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This document discusses emotional and behavioral disorders (EBD) in children. It defines EBD and notes that approximately 3-6% of school children are affected. Children with EBD often exhibit social and adaptive behavior issues like defiance, disruption, and aggression. They also commonly struggle academically and have high dropout rates. The causes of EBD are multifactorial, involving family, socioeconomic status, and potential child abuse. Assessment and treatment involve screening, functional behavior assessments, behavior intervention plans, and multidisciplinary collaboration using approaches like positive behavioral support.
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This document provides an overview of children with emotional and behavioral disorders (EBD). It begins by introducing Beth Thomas, a child who was diagnosed with Reactive Attachment Disorder after suffering early childhood abuse. It then discusses the historical perspectives on EBD, defining EBD according to federal criteria. It outlines the commonness, diagnostic issues, and various causes of EBD such as neurology, genetics, and environmental factors. It distinguishes between externalizing disorders characterized by aggression and internalizing disorders involving anxiety and withdrawal. It examines various risk factors and approaches to support children with EBD, including response to intervention, applied behavior analysis, social skills training, and the importance of family involvement.
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children with emotional and behavioral disorders
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Intellectual disabilities
This document discusses intellectual disabilities. It defines intellectual disabilities as limitations in intellectual functioning and adaptive behaviors that originate before age 18. Causes can include genetic syndromes, infections, trauma, and other medical conditions. People with intellectual disabilities may have difficulties with language, learning, concentration, behavior, and independent living. They benefit from supported education tailored to their needs, including adaptations to curriculum, assistive technology, life skills training, and opportunities for employment and social involvement. Teachers can help by using concrete examples, repetition, participation, and addressing different learning styles.
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Accommodations:
- Access to teacher notes to supplement his own notes
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- Audiobooks for reading assignments
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The document defines and discusses several types of learning disorders: reading disorder, mathematics disorder, and disorder of written expression. It provides details on the diagnostic criteria, epidemiology, etiology, clinical features, comorbidities, diagnosis, differential diagnosis, and treatment of each disorder based on the DSM-IV-TR. It also discusses a category of learning disorder not otherwise specified for problems that do not meet the criteria for a specific learning disorder but still significantly interfere with academic achievement.
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Gifted and talented students are difficult to define precisely but generally refer to the top 2% of students academically. They are often identified by superior performance, advanced vocabulary, and problem-solving skills, but can also struggle from boredom, anxiety, or feeling isolated from peers. Teachers are key in identification and should be aware of models like Gardner's theory of multiple intelligences and Renzulli's three-ring concept of giftedness, which classify strengths across various abilities. Supporting gifted students requires differentiation, enrichment, and adapting curriculum to motivate them while in regular classrooms. Acceleration and extracurricular programs can further challenge very gifted students.
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The document discusses sensory impairments including deafness, hearing loss, blindness, visual impairment, and deaf-blindness. It covers the characteristics, prevalence, and causal factors of different sensory disabilities. It also describes clinical assessments used to evaluate sensory functions. The document outlines early intervention services and educational approaches for students with sensory impairments from elementary through high school levels. Challenges these students face in postsecondary and employment settings are also summarized.
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This document discusses learning disabilities, including definitions, causes, types, and approaches to identification and intervention. Some key points:
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The document discusses what an Individualized Education Program (IEP) is and how it is developed. Key points include:
1. An IEP is a plan developed for students with disabilities to allow them to achieve academic success. It defines individualized objectives and goals tailored to the student's needs.
2. Developing an IEP requires assessing the student, considering how their disability affects their learning, setting goals and choosing an appropriate educational placement.
3. The IEP must be reviewed and updated at least annually. It aims to provide students with the least restrictive environment and appropriate services to meet their goals.
Learning difficulties
This document discusses learning difficulties (LD) such as dyslexia, dysgraphia, and dyscalculia. It notes that LD affects up to 1 in 5 children and is often genetic. Children with LD have average or above average intelligence but struggle academically. Early detection and intervention are important to help children develop strategies to overcome their LD. Assessment by a psychologist can establish eligibility for academic support. LD management may also involve treating associated disorders and providing accommodations in school. Remedial training, parental support, and focusing on a child's strengths can help boost their self-esteem and long-term success.
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I. Three factors are considered in determining if a child is seriously emotionally disturbed: intensity, pattern, and duration. Intensity refers to the severity of the problem, pattern refers to when the problem occurs, and duration refers to how long the problem has been present.
II. Emotional and behavioral disorders are characterized by behavioral or emotional responses that differ significantly from cultural norms and adversely impact educational performance. The condition must be present in two settings for a long period of time and be unresponsive to intervention.
III. Several approaches are used to classify and diagnose emotional and behavioral disorders, including the DSM-IV and methods based on direct observation and measurement of behaviors.
Pres. inad 503
The document defines the key differences between disabilities and handicaps. A disability refers to a physical or mental condition that limits a person's activities, while a handicap is a condition that restricts a person's ability to function. The document then provides examples of common disabilities like autism, intellectual disabilities, learning disabilities, and hearing or visual impairments. It explains that disabilities may require an Individualized Education Program to provide supports, while handicaps refer to the limitations imposed by disabilities that can sometimes be corrected through assistive technologies or special education.
Autism and Pervasive Developmental Disorders
This document provides information about pervasive developmental disorders (PDDs), also known as autism spectrum disorders (ASDs). It defines PDDs as impairments in social interaction, communication, and presence of repetitive or stereotyped behaviors that are evident in the first years of life. The document discusses the main types of PDDs including Autistic Disorder, Rett's Disorder, Childhood Disintegrative Disorder, and Asperger's Disorder. It provides diagnostic criteria and signs and symptoms for each. The document also discusses possible causes of PDDs and strategies for supporting students with PDDs in both physical environment, teaching approaches, and development. It emphasizes the importance of collaboration between parents and professionals.
Attention deficit deficiency disorder
This document provides information on Attention Deficit Hyperactivity Disorder (ADHD), including:
- ADHD is a neurological disorder marked by inattention, impulsiveness and sometimes hyperactivity. Left untreated it can lead to conduct disorders, academic/job failure, depression and substance abuse.
- Boys are four times more likely to have ADHD than girls. Risk factors include prenatal drug exposure, birth complications, low birth weight and lead poisoning.
- Symptoms include inattention, impulsiveness and hyperactivity that is more severe when unstructured or boring. Diagnosis involves medical evaluation, psychiatric assessment and observations from parents and teachers.
- Treatment includes stimulant medication, therapy, behavior modification,
Comorbidities associated with Learning disabilities-ADHD,ASD
This document discusses learning disabilities and comorbidities such as ADHD. It defines ADHD according to the DSM and ICD criteria. ADHD is characterized by inattention, hyperactivity, and impulsivity. It has genetic and environmental causes. Treatment involves medication, cognitive behavioral therapy, parent training, social skills training, and educational accommodations. The document provides diagnostic criteria and strategies to manage ADHD symptoms and impairments.
ADHD (1).pptx
This document discusses attention deficit hyperactivity disorder (ADHD). It defines ADHD as a chronic bio-behavioral disorder characterized by hyperactivity, impulsivity, and/or inattention. The causes are not fully known but are thought to involve genetic and neurological factors. Symptoms include inattention, hyperactivity, and impulsivity. Diagnosis involves meeting criteria in the DSM-IV. Treatment is multimodal and often involves medication, behavioral therapy, environmental modifications, and parental education. The nurse's role includes ensuring patient safety and identifying behaviors that put the child at risk of injury.
ADHD.pptx
This document discusses attention deficit hyperactivity disorder (ADHD). It defines ADHD as a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. The document covers the causes, symptoms, diagnostic criteria, treatment options, and nursing role for patients with ADHD. Treatment involves behavioral therapy, environmental modifications, classroom accommodations, and may include stimulant medications to manage symptoms. A multimodal treatment approach involving patients, families, and medical professionals can help improve outcomes for those with ADHD.
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Education for All
The document discusses the history of views and treatment of people with disabilities, from widespread discrimination to a new era of inclusion and support due to legislation like the Americans with Disabilities Act. It also examines approaches to describing human differences, the roles of professionals in supporting those with disabilities, and the services and supports needed to ensure opportunities for all people with disabilities.
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Physical disabilities can affect mobility, coordination, communication, and learning. They include orthopedic impairments like cerebral palsy, spina bifida, muscular dystrophy, and spinal cord injuries. Traumatic brain injuries are caused by blows or rapid acceleration/deceleration of the brain from events like car accidents or falls. They can adversely impact information processing, behavior, memory, reasoning, speech, and motor skills. Health disorders may also require special education supports if they limit a student's strength, vitality or alertness and negatively impact their education.
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- Universal design for learning (UDL) aims to make curriculum accessible to all students by providing multiple means of engagement, representation, and action and expression based on students' readiness, interests, and learning profiles. UDL and differentiated instruction are connected in making education accessible and effective for diverse learners.
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Learning disabilities and attention deficit hyperactivity disorder (ADHD) affect a significant portion of school-aged children. Learning disabilities refer to difficulties with specific academic skills like reading, writing, or math, and are caused by neurological differences. ADHD is characterized by inattention, hyperactivity, and impulsivity that interfere with functioning. Both conditions can impact students across intelligence levels and in multiple settings. Accurately diagnosing them considers factors like achievement compared to ability and responsiveness to interventions.
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This document discusses early childhood special education and intervention services for infants, toddlers, and preschool-aged children under the Individuals with Disabilities Education Act (IDEA). It outlines eligibility, assessments, individualized family service plans (IFSPs), service delivery models, preschool services, evidence-based practices, and the importance of multidisciplinary collaboration between parents, educators and other professionals to meet children's developmental needs.
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5. ECG in Medical Practice by ABM Abdullah, 4th edition
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Ebd
- 1. Chapter Eight EMOTIONAL/BEHAVIORAL DISORDERS
- 8. BEHAVIORS
Editor's Notes
- HCPSS numbers: 4.6 percent of all SPED are ED, 37% of our ED kids are African American Only 21% of HCPSS school system kids are African American. Overrepresentation.
- Statistically Derived externalizing symptoms (disruption, aggression, hyperactivity) internalizing symptoms (depression, withdrawal, phobias) Clinically Derived DSM-IV (treatment) – school psychologists don’t actually diagnose with psychiatric dx nine major groups of childhood disorders
- Social and Adaptive Behavior - problems adapting to home, school, and community environments.difficulty in relating to all people in their lives. Often defiant, disruptive, aggressive Do not complete tasks Behave in ways that invite rejection from others Language deficits can contribute to social issues as well
- Attention-deficit and disruptive behaviors - harmful to others Feeding and eating disorders - anorexia, bulemia, rumination, pica Tic disorders - involuntary movements and vocalizations Elimination disorders and childhood anxiety disorders - bed wetting and soiling not related to medical condition, unrealistic worries, refusal to go to school, excessive worry about getting hurt Reactive attachment disorder - results of inadequate care or frequent change of major caregivers. Inability to form appropriate attachments Childhood schizophrenia - hallucinations, delusions, strange and irrational behavior
- Family and home environment - poverty, substance abuse by caregivers, neglect, malnutrition, extreme family discord Socioeconomic status - higher rates of E/BD as well as poor school performance and lower intellectual development Child abuse - naturally, it plays a major role in the development of problematic behaviors in children and adolescents. Behaviors vary depending on the type of abuse a child suffers.
- Screening, prereferral interventions,and referral Response to Intervention Preceded by several parent-teacher meetings to rule out specific causes of behavior or emotional problems (divorce, poverty, molestation, etc) Assessment factors Functional behavior assessment - document the impact the EBD has on academic achievement. May lead to a BIP that assists the child in learning new, appropriate behaviors in a variety of settings/situations Assessment techniques - strength based assessment focuses on child’s strengths and uses them to develop IEP - rating scales for teachers and parents (looking for the statistically derived symptoms)
- Wraparound services is collaborative planning process to bring teams of professionals to the child, the family, and the school (vocational, mental health, educational, social, recreational services) Multidisciplinary collaboration (wraparound) PBS - various strategies to reduce problematic behaviors and build positive ones Inclusive education - many students with EBD are taught in separate classrooms or even special schools. Higher chance of removal from home school or gen ed class room than students with LD, intellectual dis, or hearing impairments. Inclusion must be determined by the needs of the students and the safety or the other students.