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  • HCPSS numbers: 4.6 percent of all SPED are ED, 37% of our ED kids are African American Only 21% of HCPSS school system kids are African American. Overrepresentation.
  • Statistically Derived externalizing symptoms (disruption, aggression, hyperactivity) internalizing symptoms (depression, withdrawal, phobias) Clinically Derived DSM-IV (treatment) – school psychologists don’t actually diagnose with psychiatric dx nine major groups of childhood disorders
  • Social and Adaptive Behavior - problems adapting to home, school, and community environments.difficulty in relating to all people in their lives. Often defiant, disruptive, aggressive Do not complete tasks Behave in ways that invite rejection from others Language deficits can contribute to social issues as well
  • Attention-deficit and disruptive behaviors - harmful to others Feeding and eating disorders - anorexia, bulemia, rumination, pica Tic disorders - involuntary movements and vocalizations Elimination disorders and childhood anxiety disorders - bed wetting and soiling not related to medical condition, unrealistic worries, refusal to go to school, excessive worry about getting hurt Reactive attachment disorder - results of inadequate care or frequent change of major caregivers. Inability to form appropriate attachments Childhood schizophrenia - hallucinations, delusions, strange and irrational behavior
  • Family and home environment - poverty, substance abuse by caregivers, neglect, malnutrition, extreme family discord Socioeconomic status - higher rates of E/BD as well as poor school performance and lower intellectual development Child abuse - naturally, it plays a major role in the development of problematic behaviors in children and adolescents. Behaviors vary depending on the type of abuse a child suffers.
  • Screening, prereferral interventions,and referral Response to Intervention Preceded by several parent-teacher meetings to rule out specific causes of behavior or emotional problems (divorce, poverty, molestation, etc) Assessment factors Functional behavior assessment - document the impact the EBD has on academic achievement. May lead to a BIP that assists the child in learning new, appropriate behaviors in a variety of settings/situations Assessment techniques - strength based assessment focuses on child’s strengths and uses them to develop IEP - rating scales for teachers and parents (looking for the statistically derived symptoms)
  • Wraparound services is collaborative planning process to bring teams of professionals to the child, the family, and the school (vocational, mental health, educational, social, recreational services) Multidisciplinary collaboration (wraparound) PBS - various strategies to reduce problematic behaviors and build positive ones Inclusive education - many students with EBD are taught in separate classrooms or even special schools. Higher chance of removal from home school or gen ed class room than students with LD, intellectual dis, or hearing impairments. Inclusion must be determined by the needs of the students and the safety or the other students.

Ebd Ebd Presentation Transcript

  • Think about the last time you were really upset.
    • What caused you to become upset?
    • How did you feel?
    • What did you do?
    • Would most people feel and act this way, in your position?
    • How did you calm down, and how long did that take?
    • How did the event impact you for the rest of the day?
    • Emotional disorders: behavioral problems exhibited by difficulties in expressing emotions evoked in normal, everyday experiences
    • Behavioral disorders: conditions in which the emotional or behavioral responses of individuals significantly differ from those of their peers and seriously impact their relationships
    • Individuals generally experience great difficulty in relating appropriately to other people
    • IDEA:
      • A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects academic performance:
        • Inability to learn not explained by intellectual, sensory, or health factors
        • Inability to build/maintain relationships with peers/teachers
        • Inappropriate types of behavior of feeling under normal circumstances
        • General pervasive mood of unhappiness or depression
        • Tendency to develop physical symptoms or fears associated with school problems
    • Does NOT include children who are socially maladjusted, unless it is determined that they are also seriously emotionally disturbed
    • Estimated 3-6% of all school children have E/BD
    • Significant numbers of children remain unidentified and receive no services.
    • Disproportionate number of African American males identified as having E/BD
      • overrepresentation
  • Characteristics of E/BD
    • COMMON, but not definite for all students with E/BD
  • Social and Adaptive Behavior (These OFTEN occur)
    • Defiance
    • Disruption
    • Aggression
    • Not completing tasks
    • Difficulty sharing
    • Difficulty playing games
    • Difficulty apologizing
    • Inability to appropriately deal with strong feelings
    • Problem solving difficulties
    • Lack of self-control
    • Trouble accepting consequences
    • Difficulty expressing affection
    • Difficulty meeting classroom demands
    • 75% also have language deficits
    • School avoidance
    • Somatic complaints
    • Poor school performance
  • Major Groups of Childhood Disorders
    • Attention-deficit and disruptive behaviors
    • Feeding and eating disorders
    • Tic disorders (Tourette’s)
    • Elimination disorders and childhood anxiety disorders
    • Reactive attachment disorder
    • Childhood schizophrenia
    Psychiatric diagnosis is made by a medical doctor Educational disability diagnosis (“ED”) is made by school psychologist
    • Functional Behavior Assessment
    • To determine the functions of the child’s behavior
      • Communication?
      • Emotional expression?
    • Data collection
      • “ ABC”
    • Influences the BIP
    • Behavior Intervention Plan
    • Specific plan to teach the child new behaviors
    • Respects function of behaviors
    • Targets “replacement” behaviors
    • Unique to the child
    ©2011 Cengage Learning. All Rights Reserved.
    • Difficulty in all academic areas
    • Rarely catch up
    • Students with EBD have the poorest academic outcomes of all high incidence disabilities
      • Poor teacher preparation
      • Poor quality of instruction
    • 51-70% of students with EBD drop out of school
    • Family and home environment
    • Socioeconomic status
    • Child abuse
    • Screening, prereferral interventions,and referral
      • Response to Intervention
    • Assessment factors
      • Functional behavior assessment
        • Behavior Intervention Plan (“BIP”)
    • Assessment techniques
      • Strength-based assessment
      • Rating scales
    ©2011 Cengage Learning. All Rights Reserved.
    • Multidisciplinary collaboration (wraparound)
    • PBS (Positive Behavioral Support) - BIP
    • Inclusive education
      • Separate programming in more restrictive environment is common