Emotional Disorders
Emotional Disorders

       Anxiety Disorder
         Mood Disorder
  Oppositional Defiant Disorder
       Conduct Disorde...
Emotional Disorders

              Anxiety Disorder
                Mood Disorder
         Oppositional Defiant Disorder
 ...
Emotional Disorders, as defined by IDEA include the
following characteristics over a long period of time that
  directly ef...
Emotional Disorders, as defined by IDEA include the
following characteristics over a long period of time that
  directly ef...
Emotional Disorders, as defined by IDEA include the
following characteristics over a long period of time that
  directly ef...
Emotional Disorders, as defined by IDEA include the
following characteristics over a long period of time that
  directly ef...
Emotional Disorders, as defined by IDEA include the
following characteristics over a long period of time that
  directly ef...
Emotional Disorders, as defined by IDEA include the
following characteristics over a long period of time that
  directly ef...
Anxiety Disorder
Anxiety Disorder
Defined as: excessive fear, worry, or uneasiness
Anxiety Disorder
    Defined as: excessive fear, worry, or uneasiness


Is the most common childhood disorder
Anxiety Disorder
    Defined as: excessive fear, worry, or uneasiness


Is the most common childhood disorder

  Tend to w...
Anxiety Disorder
    Defined as: excessive fear, worry, or uneasiness


Is the most common childhood disorder

  Tend to w...
Examples of Anxiety
    Disorders
Examples of Anxiety
         Disorders
 Anxiety Disorder- excessive and intense fear
associated with separating from home,...
Examples of Anxiety
         Disorders
 Anxiety Disorder- excessive and intense fear
associated with separating from home,...
Examples of Anxiety
          Disorders
 Anxiety Disorder- excessive and intense fear
associated with separating from home...
Anxiety Disorders Cont.
Anxiety Disorders Cont.
Panic-Overwhelming panic attacks resulting in
rapid heartbeat, dizziness, and/or other
physical pr...
Anxiety Disorders Cont.
Panic-Overwhelming panic attacks resulting in
rapid heartbeat, dizziness, and/or other
physical pr...
Anxiety Disorders Cont.
Panic-Overwhelming panic attacks resulting in
rapid heartbeat, dizziness, and/or other
physical pr...
Mood Disorders
Mood Disorders
Defined as: extreme deviation in either a depressed or an
elevated direction or sometimes both directions a...
Mood Disorders
Defined as: extreme deviation in either a depressed or an
elevated direction or sometimes both directions a...
Mood Disorders
Defined as: extreme deviation in either a depressed or an
elevated direction or sometimes both directions a...
Mood Disorders
Defined as: extreme deviation in either a depressed or an
elevated direction or sometimes both directions a...
Mood Disorders
Defined as: extreme deviation in either a depressed or an
elevated direction or sometimes both directions a...
Mood Disorders
Defined as: extreme deviation in either a depressed or an
elevated direction or sometimes both directions a...
Students with depression may experience
            these symptoms
Students with depression may experience
            these symptoms

Depression is most frequent in Adolescent
Females
Students with depression may experience
            these symptoms

Depression is most frequent in Adolescent
Females
Moti...
Students with depression may experience
            these symptoms

Depression is most frequent in Adolescent
Females
Moti...
Students with depression may experience
            these symptoms

Depression is most frequent in Adolescent
Females
Moti...
Oppositional Defiant
     Disorder
Oppositional Defiant
             Disorder
Definition- causes a pattern of negativistic, hostile, disobedient, and defiant
...
Oppositional Defiant
             Disorder
Definition- causes a pattern of negativistic, hostile, disobedient, and defiant
...
Oppositional Defiant
             Disorder
Definition- causes a pattern of negativistic, hostile, disobedient, and defiant
...
Oppositional Defiant
             Disorder
Definition- causes a pattern of negativistic, hostile, disobedient, and defiant
...
Conduct Disorder
Conduct Disorder
Definition-A persistent pattern of antisocial behavior that significantly
interferes with other’s rights ...
Conduct Disorder
Definition-A persistent pattern of antisocial behavior that significantly
interferes with other’s rights ...
Conduct Disorder
Definition-A persistent pattern of antisocial behavior that significantly
interferes with other’s rights ...
Conduct Disorder
Definition-A persistent pattern of antisocial behavior that significantly
interferes with other’s rights ...
Conduct Disorder
Definition-A persistent pattern of antisocial behavior that significantly
interferes with other’s rights ...
Conduct Disorder
Definition-A persistent pattern of antisocial behavior that significantly
interferes with other’s rights ...
Four categories of Conduct
     Disorder include:
Four categories of Conduct
      Disorder include:
Aggressive conduct that results in harm to people or
animals
Four categories of Conduct
      Disorder include:
Aggressive conduct that results in harm to people or
animals

 Property...
Four categories of Conduct
      Disorder include:
Aggressive conduct that results in harm to people or
animals

 Property...
Four categories of Conduct
      Disorder include:
Aggressive conduct that results in harm to people or
animals

 Property...
Schizophrenia
Schizophrenia

Schizophrenia is commonly misdiagnosed as a
mood disorder, and often begins in late
adolescence and is rare...
Schizophrenia

Schizophrenia is commonly misdiagnosed as a
mood disorder, and often begins in late
adolescence and is rare...
Characteristics of
  Schizophrenia
Characteristics of
        Schizophrenia
Hallucinations

Withdrawal

Delusions

Inability to experience pleasure

Loss of ...
External Behaviors of All ED
External Behaviors of All ED
External behaviors: Exhibit high intensity but
low frequency, and are often referred to speci...
External Behaviors of All ED
External behaviors: Exhibit high intensity but
low frequency, and are often referred to speci...
Internal behavior
Internal behavior

Internal behaviors: Withdrawal, depression,
anxiety, obsessions or compulsions.
Internal behavior

Internal behaviors: Withdrawal, depression,
anxiety, obsessions or compulsions.
                   



...
Internal behavior

Internal behaviors: Withdrawal, depression,
anxiety, obsessions or compulsions.
                   



...
Internal behavior

Internal behaviors: Withdrawal, depression,
anxiety, obsessions or compulsions.
                   



...
NAME THAT
EMOTIONAL DISORDER
If you guessed




YOUR RIGHT!!!
If you guessed

 Oppositional
Defiant Disorder

YOUR RIGHT!!!
If You Guessed




YOUR RIGHT!!!
If You Guessed


 Schizophrenia

YOUR RIGHT!!!
If you guessed




YOUR RIGHT!!!
If you guessed
 Anxiety Disorder/
    Obsessive
Compulsive Disorder

  YOUR RIGHT!!!
If you guessed




YOUR RIGHT!!!
If you guessed


Conduct Disorder

YOUR RIGHT!!!
If you guessed




YOUR RIGHT!!!
If you guessed

Mood Disorder/
 Depression

YOUR RIGHT!!!
Prevelance
1% of students served for ED during
     the 1999-200 School Year
1% of students served for ED during
     the 1999-200 School Year


A more accurate percentage is 9-10%
1% of students served for ED during
     the 1999-200 School Year


A more accurate percentage is 9-10%


 Why are ED’s so...
Causes of Emotional
    Disorders
Biological
Biological



Environmental
Biological



Environmental



School Related
Diagnosis
Based on criteria in observations
and interactions
Evaluating Students
  with Emotional
     Disorders
Step 1: Observation
Step 1: Observation

Teacher and parents observe and look for the 5
elements of emotional or behavioral disorders.
Step 1: Observation

 Teacher and parents observe and look for the 5
 elements of emotional or behavioral disorders.



Th...
Step 2: Screening
Step 2: Screening


Classroom work products are looked at along
with group intelligence tests, group achievement
tests, an...
Step 3: Pre-referral/Referral
Step 3: Pre-referral/Referral



 The teacher implements suggestions from school
 based team. If the student is not respon...
Step 4: Nondiscriminatory
         Evaluation
Step 4: Nondiscriminatory
          Evaluation

Many things are taken into account like the
individualized intelligence te...
Step 5: Determination
Step 5: Determination


The nondiscriminatory evaluation team
determines that the student has emotional or
behavioral diso...
Observation of “Ali”
Observation of “Ali”

Teacher observes physical signs such as:
bruising, cuts, malnourishment, or noticeable
pain

Teacher...
Screening of “Ali”
Screening of “Ali”


Teacher encourages child to participate in group
or social activities

Teacher tries to build confide...
Pre-referral/Referral of
          “Ali”
Pre-referral/Referral of
           “Ali”


“Ali” does not respond to the teachers attempts
to be involved in social and g...
Nondiscriminatory
Evaluation of “Ali”
Nondiscriminatory
            Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
fi...
Nondiscriminatory
            Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
fi...
Nondiscriminatory
            Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
fi...
Nondiscriminatory
            Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
fi...
Nondiscriminatory
            Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
fi...
Nondiscriminatory
            Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
fi...
Nondiscriminatory
            Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
fi...
Nondiscriminatory
            Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
fi...
Nondiscriminatory
            Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
fi...
Nondiscriminatory
            Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
fi...
Nondiscriminatory
            Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
fi...
Determination of “Ali’s” ED
Determination of “Ali’s” ED


“Ali” is diagnosed with an mood disorder, more
specifically depression.

“Ali” also shows si...
Progress in General
   Curriculum
Measuring a Students
     Progress
Measuring a Students
           Progress


Use the Social Skill Ratings System, which
consists of 3 ratings from the stude...
Inclusion Tips
Inclusion Tips
What would you do?
Inclusion Tips
What would you do?

Student refuses to follow directions and uses
inappropriate language.
Inclusion Tips
What would you do?

Student refuses to follow directions and uses
inappropriate language.

Student fights w...
Inclusion Tips
What would you do?

Student refuses to follow directions and uses
inappropriate language.

Student fights w...
Inclusion Tips
What would you do?

Student refuses to follow directions and uses
inappropriate language.

Student fights w...
Inclusion Tips Game
Goals and Strategies
Academic/ Vocational
       Goals
Academic/ Vocational
          Goals

Improve grades overall
Academic/ Vocational
          Goals

Improve grades overall

Set aside time outside of the classroom to work
on schoolwor...
Academic/ Vocational
          Goals

Improve grades overall

Set aside time outside of the classroom to work
on schoolwor...
Academic/ Vocational
          Goals

Improve grades overall

Set aside time outside of the classroom to work
on schoolwor...
Personal Skill Goals
Personal Skill Goals


Exhibit anger management
Personal Skill Goals


Exhibit anger management

Use acceptable voice tones as instructed
Personal Skill Goals


Exhibit anger management

Use acceptable voice tones as instructed

Cope with stress in a healthy/p...
Personal Skill Goals


Exhibit anger management

Use acceptable voice tones as instructed

Cope with stress in a healthy/p...
Social Skills Goals
Social Skills Goals


Will interact with peers in a positive manner
Social Skills Goals


Will interact with peers in a positive manner

Will demonstrate respect for others and the
property ...
Social Skills Goals


Will interact with peers in a positive manner

Will demonstrate respect for others and the
property ...
Instructional Strategies
Instructional Strategies
•   Present materials at independent level, not frustration
Instructional Strategies
•   Present materials at independent level, not frustration
     level
Instructional Strategies
•   Present materials at independent level, not frustration
     level
•   Provide short, managea...
Instructional Strategies
•   Present materials at independent level, not frustration
     level
•   Provide short, managea...
Instructional Strategies
•   Present materials at independent level, not frustration
     level
•   Provide short, managea...
Instructional Strategies
•   Present materials at independent level, not frustration
     level
•   Provide short, managea...
Instructional Strategies
•   Present materials at independent level, not frustration
     level
•   Provide short, managea...
Instructional Strategies
•   Present materials at independent level, not frustration
     level
•   Provide short, managea...
Instructional Strategies
•   Present materials at independent level, not frustration
     level
•   Provide short, managea...
Instructional Strategies
       Continued
Instructional Strategies
           Continued
•   Request students to demonstrate verbally their
Instructional Strategies
           Continued
•   Request students to demonstrate verbally their
      understanding of di...
Instructional Strategies
           Continued
•   Request students to demonstrate verbally their
      understanding of di...
Instructional Strategies
           Continued
•   Request students to demonstrate verbally their
      understanding of di...
Instructional Strategies
           Continued
•   Request students to demonstrate verbally their
      understanding of di...
Instructional Strategies
           Continued
•   Request students to demonstrate verbally their
      understanding of di...
Instructional Strategies
           Continued
•   Request students to demonstrate verbally their
      understanding of di...
Instructional Strategies
           Continued
•   Request students to demonstrate verbally their
      understanding of di...
Instructional Strategies
           Continued
•   Request students to demonstrate verbally their
      understanding of di...
Instructional Strategies
           Continued
•   Request students to demonstrate verbally their
      understanding of di...
Behavioral Strategies
Behavioral Strategies
•   Use positive reinforces
Behavioral Strategies
•   Use positive reinforces
•   Use behavior contracts
Behavioral Strategies
•   Use positive reinforces
•   Use behavior contracts
•   Model behavior
Behavioral Strategies
•   Use positive reinforces
•   Use behavior contracts
•   Model behavior
•   Do not place hands on ...
Behavioral Strategies
•   Use positive reinforces
•   Use behavior contracts
•   Model behavior
•   Do not place hands on ...
Behavioral Strategies
•   Use positive reinforces
•   Use behavior contracts
•   Model behavior
•   Do not place hands on ...
Behavioral Strategies
•   Use positive reinforces
•   Use behavior contracts
•   Model behavior
•   Do not place hands on ...
Behavioral Strategies
•   Use positive reinforces
•   Use behavior contracts
•   Model behavior
•   Do not place hands on ...
Behavioral Strategies
•   Use positive reinforces
•   Use behavior contracts
•   Model behavior
•   Do not place hands on ...
Behavioral Strategies
•   Use positive reinforces
•   Use behavior contracts
•   Model behavior
•   Do not place hands on ...
Behavioral Strategies
     Continued
Behavioral Strategies
          Continued
•   Give two choices only, either/or
Behavioral Strategies
          Continued
•   Give two choices only, either/or
•   Be firm, fair, and flexible
Behavioral Strategies
          Continued
•   Give two choices only, either/or
•   Be firm, fair, and flexible
•   Avoid s...
Behavioral Strategies
          Continued
•   Give two choices only, either/or
•   Be firm, fair, and flexible
•   Avoid s...
Behavioral Strategies
          Continued
•   Give two choices only, either/or
•   Be firm, fair, and flexible
•   Avoid s...
Behavioral Strategies
          Continued
•   Give two choices only, either/or
•   Be firm, fair, and flexible
•   Avoid s...
Behavioral Strategies
          Continued
•   Give two choices only, either/or
•   Be firm, fair, and flexible
•   Avoid s...
Behavioral Strategies
          Continued
•   Give two choices only, either/or
•   Be firm, fair, and flexible
•   Avoid s...
Behavioral Strategies
          Continued
•   Give two choices only, either/or
•   Be firm, fair, and flexible
•   Avoid s...
Behavioral Strategies
     Continued
Behavioral Strategies
           Continued

•   Individualize behavior plans
Behavioral Strategies
           Continued

•   Individualize behavior plans

•   Consistently interrelate with students
THE END!!!!
THE END!!!!
THE END!!!!




Now you know what to look for in your students when
  you suspect an emotional disorder...YAY YOU!!!!
Speical Ed. Presentation (Ed)
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  1. 1. Emotional Disorders
  2. 2. Emotional Disorders Anxiety Disorder Mood Disorder Oppositional Defiant Disorder Conduct Disorder Schizophrenia
  3. 3. Emotional Disorders Anxiety Disorder Mood Disorder Oppositional Defiant Disorder Conduct Disorder Schizophrenia L aura, Ali , Jo ey, K a it ly n, An th ony
  4. 4. Emotional Disorders, as defined by IDEA include the following characteristics over a long period of time that directly effect a students educational performance:
  5. 5. Emotional Disorders, as defined by IDEA include the following characteristics over a long period of time that directly effect a students educational performance: An inability to learn that can’t be explained by intellectual, sensory, or health factors
  6. 6. Emotional Disorders, as defined by IDEA include the following characteristics over a long period of time that directly effect a students educational performance: An inability to learn that can’t be explained by intellectual, sensory, or health factors Inability to build or maintain quality, healthy relationships with peers and educators.
  7. 7. Emotional Disorders, as defined by IDEA include the following characteristics over a long period of time that directly effect a students educational performance: An inability to learn that can’t be explained by intellectual, sensory, or health factors Inability to build or maintain quality, healthy relationships with peers and educators. Inappropriate types of behavior or feelings under normal circumstances
  8. 8. Emotional Disorders, as defined by IDEA include the following characteristics over a long period of time that directly effect a students educational performance: An inability to learn that can’t be explained by intellectual, sensory, or health factors Inability to build or maintain quality, healthy relationships with peers and educators. Inappropriate types of behavior or feelings under normal circumstances Generally unhappy or depressed
  9. 9. Emotional Disorders, as defined by IDEA include the following characteristics over a long period of time that directly effect a students educational performance: An inability to learn that can’t be explained by intellectual, sensory, or health factors Inability to build or maintain quality, healthy relationships with peers and educators. Inappropriate types of behavior or feelings under normal circumstances Generally unhappy or depressed Often develop physical symptoms or fears associated with school or personal problems
  10. 10. Anxiety Disorder
  11. 11. Anxiety Disorder Defined as: excessive fear, worry, or uneasiness
  12. 12. Anxiety Disorder Defined as: excessive fear, worry, or uneasiness Is the most common childhood disorder
  13. 13. Anxiety Disorder Defined as: excessive fear, worry, or uneasiness Is the most common childhood disorder Tend to worry a lot about school and assignments
  14. 14. Anxiety Disorder Defined as: excessive fear, worry, or uneasiness Is the most common childhood disorder Tend to worry a lot about school and assignments Often isolated from their peers and tend to avoid majority of social situations
  15. 15. Examples of Anxiety Disorders
  16. 16. Examples of Anxiety Disorders Anxiety Disorder- excessive and intense fear associated with separating from home, family and others
  17. 17. Examples of Anxiety Disorders Anxiety Disorder- excessive and intense fear associated with separating from home, family and others Generalized anxiety-overwhelming worry not caused by any recent experience
  18. 18. Examples of Anxiety Disorders Anxiety Disorder- excessive and intense fear associated with separating from home, family and others Generalized anxiety-overwhelming worry not caused by any recent experience Phobia-unrealistic, overwhelming worry not caused by a recent experience
  19. 19. Anxiety Disorders Cont.
  20. 20. Anxiety Disorders Cont. Panic-Overwhelming panic attacks resulting in rapid heartbeat, dizziness, and/or other physical problems
  21. 21. Anxiety Disorders Cont. Panic-Overwhelming panic attacks resulting in rapid heartbeat, dizziness, and/or other physical problems Post Traumatic Stress- flashbacks and other recurrent symptoms following exposure to an extremely distressing or dangerous event such as witnessing violence or a hurricane
  22. 22. Anxiety Disorders Cont. Panic-Overwhelming panic attacks resulting in rapid heartbeat, dizziness, and/or other physical problems Post Traumatic Stress- flashbacks and other recurrent symptoms following exposure to an extremely distressing or dangerous event such as witnessing violence or a hurricane Obsessive Compulsive Disorder- obsessions manifesting as repetitive, persistent, and intrusive impulses, images, or thoughts and/of compulsions manifesting as repetitive, stereotypical behaviors
  23. 23. Mood Disorders
  24. 24. Mood Disorders Defined as: extreme deviation in either a depressed or an elevated direction or sometimes both directions at the same time
  25. 25. Mood Disorders Defined as: extreme deviation in either a depressed or an elevated direction or sometimes both directions at the same time Can occur at any age
  26. 26. Mood Disorders Defined as: extreme deviation in either a depressed or an elevated direction or sometimes both directions at the same time Can occur at any age Includes depression and bipolar disorder
  27. 27. Mood Disorders Defined as: extreme deviation in either a depressed or an elevated direction or sometimes both directions at the same time Can occur at any age Includes depression and bipolar disorder Both disorders effect students school success and their interactions with peers
  28. 28. Mood Disorders Defined as: extreme deviation in either a depressed or an elevated direction or sometimes both directions at the same time Can occur at any age Includes depression and bipolar disorder Both disorders effect students school success and their interactions with peers Depression is most frequent in Adolescent Females
  29. 29. Mood Disorders Defined as: extreme deviation in either a depressed or an elevated direction or sometimes both directions at the same time Can occur at any age Includes depression and bipolar disorder Both disorders effect students school success and their interactions with peers Depression is most frequent in Adolescent Females Tend to have lower academic scores and score lower on intelligence tests during an episode
  30. 30. Students with depression may experience these symptoms
  31. 31. Students with depression may experience these symptoms Depression is most frequent in Adolescent Females
  32. 32. Students with depression may experience these symptoms Depression is most frequent in Adolescent Females Motivation- losing interest in play, friends, and schoolwork, with a resulting decline in grades
  33. 33. Students with depression may experience these symptoms Depression is most frequent in Adolescent Females Motivation- losing interest in play, friends, and schoolwork, with a resulting decline in grades Physical Well-being: eating or sleeping too much or too little, disregarding hygiene, or making vague physical complaints
  34. 34. Students with depression may experience these symptoms Depression is most frequent in Adolescent Females Motivation- losing interest in play, friends, and schoolwork, with a resulting decline in grades Physical Well-being: eating or sleeping too much or too little, disregarding hygiene, or making vague physical complaints Thoughts- perhaps believing he or she is ugly and unable to to anything right and that life is hopeless
  35. 35. Oppositional Defiant Disorder
  36. 36. Oppositional Defiant Disorder Definition- causes a pattern of negativistic, hostile, disobedient, and defiant behaviors
  37. 37. Oppositional Defiant Disorder Definition- causes a pattern of negativistic, hostile, disobedient, and defiant behaviors Students must have some of the following
  38. 38. Oppositional Defiant Disorder Definition- causes a pattern of negativistic, hostile, disobedient, and defiant behaviors Students must have some of the following loss of temper arguments with adults Refusal to cooperate with adult requests frequent rule-breaking expressed resentfulness and angered
  39. 39. Oppositional Defiant Disorder Definition- causes a pattern of negativistic, hostile, disobedient, and defiant behaviors Students must have some of the following loss of temper deliberate annoyance of others arguments with adults tendency for vindictiveness Refusal to cooperate with adult blaming others for mistakes requests misbehavior frequent rule-breaking low self-esteem expressed resentfulness and angered easily annoyed
  40. 40. Conduct Disorder
  41. 41. Conduct Disorder Definition-A persistent pattern of antisocial behavior that significantly interferes with other’s rights or with schools’ and communities’ behavioral expectations.
  42. 42. Conduct Disorder Definition-A persistent pattern of antisocial behavior that significantly interferes with other’s rights or with schools’ and communities’ behavioral expectations. Usually have very little empathy for others
  43. 43. Conduct Disorder Definition-A persistent pattern of antisocial behavior that significantly interferes with other’s rights or with schools’ and communities’ behavioral expectations. Usually have very little empathy for others Extremely high self esteem or extremely low.
  44. 44. Conduct Disorder Definition-A persistent pattern of antisocial behavior that significantly interferes with other’s rights or with schools’ and communities’ behavioral expectations. Usually have very little empathy for others Extremely high self esteem or extremely low. 50% of students with conduct disorder are diagnosed with ADHD.
  45. 45. Conduct Disorder Definition-A persistent pattern of antisocial behavior that significantly interferes with other’s rights or with schools’ and communities’ behavioral expectations. Usually have very little empathy for others Extremely high self esteem or extremely low. 50% of students with conduct disorder are diagnosed with ADHD. Conflictual relationships with adults.
  46. 46. Conduct Disorder Definition-A persistent pattern of antisocial behavior that significantly interferes with other’s rights or with schools’ and communities’ behavioral expectations. Usually have very little empathy for others Extremely high self esteem or extremely low. 50% of students with conduct disorder are diagnosed with ADHD. Conflictual relationships with adults. Linked with psycho-social factors such as childhood abuse or living in a rough neighborhood/poverty.
  47. 47. Four categories of Conduct Disorder include:
  48. 48. Four categories of Conduct Disorder include: Aggressive conduct that results in harm to people or animals
  49. 49. Four categories of Conduct Disorder include: Aggressive conduct that results in harm to people or animals Property destruction
  50. 50. Four categories of Conduct Disorder include: Aggressive conduct that results in harm to people or animals Property destruction Deceitfulness and theft
  51. 51. Four categories of Conduct Disorder include: Aggressive conduct that results in harm to people or animals Property destruction Deceitfulness and theft Serious rule violations
  52. 52. Schizophrenia
  53. 53. Schizophrenia Schizophrenia is commonly misdiagnosed as a mood disorder, and often begins in late adolescence and is rarer than most other common emotional disorders.
  54. 54. Schizophrenia Schizophrenia is commonly misdiagnosed as a mood disorder, and often begins in late adolescence and is rarer than most other common emotional disorders. Treated with medication and psychosocial interventions. The drugs are antipsychotics that include anti-depressants and mood stabilizers.
  55. 55. Characteristics of Schizophrenia
  56. 56. Characteristics of Schizophrenia Hallucinations Withdrawal Delusions Inability to experience pleasure Loss of contact with reality Disorganized speech
  57. 57. External Behaviors of All ED
  58. 58. External Behaviors of All ED External behaviors: Exhibit high intensity but low frequency, and are often referred to special education classroom because their classroom behavior is so disruptive. Externalizing behaviors could include lighting fires, assaulting someone, or exhibiting cruelty.
  59. 59. External Behaviors of All ED External behaviors: Exhibit high intensity but low frequency, and are often referred to special education classroom because their classroom behavior is so disruptive. Externalizing behaviors could include lighting fires, assaulting someone, or exhibiting cruelty. Subject to zero-tolerance, but if evaluated and diagnosed and receiving special education service, they are protected from total cessation under IDEA.
  60. 60. Internal behavior
  61. 61. Internal behavior Internal behaviors: Withdrawal, depression, anxiety, obsessions or compulsions.
  62. 62. Internal behavior Internal behaviors: Withdrawal, depression, anxiety, obsessions or compulsions. Poor social skills and less accepted by peers.
  63. 63. Internal behavior Internal behaviors: Withdrawal, depression, anxiety, obsessions or compulsions. Poor social skills and less accepted by peers. Try to blend into the background, not be noticed.
  64. 64. Internal behavior Internal behaviors: Withdrawal, depression, anxiety, obsessions or compulsions. Poor social skills and less accepted by peers. Try to blend into the background, not be noticed. Because their behavior is not as disruptive, they’re disorder is often overlooked or misidentified.
  65. 65. NAME THAT EMOTIONAL DISORDER
  66. 66. If you guessed YOUR RIGHT!!!
  67. 67. If you guessed Oppositional Defiant Disorder YOUR RIGHT!!!
  68. 68. If You Guessed YOUR RIGHT!!!
  69. 69. If You Guessed Schizophrenia YOUR RIGHT!!!
  70. 70. If you guessed YOUR RIGHT!!!
  71. 71. If you guessed Anxiety Disorder/ Obsessive Compulsive Disorder YOUR RIGHT!!!
  72. 72. If you guessed YOUR RIGHT!!!
  73. 73. If you guessed Conduct Disorder YOUR RIGHT!!!
  74. 74. If you guessed YOUR RIGHT!!!
  75. 75. If you guessed Mood Disorder/ Depression YOUR RIGHT!!!
  76. 76. Prevelance
  77. 77. 1% of students served for ED during the 1999-200 School Year
  78. 78. 1% of students served for ED during the 1999-200 School Year A more accurate percentage is 9-10%
  79. 79. 1% of students served for ED during the 1999-200 School Year A more accurate percentage is 9-10% Why are ED’s so under-identified?
  80. 80. Causes of Emotional Disorders
  81. 81. Biological
  82. 82. Biological Environmental
  83. 83. Biological Environmental School Related
  84. 84. Diagnosis
  85. 85. Based on criteria in observations and interactions
  86. 86. Evaluating Students with Emotional Disorders
  87. 87. Step 1: Observation
  88. 88. Step 1: Observation Teacher and parents observe and look for the 5 elements of emotional or behavioral disorders.
  89. 89. Step 1: Observation Teacher and parents observe and look for the 5 elements of emotional or behavioral disorders. The 5 elements: (1)Inability to learn, (2)Inability to build or maintain satisfactory relationships, (3) Inappropriate behavior, (4) unhappiness or depression, and (5) physical symptoms or fears.
  90. 90. Step 2: Screening
  91. 91. Step 2: Screening Classroom work products are looked at along with group intelligence tests, group achievement tests, and even vision and hearing screenings.
  92. 92. Step 3: Pre-referral/Referral
  93. 93. Step 3: Pre-referral/Referral The teacher implements suggestions from school based team. If the student is not responsive he or she will be referred.
  94. 94. Step 4: Nondiscriminatory Evaluation
  95. 95. Step 4: Nondiscriminatory Evaluation Many things are taken into account like the individualized intelligence test and achievement test, their behavior rating scale, and assessments of strength and social skills/personality. The Scale for Assessing Emotional Disturbance is used.
  96. 96. Step 5: Determination
  97. 97. Step 5: Determination The nondiscriminatory evaluation team determines that the student has emotional or behavioral disorders and needs special education and related services.
  98. 98. Observation of “Ali”
  99. 99. Observation of “Ali” Teacher observes physical signs such as: bruising, cuts, malnourishment, or noticeable pain Teacher observes socials signs such as: withdrawn behavior, distrust, depression, or moods of unhappiness
  100. 100. Screening of “Ali”
  101. 101. Screening of “Ali” Teacher encourages child to participate in group or social activities Teacher tries to build confidence by encouraging the child
  102. 102. Pre-referral/Referral of “Ali”
  103. 103. Pre-referral/Referral of “Ali” “Ali” does not respond to the teachers attempts to be involved in social and group activities, and continues to seclude herself, and show signs of depression
  104. 104. Nondiscriminatory Evaluation of “Ali”
  105. 105. Nondiscriminatory Evaluation of “Ali” In the scale for assessing Emotional Disturbances “Ali” scored on the five elements in the IDEA definition:
  106. 106. Nondiscriminatory Evaluation of “Ali” In the scale for assessing Emotional Disturbances “Ali” scored on the five elements in the IDEA definition: (1)Inability to learn (0-3)
  107. 107. Nondiscriminatory Evaluation of “Ali” In the scale for assessing Emotional Disturbances “Ali” scored on the five elements in the IDEA definition: (1)Inability to learn (0-3) Score of 1
  108. 108. Nondiscriminatory Evaluation of “Ali” In the scale for assessing Emotional Disturbances “Ali” scored on the five elements in the IDEA definition: (1)Inability to learn (0-3) Score of 1 (2)Inability to build or maintain satisfactory relationships
  109. 109. Nondiscriminatory Evaluation of “Ali” In the scale for assessing Emotional Disturbances “Ali” scored on the five elements in the IDEA definition: (1)Inability to learn (0-3) Score of 1 (2)Inability to build or maintain satisfactory relationships score of 0
  110. 110. Nondiscriminatory Evaluation of “Ali” In the scale for assessing Emotional Disturbances “Ali” scored on the five elements in the IDEA definition: (1)Inability to learn (0-3) Score of 1 (2)Inability to build or maintain satisfactory relationships score of 0 (3) Inappropriate behavior
  111. 111. Nondiscriminatory Evaluation of “Ali” In the scale for assessing Emotional Disturbances “Ali” scored on the five elements in the IDEA definition: (1)Inability to learn (0-3) Score of 1 (2)Inability to build or maintain satisfactory relationships score of 0 (3) Inappropriate behavior score of 3
  112. 112. Nondiscriminatory Evaluation of “Ali” In the scale for assessing Emotional Disturbances “Ali” scored on the five elements in the IDEA definition: (1)Inability to learn (0-3) Score of 1 (2)Inability to build or maintain satisfactory relationships score of 0 (3) Inappropriate behavior score of 3 (4) unhappiness or depression
  113. 113. Nondiscriminatory Evaluation of “Ali” In the scale for assessing Emotional Disturbances “Ali” scored on the five elements in the IDEA definition: (1)Inability to learn (0-3) Score of 1 (2)Inability to build or maintain satisfactory relationships score of 0 (3) Inappropriate behavior score of 3 (4) unhappiness or depression score of 0
  114. 114. Nondiscriminatory Evaluation of “Ali” In the scale for assessing Emotional Disturbances “Ali” scored on the five elements in the IDEA definition: (1)Inability to learn (0-3) Score of 1 (2)Inability to build or maintain satisfactory relationships score of 0 (3) Inappropriate behavior score of 3 (4) unhappiness or depression score of 0 (5) physical symptoms or fears.
  115. 115. Nondiscriminatory Evaluation of “Ali” In the scale for assessing Emotional Disturbances “Ali” scored on the five elements in the IDEA definition: (1)Inability to learn (0-3) Score of 1 (2)Inability to build or maintain satisfactory relationships score of 0 (3) Inappropriate behavior score of 3 (4) unhappiness or depression score of 0 (5) physical symptoms or fears. score of 0
  116. 116. Determination of “Ali’s” ED
  117. 117. Determination of “Ali’s” ED “Ali” is diagnosed with an mood disorder, more specifically depression. “Ali” also shows signs of anxiety disorders such as generalized anxiety
  118. 118. Progress in General Curriculum
  119. 119. Measuring a Students Progress
  120. 120. Measuring a Students Progress Use the Social Skill Ratings System, which consists of 3 ratings from the student, teacher, and parent which allows students to report the frequency and importance of a skill and how well they learn it
  121. 121. Inclusion Tips
  122. 122. Inclusion Tips What would you do?
  123. 123. Inclusion Tips What would you do? Student refuses to follow directions and uses inappropriate language.
  124. 124. Inclusion Tips What would you do? Student refuses to follow directions and uses inappropriate language. Student fights with other students and is always on the defensive.
  125. 125. Inclusion Tips What would you do? Student refuses to follow directions and uses inappropriate language. Student fights with other students and is always on the defensive. Student is rarely on task and appears to have an inability to learn.
  126. 126. Inclusion Tips What would you do? Student refuses to follow directions and uses inappropriate language. Student fights with other students and is always on the defensive. Student is rarely on task and appears to have an inability to learn. Student is sad all of the time and does not interact with other student.
  127. 127. Inclusion Tips Game
  128. 128. Goals and Strategies
  129. 129. Academic/ Vocational Goals
  130. 130. Academic/ Vocational Goals Improve grades overall
  131. 131. Academic/ Vocational Goals Improve grades overall Set aside time outside of the classroom to work on schoolwork/ homework
  132. 132. Academic/ Vocational Goals Improve grades overall Set aside time outside of the classroom to work on schoolwork/ homework Be on time to class
  133. 133. Academic/ Vocational Goals Improve grades overall Set aside time outside of the classroom to work on schoolwork/ homework Be on time to class Will follow routines, instructions, and directions promptly
  134. 134. Personal Skill Goals
  135. 135. Personal Skill Goals Exhibit anger management
  136. 136. Personal Skill Goals Exhibit anger management Use acceptable voice tones as instructed
  137. 137. Personal Skill Goals Exhibit anger management Use acceptable voice tones as instructed Cope with stress in a healthy/positive manner
  138. 138. Personal Skill Goals Exhibit anger management Use acceptable voice tones as instructed Cope with stress in a healthy/positive manner Will be accountable for inappropriate actions
  139. 139. Social Skills Goals
  140. 140. Social Skills Goals Will interact with peers in a positive manner
  141. 141. Social Skills Goals Will interact with peers in a positive manner Will demonstrate respect for others and the property of others
  142. 142. Social Skills Goals Will interact with peers in a positive manner Will demonstrate respect for others and the property of others Work quietly without distracting others
  143. 143. Instructional Strategies
  144. 144. Instructional Strategies • Present materials at independent level, not frustration
  145. 145. Instructional Strategies • Present materials at independent level, not frustration level
  146. 146. Instructional Strategies • Present materials at independent level, not frustration level • Provide short, manageable tasks
  147. 147. Instructional Strategies • Present materials at independent level, not frustration level • Provide short, manageable tasks • Set short-term expectations
  148. 148. Instructional Strategies • Present materials at independent level, not frustration level • Provide short, manageable tasks • Set short-term expectations • Repeat directions frequently
  149. 149. Instructional Strategies • Present materials at independent level, not frustration level • Provide short, manageable tasks • Set short-term expectations • Repeat directions frequently • Use special education staff for problem solving
  150. 150. Instructional Strategies • Present materials at independent level, not frustration level • Provide short, manageable tasks • Set short-term expectations • Repeat directions frequently • Use special education staff for problem solving • Follow through on everything
  151. 151. Instructional Strategies • Present materials at independent level, not frustration level • Provide short, manageable tasks • Set short-term expectations • Repeat directions frequently • Use special education staff for problem solving • Follow through on everything • Be willing to modify classroom expectations and
  152. 152. Instructional Strategies • Present materials at independent level, not frustration level • Provide short, manageable tasks • Set short-term expectations • Repeat directions frequently • Use special education staff for problem solving • Follow through on everything • Be willing to modify classroom expectations and homework problems
  153. 153. Instructional Strategies Continued
  154. 154. Instructional Strategies Continued • Request students to demonstrate verbally their
  155. 155. Instructional Strategies Continued • Request students to demonstrate verbally their understanding of directions/expectations
  156. 156. Instructional Strategies Continued • Request students to demonstrate verbally their understanding of directions/expectations • Materials should be presented for all learning styles;
  157. 157. Instructional Strategies Continued • Request students to demonstrate verbally their understanding of directions/expectations • Materials should be presented for all learning styles; e.g., auditory, visual
  158. 158. Instructional Strategies Continued • Request students to demonstrate verbally their understanding of directions/expectations • Materials should be presented for all learning styles; e.g., auditory, visual • Use study skills support
  159. 159. Instructional Strategies Continued • Request students to demonstrate verbally their understanding of directions/expectations • Materials should be presented for all learning styles; e.g., auditory, visual • Use study skills support • Provide mini-breaks between lessons
  160. 160. Instructional Strategies Continued • Request students to demonstrate verbally their understanding of directions/expectations • Materials should be presented for all learning styles; e.g., auditory, visual • Use study skills support • Provide mini-breaks between lessons • Allow for peer tutoring
  161. 161. Instructional Strategies Continued • Request students to demonstrate verbally their understanding of directions/expectations • Materials should be presented for all learning styles; e.g., auditory, visual • Use study skills support • Provide mini-breaks between lessons • Allow for peer tutoring • Provide positive reinforcement
  162. 162. Instructional Strategies Continued • Request students to demonstrate verbally their understanding of directions/expectations • Materials should be presented for all learning styles; e.g., auditory, visual • Use study skills support • Provide mini-breaks between lessons • Allow for peer tutoring • Provide positive reinforcement • Individualize work assignments
  163. 163. Instructional Strategies Continued • Request students to demonstrate verbally their understanding of directions/expectations • Materials should be presented for all learning styles; e.g., auditory, visual • Use study skills support • Provide mini-breaks between lessons • Allow for peer tutoring • Provide positive reinforcement • Individualize work assignments • Structure classroom environment
  164. 164. Behavioral Strategies
  165. 165. Behavioral Strategies • Use positive reinforces
  166. 166. Behavioral Strategies • Use positive reinforces • Use behavior contracts
  167. 167. Behavioral Strategies • Use positive reinforces • Use behavior contracts • Model behavior
  168. 168. Behavioral Strategies • Use positive reinforces • Use behavior contracts • Model behavior • Do not place hands on students
  169. 169. Behavioral Strategies • Use positive reinforces • Use behavior contracts • Model behavior • Do not place hands on students • Keep a sense of humor and use it
  170. 170. Behavioral Strategies • Use positive reinforces • Use behavior contracts • Model behavior • Do not place hands on students • Keep a sense of humor and use it • Solve problems privately not publicly
  171. 171. Behavioral Strategies • Use positive reinforces • Use behavior contracts • Model behavior • Do not place hands on students • Keep a sense of humor and use it • Solve problems privately not publicly • When disciplining the student address the specific
  172. 172. Behavioral Strategies • Use positive reinforces • Use behavior contracts • Model behavior • Do not place hands on students • Keep a sense of humor and use it • Solve problems privately not publicly • When disciplining the student address the specific behavior and avoid any indication you dislike
  173. 173. Behavioral Strategies • Use positive reinforces • Use behavior contracts • Model behavior • Do not place hands on students • Keep a sense of humor and use it • Solve problems privately not publicly • When disciplining the student address the specific behavior and avoid any indication you dislike the student personally
  174. 174. Behavioral Strategies • Use positive reinforces • Use behavior contracts • Model behavior • Do not place hands on students • Keep a sense of humor and use it • Solve problems privately not publicly • When disciplining the student address the specific behavior and avoid any indication you dislike the student personally • Label exact behavior desired; do not be subtle
  175. 175. Behavioral Strategies Continued
  176. 176. Behavioral Strategies Continued • Give two choices only, either/or
  177. 177. Behavioral Strategies Continued • Give two choices only, either/or • Be firm, fair, and flexible
  178. 178. Behavioral Strategies Continued • Give two choices only, either/or • Be firm, fair, and flexible • Avoid setting the student up for failure
  179. 179. Behavioral Strategies Continued • Give two choices only, either/or • Be firm, fair, and flexible • Avoid setting the student up for failure • Do not put unrealistic expectations on the students
  180. 180. Behavioral Strategies Continued • Give two choices only, either/or • Be firm, fair, and flexible • Avoid setting the student up for failure • Do not put unrealistic expectations on the students • Define classroom expectations relating to behavior
  181. 181. Behavioral Strategies Continued • Give two choices only, either/or • Be firm, fair, and flexible • Avoid setting the student up for failure • Do not put unrealistic expectations on the students • Define classroom expectations relating to behavior and establish rules with the students
  182. 182. Behavioral Strategies Continued • Give two choices only, either/or • Be firm, fair, and flexible • Avoid setting the student up for failure • Do not put unrealistic expectations on the students • Define classroom expectations relating to behavior and establish rules with the students • Have rules posted around the room
  183. 183. Behavioral Strategies Continued • Give two choices only, either/or • Be firm, fair, and flexible • Avoid setting the student up for failure • Do not put unrealistic expectations on the students • Define classroom expectations relating to behavior and establish rules with the students • Have rules posted around the room • Make expectations clear
  184. 184. Behavioral Strategies Continued • Give two choices only, either/or • Be firm, fair, and flexible • Avoid setting the student up for failure • Do not put unrealistic expectations on the students • Define classroom expectations relating to behavior and establish rules with the students • Have rules posted around the room • Make expectations clear • Avoid power struggles
  185. 185. Behavioral Strategies Continued
  186. 186. Behavioral Strategies Continued • Individualize behavior plans
  187. 187. Behavioral Strategies Continued • Individualize behavior plans • Consistently interrelate with students
  188. 188. THE END!!!!
  189. 189. THE END!!!!
  190. 190. THE END!!!! Now you know what to look for in your students when you suspect an emotional disorder...YAY YOU!!!!

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