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Exx 502 Eb Chapter9 Part 1 2


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Exx 502 Eb Chapter9 Part 1 2

  1. 1. Language and Students with Emotional and Behavioral Difficulties EEX 502 Dr. M Fahringer S 6:00-10:00pm
  2. 2. Introduction <ul><li>Students with emotional and behavioral disabilities are a challenge to schools. They can be disruptive to the school and unsettling for the teacher and for their peers. Sometimes it is hard to identify and classify. Many children who are identified are removed from the regular education setting. </li></ul>
  3. 3. The Population <ul><li>IDEA uses the term seriously emotionally disturbed: a condition exhibiting one or more of the following characteristics over a long period of time and to a marked extent. </li></ul><ul><li>Emotionally disturbed, behaviorally disordered, socially maladjusted and psychiatrically disordered </li></ul>
  4. 4. The Effects <ul><li>A. An inability to learn which cannot be explained by intellectual, sensory, or health factors; </li></ul><ul><li>B. An inability to build or maintain satisfactory relationships with peers and teachers; </li></ul><ul><li>C. Inappropriate types of behavior or feelings under normal circumstances; </li></ul><ul><li>D. A general pervasive mood of unhappiness or depression; or </li></ul><ul><li>E. A tendency to develop physical symptoms or fears associated with personal or school problems. </li></ul>
  5. 5. Council for Exceptional Children preferred to use the term emotionally and behaviorally disordered (E/BD) <ul><li>Children that are E/BD have an impact in schools and regular classroom. They may disrupt or distract other students. Greenbaum et al., 1999 reported that approximately two-thirds of adults who had been classified as E/BD in school had at least one contact with police and 43% arrested. Children with E/BD often have significant deficiencies in spoken language. </li></ul>
  6. 6. Emotionally and Behavioral Problems in Children with Speech and Language Disorders <ul><li>Studies have indicate that behavior disorders are related to speech and language deficiencies. </li></ul>
  7. 7. Language and Communication Problems in Children with Emotional and Behavioral Disorders <ul><li>Cohen, Davine et,. 1989 reported that 28-50 percent of children receiving services have significant speech and language problems. </li></ul><ul><li>Language difficulties go unrecognized because the focus of assessment and intervention is on the child’s behavior. </li></ul>
  8. 8. Anecdotal Bibliography <ul><li>Falk, Katherine B., Wehby, Joseph H The effects of peer-assisted learning strategies on the beginning rereading skills of young children with emotional or behavioral disorders. Behavior Disorders . Tempe: Aug 2001. Vol.26, Iss. 4; pg. 344, 16 pgs </li></ul><ul><li>Gresham, Frank M (2005) Response to Intervention: An Alternative Means of Identifying Students as Emotionally Disturbed. Education & Treatment of Children . Pittsburg: Nov 2005. Vol.28, Iss. 4; pg. 328, 17 pgs </li></ul><ul><li>Wagner, Mary., Kutash, Krista., Duchnowski, Albert, Epstein, Michael H., Sumi, W Carl pgs The Children and Youth We Serve: A National Picture of the Characteristics of Students with Emotional Disturbances Receiving Special Education. Journal of Emotional and Behavioral Disorders . Austin: Summer 2005. Vol.13, Iss.2; pg. 79, 18 </li></ul>
  9. 9. Language and Students with Emotional and Behavioral Difficulties Part II
  10. 10. Types of Language Difficulties <ul><li>Research has found that children with emotional and behavioral disorders often have language and communication difficulties </li></ul><ul><li>A number of questions remain about the nature of these problems </li></ul><ul><li>Students with E/BD have significant difficulties with pragmatics language </li></ul><ul><li>Specific problems include: </li></ul><ul><li>1. Poor topic maintenance and inappropriate </li></ul><ul><li>responding </li></ul><ul><li>2. Failure to adequately consider the need of the listener </li></ul><ul><li>3. In ability to participate effectively in social interaction </li></ul>
  11. 11. Language and Types of Emotional Behavioral Disorders <ul><li>Experts differ as to how to classify children with emotional and behavioral disorders </li></ul><ul><li>Two broad categories are: </li></ul><ul><li>Internalized behavior disorders (such as withdrawal and depression) </li></ul><ul><li>Externalized problems such as aggression and hyperactivity </li></ul>
  12. 12. Internalized Behavior Disorder <ul><li>Child have limited social interaction </li></ul><ul><li>The child talk about fewer topics </li></ul><ul><li>The child speak in shorter utterances </li></ul><ul><li>The child initiated interaction less often </li></ul><ul><li>The child have deficiencies in expressive pragmatic language </li></ul>
  13. 13. Externalizing Language Disorders <ul><li>These students are not often tested for language disorders </li></ul><ul><li>Children with attention deficit Hyperactivity disorders (ADHD) are likely to have associated language problems (Love and Thomas, 1998). </li></ul><ul><li>Child have problem with social interaction and developing relationships </li></ul><ul><li>Child begin conversation at an awkward moment, switch topics abrupt, interject unconnected thoughts, miss conversational turns and fail to adapt their message to the listener (Westby & Cutler, 1994). </li></ul><ul><li>Child is likely to be an ineffective listener partner </li></ul>
  14. 14. Implication for Assessment and Intervention <ul><li>Students with E&B disorders present challenges for Education professional </li></ul><ul><li>The behavior makes it more difficult to implement effective intervention that require the cooperation of teacher and of peers </li></ul><ul><li>Children behavior may change from day to day </li></ul><ul><li>They may come to school angry and withdrawn </li></ul><ul><li>They may have unexpected language communication difficulties </li></ul><ul><li>This makes intervention more difficult (since many assessments are language based </li></ul>
  15. 15. Assessment <ul><li>This should be a part of the evaluation of any student suspected of having emotional and behavior and emotional disorders </li></ul><ul><li>Persuading team members to include language and communication assessment in the evaluation of the student is difficult </li></ul><ul><li>Since many are not aware of the impact of language and communication </li></ul>
  16. 16. Appropriate Language Assessment <ul><li>include: </li></ul><ul><li>1. Phonological awareness </li></ul><ul><li>2. Vocabulary </li></ul><ul><li>3. Syntactic Knowledge </li></ul><ul><li>4. Communication Comprehension </li></ul><ul><li>Communication is not easy to assess because : </li></ul><ul><li>1. There are no formalized standard test </li></ul><ul><li>2. It should be assessed in the natural setting </li></ul><ul><li>which is not easy to control </li></ul><ul><li>3. The students behavior make the task difficult </li></ul>
  17. 17. Interventions <ul><li>Language and communication should be included in the intervention plan </li></ul><ul><li>Rarely this is done because usually the focus is primarily on the overt behavior exhibited by the student </li></ul><ul><li>Plans can include: </li></ul><ul><li>Increase opportunity for peer interaction </li></ul><ul><li>Specific problems that the student s are experiencing </li></ul>
  18. 18. Intervention Goals <ul><li>Are developed for individual students </li></ul><ul><li>Help students learn vocabulary words </li></ul><ul><li>Become a more effective classroom communicator </li></ul><ul><li>Enhancing peer interaction </li></ul><ul><li>Develop skills on how to initiate conversation (take turns and wait their turn) </li></ul><ul><li>Assigning particular roles in a group assessment </li></ul>
  19. 19. Delivery of Instructions <ul><li>Service delivery concerns include: </li></ul><ul><li>1.Who should provide the service </li></ul><ul><li>2. Where the service would be provided </li></ul><ul><li>This issue is complex for E&BD </li></ul><ul><li>students because many people are </li></ul><ul><li>involved: </li></ul><ul><li>1. Special education teacher </li></ul><ul><li>2. A Therapist </li></ul><ul><li>3. A Special education Therapist </li></ul>
  20. 20. Keys to Effective Delivery <ul><li>Professional should share their methods of intervention </li></ul><ul><li>Teachers often feel they are too busy to share their instructions goals with others </li></ul>
  21. 21. <ul><li>Are there any Questions? </li></ul><ul><li>Thank You </li></ul><ul><li>The END !!!! </li></ul>