Emotional and Behavioral Disorder


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Emotional and Behavioral Disorder

  1. 1. <ul><li>There is deviant behavior in the repertoires of normal children and normal behavior in the repertoire of children who have emotional and behavioral disorders? </li></ul><ul><li>Children displaying aggressive behavior patterns are less likely to experience good social adjustment and enjoy mental health as adults? </li></ul><ul><li>Similar deviant behaviors exhibited by different students are not necessarily caused by the same events? </li></ul><ul><li>Historical events originally producing a student’s emotional problems may or may not influence that student’s current emotional problems? </li></ul><ul><li>Children who are withdrawn are more likely to obtain and maintain employment and stay out of prisons and mental-health facilities as adults? </li></ul><ul><li>Emotional maladjustments are seldom the result of an isolated traumatic event? </li></ul><ul><li>Parents can provide assistance to their children who are emotionally disturbed, without extensive training? </li></ul><ul><li>More boys than girls are labeled “emotionally or behaviorally disordered”? </li></ul>Did you know that...
  2. 2. <ul><li>The 1992 Federal Definition ( IDEA) </li></ul><ul><li>Serious Emotional Disturbance </li></ul><ul><li>The term means a condition exhibiting one or more of the following characteristics over a long period of time and to marked degree, that adversely affects educational performance: </li></ul><ul><li>a) An inability to learn that cannot be explained by intellectual, sensory, or health factors; </li></ul><ul><li>b) An inability to build or maintain satisfactory interpersonal 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><ul><li>The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have a serious emotional disturbance. </li></ul>The Nature of the Probelm
  3. 3. Many labels are used as general terms for EBD : <ul><li>Emotionally disturbed </li></ul><ul><li>Behavior disorder </li></ul><ul><li>Socially maladjusted </li></ul><ul><li>Emotionally handicapped </li></ul><ul><li>Maladaptive behavior </li></ul><ul><li>Psychologically disordered </li></ul><ul><li>Character disorder </li></ul><ul><li>Conduct disorder </li></ul><ul><li>Social deviant </li></ul><ul><li>Delinquent </li></ul>
  4. 4. Descriptions of Children Who Have E/BDs <ul><li>Dimensions/Criteria </li></ul><ul><li>Severity – the extremes to which the behavior goes. </li></ul><ul><li>Chronicity – the period of time over which they exhibit inappropriate behavior. </li></ul><ul><li>Context – when and where they do certain things. </li></ul>
  5. 5. Diagnostic Teaching Model <ul><li>Identification of Relevant Attributes </li></ul><ul><ul><li>Attention Problems – A student who has difficulty focusing on the task at hand may have trouble focusing on the teacher’s directions. </li></ul></ul><ul><ul><li>Aggressive behavior – A child who is easily upset and who acts out his or her aggression will have difficulty in class which will detract from the instructions. </li></ul></ul><ul><ul><li>Withdrawn behavior - A child who avoids involvement with others may not benefit from group instruction well and will probably not be able to work on small group projects or in other cooperative learning situations. </li></ul></ul><ul><ul><li>Hyperactivity – Hyperactive children often have difficulty staying on task and may also have difficulty staying in one place long enough to get much done. </li></ul></ul><ul><ul><li>Bizarre behavior – A student with bizarre and unpredictable behavior will respond inconsistently. Some behavior are so bizarre that instructions is impossible </li></ul></ul>
  6. 6. <ul><li>Behavior Management: </li></ul><ul><li>Eight –year-old Alesha is hyperactive. Your objective is to increase the time she says in her seat. </li></ul><ul><li>Seven-year-old Samuel withdraws from interaction with others. Your objective is to increase the time Samuel cooperates in group activity. </li></ul><ul><li>Ten-year-old Beth frequently disrupts others with her aggressive behavior. Your objective is to reinforce Beth’s cooperation with the rules of classroom activities. </li></ul><ul><li>One of the most effective ways to achieve behavior management objectives is to offer a child rewards for desired behavior. </li></ul>
  7. 7. <ul><li>Specifying Teaching Objectives </li></ul><ul><ul><ul><li>Types of objectives - depends upon the child’s particular abilities and disabilities. </li></ul></ul></ul><ul><ul><ul><li>Setting objectives – are important so that the child will enjoy the learning experience and develop skills that will help them later in life. </li></ul></ul></ul><ul><ul><ul><ul><li>Have I used the information I have about the characteristics of the students? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Have I involved the students in setting the goal? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Have I set goals that are realistic yet challenging to both the learners and myself? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Have I stated the objectives in terms of observable behavior? </li></ul></ul></ul></ul>
  8. 8. <ul><li>Selecting Strategies and Materials </li></ul><ul><li>Teaching strategies and materials for children with behavior disorders must be carefully coordinated and must take into account the individual abilities and disabilities of these children. </li></ul><ul><li>a. Planning – the main objective should be to find content and procedures that help students to reach goals. If a child often explores lesson materials before an activity begins, it is worth noting, because this need to become familiar with the materials may be an important learning strategy. </li></ul><ul><li>Testing Strategies and Materials </li></ul><ul><li>While testing strategies and materials through actual inst4ruction, it is important to give students with behavior disorders frequent prompts as they begin to practice new skills </li></ul>
  9. 9. <ul><li>Evaluation </li></ul><ul><ul><li>Was the student motivated? </li></ul></ul><ul><ul><li>Was the student’s ability to attend to tasks improved? </li></ul></ul><ul><ul><li>Did inappropriate behavior improve? </li></ul></ul><ul><li>If you feel a student has not reached the goal set, you must then analyze every step of the program and modify accordingly. </li></ul><ul><li>Does the learning environment encourage students to pay attention? </li></ul><ul><li>Are students allowed to interact with others as a way of learning more about the task? </li></ul><ul><li>Are students given feedback on their work? </li></ul><ul><li>Are students generalizing their new knowledge to other tasks? </li></ul>
  10. 10. Key Points for developing teaching strategies for children with emotional and behavioral disorders: <ul><li>Social and emotional characteristics are the primary developmental concern for these children. </li></ul><ul><li>Objectives should take into account a student’s particular abilities and disabilities. </li></ul><ul><li>A positive learning environment is necessary. </li></ul><ul><li>Select objectives to manage disruptions. </li></ul><ul><li>Reward desired behavior. </li></ul><ul><li>Behavior management must be addressed before teaching objectives can be carried out. </li></ul><ul><li>Small goals build to larger goals. </li></ul><ul><li>Objectives should be for students to display behaviors within reasonable social expectations in specific situations. </li></ul><ul><li>Set up the learning environment so the student knows what is to be learned and how the learning will be evaluated. </li></ul>
  11. 11. Sensory Processing <ul><li>Problem: Sensory Defensive </li></ul><ul><li>- Unpredictable emotional outburst </li></ul><ul><li>- Poor oral hygiene </li></ul><ul><li>- rubs spot after being touch </li></ul><ul><li>- covers ears when people talk to him </li></ul><ul><li>Treatment: </li></ul><ul><li>1. brushing </li></ul><ul><li>2. joint compression </li></ul><ul><li>3. sensory diet – daily total of sensorimotor experience needed by a person to adaptively interact with the environment. </li></ul>
  12. 12. <ul><li>Problem: Modulation </li></ul><ul><li>- becomes easily agitated </li></ul><ul><li>- transition s are extremely difficult </li></ul><ul><li>- easily distracted </li></ul><ul><li>- prefers to be in corner, behind furniture </li></ul><ul><li>Treatment: </li></ul><ul><ul><ul><li>Full body stretch </li></ul></ul></ul><ul><ul><ul><li>Relaxation techniques </li></ul></ul></ul><ul><ul><ul><li>Weighted vests/collars </li></ul></ul></ul><ul><ul><ul><li>Transition strategies </li></ul></ul></ul>
  13. 13. <ul><li>Problem: Modulation </li></ul><ul><li>- bites self </li></ul><ul><li>- bites objects </li></ul><ul><li>- licks fingers </li></ul><ul><li>- locks body, wags head </li></ul><ul><li>Treatment: </li></ul><ul><li>- provide a quite area for calming ( carpeted box) </li></ul><ul><li>- vibrators, heavy blankets </li></ul>
  14. 14. <ul><li>Problem: Registration </li></ul><ul><li>- drops or leans when seating </li></ul><ul><li>- slouching posture/low tone in face </li></ul><ul><li>- slurred speech </li></ul><ul><li>- loses balance easily </li></ul><ul><li>Treatment: </li></ul><ul><li>- provide single channel sensory input </li></ul>
  15. 15. <ul><li>Problem: Shut down </li></ul><ul><li>- does what he is told to do </li></ul><ul><li>- unresponsive </li></ul><ul><li>- makes no demand on others </li></ul><ul><li>- interacts with people and object only when asked </li></ul><ul><li>Treatment: </li></ul><ul><li>- provide a low stimulation low demand environment </li></ul><ul><li>- slowly introduce calming sensations </li></ul>