Emotional behavioural disorders in schools


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Emotional behavioural disorders in schools

  1. 1. Emotional/Behavioural Disorders in Schools Tips for Teachers
  2. 2. Learning is impaired, because of... Withdrawn behaviour Antisocial behaviour Poor social skills Poor interpersonal relationships Poor impulse control High absence rate Impaired executive Lack of motivation/lack of control success Poor motivation Anxiety
  3. 3. What teachers can do... Create an invitinglearning environment
  4. 4. _____________Pitfalls Avoid ...sole emphasis on behaviour management at the cost of academic instruction ...asserting your authority Avoid ...mass punishment ...preaching ...teaching above or below...angry remarks students’ ability level ...negativity ...lacking instructional ...sarcastic remarks lesson goals...overreacting
  5. 5. Instead, when an issue arises...Keep your emotions in check (sometimes, both the student and the teacher need some ‘time out’ before dealing with an issue)Avoid confrontations and defuse conflictIgnore attention-seeking behaviours (but never aggressive ones)Boost a student’s interest (or change activity or rate of delivery) when you notice signs of restlessness (before off-task behavior occurs)Ease tension through humorHelp with a difficult task before a student begins to act outRestructure your lesson plan (if an activity is not successful, change it quickly)Consider seating arrangements
  6. 6. Other things teachers can do...Since academic success contributes to a healthy self-esteem......focusing on academic success contributes to academic motivation and greater availability to learning
  7. 7. Other things teachers can do...Student groupings Time management Signals and other non-verbal cuesProgram for and support academic successEngage students beyond rote learning tasksAssess across a unit both formatively and summatively, emphasizing formative assessment
  8. 8. Grouping for Instruction …involves the use of small group instruction, one-on-one support, cooperative group activities, individualized instruction, and peer tutoring• Grouping adaptations reduce occurrences of behavioral problems (Penno, Frank, & Wacker, 2000)
  9. 9. Peer Tutoring and Cooperative LearningProvide learning-focused opportunities for appropriate social interaction
  10. 10. Peer Tutoring and Cooperative LearningTeach self-management, promote student engagement, provide immediate feedback, provide opportunities to correct mistakes
  11. 11. Students with mental, emotional, and behavioural disorders are not fully available to learning Program adaptations help students: Concentrate Organize information Identify and select relevant information Remember information What is the overall/big idea that the student needs to take from the lesson?
  12. 12. Program adaptations for learners withbehavioural and emotional difficultiesSecondary students’ common set of learner characteristics that negatively affect their academic success are motivational issues, anxiety, and lack of impulse control. This translates into poor persistence and concentration as well as difficulty to engage in independent work.Learning outcomes depend on the extent to which instruction is functional and recognized by students as relevant (Bos & Vaughn, 1994)Higher levels of engagement mean lower levels of inappropriate behaviourInappropriate student behavior decreases when students are presented with a sequence of shortened assignments versus one long assignment
  13. 13. Structured worksheets/graphic organizers, self- monitoring devices, advance organizers. • Graphic organizer/structured worksheets help students remember and recall information (e.g., steps to a strategy). • Self-monitoring to help students monitor their problem solving behavior • Advance organizers help students identify, organize, understand, and retain information
  14. 14. References• Allsopp, D. H. (1997). Using classwide peer tutoring to teach beginning algebra problem-solving skills in heterogeneous classrooms. Remedial and Special Education, 18, 367-379• Bos, C. S., & Vaughn, S. (1994). Strategies for teaching students with learning and behavioral problems (3rd ed.). Boston, MA: Allyn and Bacon.• Daigle, B. (n.d.). Students with emotional/behavioural disorders. Retrieved from: http://www.slideshare.net/brentdaigle/students-with-emotional-behavior- disorders-presentation• Dweck, C.S., & Elliott, E.S. (1983). Achievement motivation. In P. Mussen and E.M. Hetherington (Eds.), Handbook of child psychology. New York: Wiley.• Lenz, B. K., Bulgren, J. A., & Hudson, P. (1990). Content enhancement: A model for promoting the acquisition of content by individuals with learning disabilities. In T. E. Scruggs & B. L. Y. Wong (Eds.), Intervention research in learning disabilities (pp. 122-165). NY: Springer-Verlag.)• Penno, D. A., Frank, A. R., & Wacker, D. P. (2000). Instructional accommodations for adolescent students with severe emotional or behavioral disorders. Behavior Disorders, 25, 325-343.• N.a. (n.d.). http://www.teachervision.fen.com/