Definition (contd) (6) Current definitions consensus Behavior is extreme Problem is chronic Behavior unacceptable because of social or cultural expectations

Federal Definition (7)

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Inability to learn that cannot be explained by intellectual, sensory, or health factors; inability to build or maintain interpersonal relationship; inappropriate behavior or feelings; unhappiness or depression; physical symptoms or fears Excludes social maladjustment which some states interpret as conduct disorder (aggressive, disruptive, antisocial behavior)

National Mental Health and Special Education Coalitions Definition (8) A disability characterized by behavioral or emotional responses that adversely affect educational performance Acknowledges multiple disabilities Does not have arbitrary exclusions

Classification (9) Two broad dimensions of disordered behavior Externalizing striking out against others

Internalizing conflicts such as depression or anxiety

Co-morbidity the occurrence of two or more conditions in the same individual

Schizophrenia Prevalence (10) 6 to 10 percent of school-age population Less than 1 percent of school children identified as emotionally disturbed for special education Most identified students exhibit externalizing behavior Boys outnumber girls 5:1

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Causes (11) Biological factors Genetic, neurological, biochemical factors, or diseases

Family relationships Neglect, abuse, poverty. Parents may need support

School experiences Negative experiences, teachers reaction

Cultural influences Environment, adult models violence, substance abuse, war

Identification (12) Difficult to identify problems may be undetected an error in teacher judgment child does not exhibit problems at school

Importance of teachers informal judgment Valid and cost effective

Psychological and Behavioral Characteristics (13) Intelligence and achievement Typically, below average IQ Dull-normal range (around 90) (Based on the WISC IQ scale)

Low academic achievement

Social and emotional characteristics Aggressive, acting-out behavior (externalizing)

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Immature, withdrawn behavior and depression (internalizing)

Educational Considerations (14) Balance between: Controlling misbehavior Teaching academic and social skills

Behavior problems are minimized when teachers deliver effective instruction Importance of integrated services such as Family-oriented services Psychotherapy Counseling, etc.

Educational Considerations (contd) (15) Strategies that work Systematic, research proven interventions Continuous assessment and progress monitoring Practice of new skills Treatment appropriate for problem Transfer and maintenance of skills Sustained intervention for future

Educational Considerations (contd) (16) Service delivery Trend toward inclusion

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Different needs require different placements

Instructional considerations Need for social skills Needs of juvenile delinquents Special challenges for teachers

Educational Considerations (contd) (17) Disciplinary considerations Zero tolerance Manifestation determination Functional Behavioral assessment (FBA)

http://cecp.air.org/fba/problembehavior2/Appendix%20C.PDF

Supports for desired behaviors Behavior intervention plan (BIP) Positive behavioral intervention and supports (PBIS)

PBIS Examples (18) School-wide PBIS

http://www.youtube.com/watch?v=eqQ7icUA-sY

Individual PBIS

http://www.challengingbehavior.org/explore/pbs/case_studies.htm

Assessment of Progress (19) Progress monitoring 1) Behavior

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Rating scales and direct observations

2) Academic CBM

Testing accommodations Early Intervention (20) Identification Diagnosis in very young children challenging Childrens behavior responsive to social conditions

Prevention problems Parents and teachers trained in behavior management Costliness of programs and personnel needed Professionals do not always agree upon the behaviors that should be prevented

Transition to Adulthood (21) Various programs available Regular public high school classes Consultant teachers who provide individualized work and behavior management Resource rooms and self-contained classes Work-study programs Special private schools, alternative schools, private or public residential schools

Incarcerated youth neglected Employment difficulty due to academic skills May require intervention throughout life

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Resources (22)
http://www.pbis.org/default.aspx

Teaching Tools for Young Children with Challenging Behavior

www.challengingbehavior.org/do/resources/teaching_tools/ttyc.htm