The document discusses assessment procedures and educational approaches for children with emotional and behavioral disorders. It describes several assessment tools that have been developed to identify hyperactivity, aggression, and deviant behaviors in young children and adolescents. Educational approaches discussed include applied behavior analysis, teaching social skills, alternative responses, self-management skills, and intervention procedures like positive reinforcement and rule setting that can help minimize problem behaviors.

1. ASSESSMEN
T
PROCEDURE
S

2. CONTENTS
01. Assessment Procedure
02.Educational Approaches
In this Module, challenge yourself to attain the
following learning outcomes:
Describe the assessment procedures in
identifying this type of children.
- Enumerate the educational approaches in
teaching children with emotional and
behavioral disorder.
03. Intervention Procedures
that minimize behavior
problems.
OBJECTIVES

3. ASSESSMENT PROCEDURES

4. A S S E S S M E N T P R O C E D U R E S
Young Children Older Ones
• Usually unstable due to the maturation process itself.
• Special Education Division of Bureau of Elementary School,
Department of Education has developed assessment
materials.

5. Bautista (2003)
• Developed a Behavior Checklist for the identification of Pupils with
Hyperactivity from grades I to IV.
• 45 items measure the extent of hyperactivity behavior based on
time and frequency rates of:
• Temper outbursts, restlessness, shifting from one task to another,
bullying and teasing, fidgeting, oversensitivity, and other related
behavior.

6. Bigonan (2002)
• Developed an Aggression Inventory Scale for Adolescents.
• Hostility, disobedience, destructiveness, antisocial tendencies and
dominance.

7. Ibanez (2003)
• Developed the Deviant behavior Tendencies Scale that
determines the range of deviant behavior as manifested in
acts such as:
• Defacing school properties, assaulting or abusing students
and school authorities, wearing or displaying unacceptable
attire and grooming engaging activities that interfere with
academic performance, achievements, and violate legal
norms and policies.

8. Educational Approaches

9. E d u c a t i o n a l A p p r o a c h e s
There are several models for understanding and treating emotional and behavioral
disorders that special educators, therapists and psychologists practice by combining
certain features of the conceptual models and develop an eclectic approach in
developing program for particular groups or individual students.
APPLIED BEHAVIOR ANALYSIS
• The aim is to decrease the undesirable and maladaptive
behavior and increase the desirable behavior. Applied
behavior analysis strategies are employed to help the child
learn new, appropriate response and eliminate the
inappropriate ones.

10. TEACHING SOCIAL SKILLS
Stephens (1992) has developed a curriculum that covers 132 specific social skills
for school-aged children grouped into 30 subcategories under 4 major areas:
1. Self related behaviors: accepting consequences, ethical behavior, expressing
feelings, positive attitude toward self
2. Task-related behaviors: attending behavior, following directions, performing
before others, quality of work.
3. Environmental behaviors: care for environment, dealing with emergencies,
lunchroom behavior.
4. Interpersonal Behaviors: accepting authority, gaining attention, helping others,
making conversations.

11.  At present, a large number of social skills curricula and training programs are
commercially available in United States.
 The skills are clustered in 3 age-developmental levels:
Pre school, elementary and secondary levels.
They focus on:
• Resolving interpersonal problems
• Getting along with others
• Following directions
• Handling name calling and teasing and offering to help
• Preventing anti-social behavior
• Increasing self esteem
• Developing competence in dealing with peers, family and authority

12. ALTERNATIVE RESPONSES
Knapczyk (1992)
• Developed the alternative responses strategy in training four students with behavior
problems to handle or defuse provocative incidents.
• Instructions consisted of individualized videotape modeling and behavior
rehearsals.

13. E d u c a t i o n a l A p p r o a c h e s
TEACHING SELF MANAGEMENT SKILLS
• Research findings show that children with behavior problems have low
self concept and believe that they have little control over their lives.
• A number of programs on teaching self-management skills have been
developed by specialists that aim to enable students with behavior
problems to have some control over their own behaviors and over their
environment.

14. INTERVENTION PROCEDURES THAT MINIMIZE
B E H A V I O R P R O B L E M S

15. Ecological intervention
 Is built on the principle that behavior problems exist within the child’s
environment where a constant global interaction between the child and
the environment occurs.
Positive Reinforcement
 A universally accepted intervention designed to increase the display of desirable
behavior and to reduce the negative behavior through a system of rewards.
Negative Reinforcement
 Involves the removal of negative stimulus contingent upon the desired behavior
Extinction
 Is useful in reducing the number, intensity or duration of an undesirable
behavior.

16. Rule Setting
 is an easy and effective way to manage behavior in the
classroom.
 A few, simple, realistic, and easy to follow rules are set together
with the consequences if they followed or violated
Pacing the lesson and using a variety of activities
 Simple yet effective ways of managing behavior. Some activities
use games, humor, proximity control and letting others follow the
examples.

17. Cognitive Strategy
 Self monitoring , self instruction and self control strategies are
utilized. The goal is to help students develop self-awareness and
self direction by using the positive reinforcement for social
development and improved academic performance.
Cognitive Model
 Is also called Information processing model and emphasizes
strategies for memory, storage, retrieval and metacognition.