The document discusses the process of evaluating students for emotional disorders. It involves 5 steps: 1) Observation by teachers and parents to identify characteristics of emotional disorders, 2) Screening using classroom work, tests, and medical screenings, 3) Pre-referral interventions by teachers, 4) A nondiscriminatory evaluation using assessments and rating scales, 5) A determination by a team on whether the student qualifies for special education under the IDEA definition of emotional disturbance. An example is provided of evaluating a student named Ali using this process.
Module 1 understanding anxiety and depression in high school studentsAnne Marie Tagliaferri
This document discusses understanding and identifying anxiety and depression in high school students. It defines the roles of educators in supporting students with these conditions by recognizing signs and symptoms and referring students to mental health professionals. Characteristics of anxiety, depression, social anxiety, and panic disorder are described. The document also notes that the teen brain is still developing and is influenced by genetics, trauma, family life, sleep, executive dysfunction, diet, exercise, peer pressure, and social media.
This document discusses emotional disturbances and their impacts. It defines emotional disturbance and lists some key characteristics. It then discusses the prevalence of emotional disturbances in children and adults. Some key causes are biological factors, environmental stressors, family dynamics, and cultural influences. The document outlines several impacts of emotional disturbances on curriculum learning, social behavior, and independent functioning. It also discusses conditions like hyperactivity, juvenile delinquency, self-injurious behavior, and suicidal risk. Prevention of suicide is mentioned.
EBD Characteristics of children and youth with ebd –emotional & behavioral di...artic_fox
Children and youth with emotional and behavioral disorders (EBD) often have difficulties with social skills and relationships. They may engage in anti-social behaviors like violating rules and laws. Additionally, they can display oppositional defiant disorder by arguing with authority figures and refusing requests. These students may externalize behaviors through rule-breaking or internalize issues by withdrawing. They are also at risk for aggressive, violent, or delinquent behaviors. Proper identification and assessment of behaviors is important to determine the appropriate support and interventions needed.
Conduct disorder is a childhood disorder characterized by aggressive, destructive, deceitful, and rule-violating behaviors. It typically appears between the ages of 10-16 and is more common in boys than girls. Symptoms fall into four categories and include fighting, bullying, cruelty, fire-setting, vandalism, lying, and rule-breaking. The causes are believed to involve biological, genetic, environmental, psychological, and social factors. Treatment typically includes psychotherapy, family therapy, parent management training, and sometimes medication. Without treatment, children with conduct disorder are at risk for problems like academic failure, substance abuse, legal issues, injuries, and mental health disorders as adults.
School refusal is defined as a child's refusal to attend or difficulties remaining in school for the entire day. It is not a formal diagnosis but rather a symptom that can be associated with several diagnoses like separation anxiety, social phobia, and depression. Risk factors are multi-factorial and can be at the individual, family, school, or community level. Assessment involves interviews with the child, parents, teachers and psychological testing. Treatment goals are to facilitate the child's return to normal functioning and school attendance without distress through interventions like rewards and addressing any comorbid conditions.
a basic introduction to emotional and behavioral disorders as well as the roles of Social Workers on how to deal with various emotional and behavioral disorder
Module 1 understanding anxiety and depression in high school studentsAnne Marie Tagliaferri
This document discusses understanding and identifying anxiety and depression in high school students. It defines the roles of educators in supporting students with these conditions by recognizing signs and symptoms and referring students to mental health professionals. Characteristics of anxiety, depression, social anxiety, and panic disorder are described. The document also notes that the teen brain is still developing and is influenced by genetics, trauma, family life, sleep, executive dysfunction, diet, exercise, peer pressure, and social media.
This document discusses emotional disturbances and their impacts. It defines emotional disturbance and lists some key characteristics. It then discusses the prevalence of emotional disturbances in children and adults. Some key causes are biological factors, environmental stressors, family dynamics, and cultural influences. The document outlines several impacts of emotional disturbances on curriculum learning, social behavior, and independent functioning. It also discusses conditions like hyperactivity, juvenile delinquency, self-injurious behavior, and suicidal risk. Prevention of suicide is mentioned.
EBD Characteristics of children and youth with ebd –emotional & behavioral di...artic_fox
Children and youth with emotional and behavioral disorders (EBD) often have difficulties with social skills and relationships. They may engage in anti-social behaviors like violating rules and laws. Additionally, they can display oppositional defiant disorder by arguing with authority figures and refusing requests. These students may externalize behaviors through rule-breaking or internalize issues by withdrawing. They are also at risk for aggressive, violent, or delinquent behaviors. Proper identification and assessment of behaviors is important to determine the appropriate support and interventions needed.
Conduct disorder is a childhood disorder characterized by aggressive, destructive, deceitful, and rule-violating behaviors. It typically appears between the ages of 10-16 and is more common in boys than girls. Symptoms fall into four categories and include fighting, bullying, cruelty, fire-setting, vandalism, lying, and rule-breaking. The causes are believed to involve biological, genetic, environmental, psychological, and social factors. Treatment typically includes psychotherapy, family therapy, parent management training, and sometimes medication. Without treatment, children with conduct disorder are at risk for problems like academic failure, substance abuse, legal issues, injuries, and mental health disorders as adults.
School refusal is defined as a child's refusal to attend or difficulties remaining in school for the entire day. It is not a formal diagnosis but rather a symptom that can be associated with several diagnoses like separation anxiety, social phobia, and depression. Risk factors are multi-factorial and can be at the individual, family, school, or community level. Assessment involves interviews with the child, parents, teachers and psychological testing. Treatment goals are to facilitate the child's return to normal functioning and school attendance without distress through interventions like rewards and addressing any comorbid conditions.
a basic introduction to emotional and behavioral disorders as well as the roles of Social Workers on how to deal with various emotional and behavioral disorder
School refusal is characterized by refusal to attend or remain in school without attempts to conceal, and is often associated with anxiety. It affects around 3-5% of children, peaking between ages 5-6, 11-12, and 14-16. Symptoms include high anxiety, physical symptoms, and school-linked distress. Differential diagnoses include truancy, depression, and conduct disorder. Management involves early return to school, with most mild cases resolving rapidly. One third have poor long-term outcomes affecting education and relationships. Obsessive compulsive disorder is characterized by intrusive thoughts and repetitive rituals to relieve anxiety, affecting around 0.3-1% and often persisting into adulthood.
Disruptive behavioral disorder & Anxiety disorder in childDr Slayer
-Is characterized by enduring pattern of NEGATIVISTIC, DISOBEDIENT and HOSTILE behavior toward authority figures as well as inability to take responsibility for mistakes, leading to placing blame on others.
-AGGRESSIONS and VIOLATIONS of the rights of the others
Violations include cruelty to people and animals, destruction of property, deceitfulness or theft and serious violation of rules
-Increased and INAPPROPRIATE ANXIETY around separation from attachment figures or home, which is developmentally abnormal and results in impaired normal functioning
Oppositional defiant disorder (ODD) is characterized by hostile and defiant behavior toward authority figures that is worse than typical behavior seen in other children of the same age. Symptoms include arguing, actively defying or refusing to comply with requests and rules, and deliberately annoying others. ODD affects around 5-15% of school-aged children, with onset usually between ages 3-19. Risk factors include parental rejection, inconsistent parenting, and family conflict. Treatment focuses on meeting the psychological needs of both the child and family through therapies that improve communication and behavior management.
Disruptive, Impulse Control & Conduct Disorders for NCMHCE StudyJohn R. Williams
Quick review of the essential points— DSM5 diagnosis criteria, assessments, treatments—of these disorders to better prepare for the National Clinical Mental Health Counseling Exam. This can be used like flashcards or as a presentation.
This document discusses emotional disturbances in children, which refers to a variety of mental health disorders that can affect a child's educational performance. It defines emotional disturbance according to federal special education law, outlines common characteristics and behaviors. It also looks specifically at some common disorders like anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive compulsive disorder, and psychotic disorders. The document stresses the importance of support systems and coordinated services between home, school, and healthcare providers to help children with emotional disturbances.
#UNTAdv14 Student Distress Identification, Intervention & ReferralUCAN at UNT
Student Distress Identification, Intervention & Referral by Dr. John Hipple
2014 UNT Advising Conference #UNTAdv14
May 22, 2014
Collin College - Preston Ridge Campus
EBD The etiological factors or causes of ebdartic_fox
This document discusses the etiological factors or causes of emotional and behavioral disorders (EBD) in children. It identifies two main factors: biological and environmental. Biologically, children are born with innate temperaments that may predispose them to behavioral issues, though physiological abnormalities alone do not cause EBD. Environmentally, home and family influences as well as school experiences can precipitate EBD. Loving parenting that meets children's needs helps develop healthy behaviors, while negative home environments or bullying at school may trigger emotional disturbances. Predisposing, precipitating, and sustaining factors all contribute to the development and recurrence of EBD.
Personality disorders involve long-lasting maladaptive traits that impair functioning or cause distress. They can be caused by troubled childhoods, childhood problems continuing into adulthood, or poor relationships. Borderline personality disorder involves instability in relationships, self-image, and emotions as well as impulsive behavior, with 75% of people engaging in self-harm and 10% attempting suicide. Both environmental and genetic factors can cause it, such as childhood trauma or genes affecting impulsivity. Antisocial personality disorder involves disregarding others' rights and lacking guilt or remorse, with biological factors like genetics and prefrontal cortex damage potentially contributing to serious behavioral problems starting in childhood.
Historical background
Definition
Age of onset
Signs and Symptoms
DSM V Criteria
Comorbidity
Prevelance and Epidemiology
Etiology and Pathogenesis
Treatment
Conclusion
Anxiety: mood state characterized by strong, negative emotion and bodily symptoms in which an individual apprehensively anticipates future danger or misfortune
Conduct disorder (CD) is a psychological disorder, sometimes also referred to as a behavioural disorder. This disorder is often diagnosed during childhood or adolescence.
Conduct Disorder in Childhood and Adolescence- A Literature ReviewJordyn Williams
This document provides an overview of Conduct Disorder in children and adolescents. It discusses the key features and diagnostic criteria for Conduct Disorder according to the DSM-5. It also examines the development of Conduct Disorder from early childhood through adolescence, common comorbidities, assessment techniques, implications for families, and prevention/intervention strategies. Conduct Disorder is characterized by aggressive and rule-breaking behavior that violates the rights of others. Left untreated, it can lead to academic, social, and legal issues.
Oppositional Defiant Disorder (ODD) is characterized by frequent and consistent periods of irritation or argumentation toward authority figures that typically begins in preschool years. The DSM-5 lists symptoms including angry/irritable mood, argumentative/defiant behavior, and vindictiveness that negatively impact various areas and last at least 6 months. While there is no single cause, potential factors include genetics, parenting styles, brain chemistry, and social environment. Treatment focuses on therapy that involves training for both the child and parents to improve relationships and behaviors.
Students with emotional and behavioral disorders exhibit negative behaviors more intensely and for longer durations than other students. They may internalize emotions like anger or depression, or externalize them through aggression. Depression can lead to suicide if untreated. These students struggle socially and academically, with low GPAs and high dropout rates. They often have co-occurring disabilities, so professionals must recognize all issues to implement proper interventions.
Emotional Disturbance
-Inability to learn that cannot be explained by intellectual, sensory, or health factors
-Inability to build or maintain satisfactory interpersonal relationships with peers and teachers
-Inappropriate types of behavior or feelings under normal circumstances
-General pervasive mood of unhappiness or depression
-tendency to develop physical symptoms or fears associated with personal or school problems
Characteristics:
1. Hyperactivity
2. Agressive
3. Withdrawal
4. Immaturity
5. Learning difficulties
Causes of Emotional Disturbance:
1. Biology
2. Home and Community
3. School
Overcoming Challenges
1. Medication - Behavior-Modifying Drug Options
2. Talk Therapy : Cognitive and Behavioral Therapy
3. School-Based Interventions - Counselling
This document discusses childhood psychiatric problems and disorders. It covers the mental health of children, including development milestones and red flags to watch for. It also discusses the classification of childhood disorders like behavior, emotional, elimination, and developmental disorders. Finally, it addresses the burden on caregivers of children with psychiatric issues and signs of caregiver burnout.
This document discusses oppositional defiant disorder (ODD) in children, including its symptoms and causes. It summarizes key aspects of ODD such as defiance of authority figures, disobedience, and negative or hostile behavior. The document also discusses common nursing diagnoses for children with ODD like noncompliance with therapy, defensive coping, and low self-esteem. Nursing interventions are provided for each diagnosis, focusing on establishing rules and consequences, addressing underlying issues, and improving social skills and self-esteem.
S Vitto Breaking Down The Walls MIBLSI State Conference 09Steve Vitto
This is an overview of the causes and treatment of oppositional defiant behavior (ODD), social maladjustment, and conduct disorder. The presentation included etiology, and evidence based treatment recommendations, using the competing pathways approach..
This document discusses personality disorders and their classification and management. It defines personality disorders as inflexible patterns of thinking, feeling and behaving that differ significantly from cultural norms and cause distress. Personality disorders are classified into three clusters - eccentric, dramatic, and anxious - which include disorders like paranoid, antisocial, borderline, and dependent personality disorders. Treatment involves psychotherapy like cognitive-behavioral therapy, lifestyle management, crisis support, and addressing any co-occurring conditions.
This document discusses students with emotional or behavioral disorders (EBD). It covers the history of how these students have been treated, definitions and classifications of EBD, and the causes and characteristics. The history shows that these students were initially separated from society but treatment has become more humane over time. There is debate around terminology and definitions, with emotional disturbance and behavioral disorders being commonly used terms. Causes can include environmental factors like family issues or school experiences, as well as potential genetic factors. Prevalence is estimated at 2-6% of students depending on the source.
The document discusses normal and abnormal human sexuality, including normal sexual development and functioning, sexual dysfunctions, paraphilias (abnormal sexual interests), and treatments. Specific topics covered include female and male sexual response, common sexual difficulties and their causes, assessments of sexual problems and interests, brain regions involved in sexuality, risk factors for paraphilias, and treatment outcomes.
School refusal is characterized by refusal to attend or remain in school without attempts to conceal, and is often associated with anxiety. It affects around 3-5% of children, peaking between ages 5-6, 11-12, and 14-16. Symptoms include high anxiety, physical symptoms, and school-linked distress. Differential diagnoses include truancy, depression, and conduct disorder. Management involves early return to school, with most mild cases resolving rapidly. One third have poor long-term outcomes affecting education and relationships. Obsessive compulsive disorder is characterized by intrusive thoughts and repetitive rituals to relieve anxiety, affecting around 0.3-1% and often persisting into adulthood.
Disruptive behavioral disorder & Anxiety disorder in childDr Slayer
-Is characterized by enduring pattern of NEGATIVISTIC, DISOBEDIENT and HOSTILE behavior toward authority figures as well as inability to take responsibility for mistakes, leading to placing blame on others.
-AGGRESSIONS and VIOLATIONS of the rights of the others
Violations include cruelty to people and animals, destruction of property, deceitfulness or theft and serious violation of rules
-Increased and INAPPROPRIATE ANXIETY around separation from attachment figures or home, which is developmentally abnormal and results in impaired normal functioning
Oppositional defiant disorder (ODD) is characterized by hostile and defiant behavior toward authority figures that is worse than typical behavior seen in other children of the same age. Symptoms include arguing, actively defying or refusing to comply with requests and rules, and deliberately annoying others. ODD affects around 5-15% of school-aged children, with onset usually between ages 3-19. Risk factors include parental rejection, inconsistent parenting, and family conflict. Treatment focuses on meeting the psychological needs of both the child and family through therapies that improve communication and behavior management.
Disruptive, Impulse Control & Conduct Disorders for NCMHCE StudyJohn R. Williams
Quick review of the essential points— DSM5 diagnosis criteria, assessments, treatments—of these disorders to better prepare for the National Clinical Mental Health Counseling Exam. This can be used like flashcards or as a presentation.
This document discusses emotional disturbances in children, which refers to a variety of mental health disorders that can affect a child's educational performance. It defines emotional disturbance according to federal special education law, outlines common characteristics and behaviors. It also looks specifically at some common disorders like anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive compulsive disorder, and psychotic disorders. The document stresses the importance of support systems and coordinated services between home, school, and healthcare providers to help children with emotional disturbances.
#UNTAdv14 Student Distress Identification, Intervention & ReferralUCAN at UNT
Student Distress Identification, Intervention & Referral by Dr. John Hipple
2014 UNT Advising Conference #UNTAdv14
May 22, 2014
Collin College - Preston Ridge Campus
EBD The etiological factors or causes of ebdartic_fox
This document discusses the etiological factors or causes of emotional and behavioral disorders (EBD) in children. It identifies two main factors: biological and environmental. Biologically, children are born with innate temperaments that may predispose them to behavioral issues, though physiological abnormalities alone do not cause EBD. Environmentally, home and family influences as well as school experiences can precipitate EBD. Loving parenting that meets children's needs helps develop healthy behaviors, while negative home environments or bullying at school may trigger emotional disturbances. Predisposing, precipitating, and sustaining factors all contribute to the development and recurrence of EBD.
Personality disorders involve long-lasting maladaptive traits that impair functioning or cause distress. They can be caused by troubled childhoods, childhood problems continuing into adulthood, or poor relationships. Borderline personality disorder involves instability in relationships, self-image, and emotions as well as impulsive behavior, with 75% of people engaging in self-harm and 10% attempting suicide. Both environmental and genetic factors can cause it, such as childhood trauma or genes affecting impulsivity. Antisocial personality disorder involves disregarding others' rights and lacking guilt or remorse, with biological factors like genetics and prefrontal cortex damage potentially contributing to serious behavioral problems starting in childhood.
Historical background
Definition
Age of onset
Signs and Symptoms
DSM V Criteria
Comorbidity
Prevelance and Epidemiology
Etiology and Pathogenesis
Treatment
Conclusion
Anxiety: mood state characterized by strong, negative emotion and bodily symptoms in which an individual apprehensively anticipates future danger or misfortune
Conduct disorder (CD) is a psychological disorder, sometimes also referred to as a behavioural disorder. This disorder is often diagnosed during childhood or adolescence.
Conduct Disorder in Childhood and Adolescence- A Literature ReviewJordyn Williams
This document provides an overview of Conduct Disorder in children and adolescents. It discusses the key features and diagnostic criteria for Conduct Disorder according to the DSM-5. It also examines the development of Conduct Disorder from early childhood through adolescence, common comorbidities, assessment techniques, implications for families, and prevention/intervention strategies. Conduct Disorder is characterized by aggressive and rule-breaking behavior that violates the rights of others. Left untreated, it can lead to academic, social, and legal issues.
Oppositional Defiant Disorder (ODD) is characterized by frequent and consistent periods of irritation or argumentation toward authority figures that typically begins in preschool years. The DSM-5 lists symptoms including angry/irritable mood, argumentative/defiant behavior, and vindictiveness that negatively impact various areas and last at least 6 months. While there is no single cause, potential factors include genetics, parenting styles, brain chemistry, and social environment. Treatment focuses on therapy that involves training for both the child and parents to improve relationships and behaviors.
Students with emotional and behavioral disorders exhibit negative behaviors more intensely and for longer durations than other students. They may internalize emotions like anger or depression, or externalize them through aggression. Depression can lead to suicide if untreated. These students struggle socially and academically, with low GPAs and high dropout rates. They often have co-occurring disabilities, so professionals must recognize all issues to implement proper interventions.
Emotional Disturbance
-Inability to learn that cannot be explained by intellectual, sensory, or health factors
-Inability to build or maintain satisfactory interpersonal relationships with peers and teachers
-Inappropriate types of behavior or feelings under normal circumstances
-General pervasive mood of unhappiness or depression
-tendency to develop physical symptoms or fears associated with personal or school problems
Characteristics:
1. Hyperactivity
2. Agressive
3. Withdrawal
4. Immaturity
5. Learning difficulties
Causes of Emotional Disturbance:
1. Biology
2. Home and Community
3. School
Overcoming Challenges
1. Medication - Behavior-Modifying Drug Options
2. Talk Therapy : Cognitive and Behavioral Therapy
3. School-Based Interventions - Counselling
This document discusses childhood psychiatric problems and disorders. It covers the mental health of children, including development milestones and red flags to watch for. It also discusses the classification of childhood disorders like behavior, emotional, elimination, and developmental disorders. Finally, it addresses the burden on caregivers of children with psychiatric issues and signs of caregiver burnout.
This document discusses oppositional defiant disorder (ODD) in children, including its symptoms and causes. It summarizes key aspects of ODD such as defiance of authority figures, disobedience, and negative or hostile behavior. The document also discusses common nursing diagnoses for children with ODD like noncompliance with therapy, defensive coping, and low self-esteem. Nursing interventions are provided for each diagnosis, focusing on establishing rules and consequences, addressing underlying issues, and improving social skills and self-esteem.
S Vitto Breaking Down The Walls MIBLSI State Conference 09Steve Vitto
This is an overview of the causes and treatment of oppositional defiant behavior (ODD), social maladjustment, and conduct disorder. The presentation included etiology, and evidence based treatment recommendations, using the competing pathways approach..
This document discusses personality disorders and their classification and management. It defines personality disorders as inflexible patterns of thinking, feeling and behaving that differ significantly from cultural norms and cause distress. Personality disorders are classified into three clusters - eccentric, dramatic, and anxious - which include disorders like paranoid, antisocial, borderline, and dependent personality disorders. Treatment involves psychotherapy like cognitive-behavioral therapy, lifestyle management, crisis support, and addressing any co-occurring conditions.
This document discusses students with emotional or behavioral disorders (EBD). It covers the history of how these students have been treated, definitions and classifications of EBD, and the causes and characteristics. The history shows that these students were initially separated from society but treatment has become more humane over time. There is debate around terminology and definitions, with emotional disturbance and behavioral disorders being commonly used terms. Causes can include environmental factors like family issues or school experiences, as well as potential genetic factors. Prevalence is estimated at 2-6% of students depending on the source.
The document discusses normal and abnormal human sexuality, including normal sexual development and functioning, sexual dysfunctions, paraphilias (abnormal sexual interests), and treatments. Specific topics covered include female and male sexual response, common sexual difficulties and their causes, assessments of sexual problems and interests, brain regions involved in sexuality, risk factors for paraphilias, and treatment outcomes.
Adjustment disorder is a mental disorder that occurs when an individual is unable to cope with or adjust to a particular stressor like a major life event. It can also be known as situational depression and results from unhealthy responses to stressful or psychologically distressing events. The symptoms of adjustment disorder include impulsive behavior, acting nervous or tense, trembling or twitching, skipped heartbeats, and significant impairment in social relationships. Psychotherapy is the primary treatment for adjustment disorder, while medication is generally not appropriate.
This chapter discusses mood disorders, including bipolar disorder and depressive disorders. It provides an introduction and history of mood disorders, noting that the DSM-5 splits bipolar and depressive disorders into separate categories. The clinical picture section describes the symptoms of major depressive disorder, including cognitive symptoms like negative views of self and the world, feelings of worthlessness, and suicidal ideation in some patients.
Child and adolescent psychiatry is the branch of psychiatry that specializes in the study, diagnosis, treatment and prevention of psychopathological disorders in children, adolescents and their families. It involves clinical investigation of the phenomenology, biologic factors, psychosocial factors and response to interventions of child and adolescent psychiatric disorders. The first academic child psychiatry department in the world was founded by Leo Kanner in Baltimore in 1933.
Prof. Fareed A.Minhas discusses substance use disorders according to the DSM-IV and ICD-10 diagnostic criteria. Key points include: the DSM-IV and ICD-10 classify intoxication, abuse, dependence, withdrawal, and substance-induced disorders. Dependence involves physiological and psychological phenomena induced by repeated substance use. Withdrawal occurs when a substance is reduced or withdrawn and involves symptoms lasting a limited time. The document then provides diagnostic criteria and treatment approaches for alcohol and opioid dependence.
Management of MDD (based on Malaysia CPG, may 2007)snich
Major depressive disorder is a significant mental health problem characterized by depressed mood and loss of interest or pleasure that impairs functioning. While antidepressants help many patients, MDD often has a recurrent course. According to the document, MDD has a lifetime prevalence of 4.9-17.1% globally and 5.6% in Malaysia based on studies. Screening involves asking two questions regarding depressed mood and interest level. The DSM-5 criteria for diagnosing MDD include having five or more symptoms for at least two weeks. Treatment involves antidepressants in acute, continuation, and maintenance phases, along with psychotherapy and electroconvulsive therapy for treatment-resistant cases.
This document provides information on the recognition and treatment of depression. It discusses how depression is a leading cause of disability worldwide and is underdiagnosed and undertreated. It outlines types of depression commonly seen in primary care settings, symptoms of major depression, and factors to consider when selecting and monitoring antidepressant treatment.
Trauma & Stressor Related Disorders for NCMHCE StudyJohn R. Williams
Quick review of the essential points— DSM5 diagnosis criteria, assessments, treatments—of these disorders to better prepare for the National Clinical Mental Health Counseling Exam. This was informed by several exam prep programs, and can be used like flashcards or as a presentation.
Emotional behavioral disorder is defined by three conditions: chronicity, severity, and educational impact. It can be caused by adverse early environments, aggression, or social rejection. Students with EBD often have high dropout rates, low GPAs, and low standardized test scores. Effective classrooms for these students focus on preventing problems through clear rules and expectations while maintaining academic instruction. Teachers must provide structure, feedback, and opportunities for positive social engagement to improve outcomes for students with EBD.
This document provides information on sexual dysfunctions and disorders according to the DSM-IV and ICD-10 diagnostic systems. It discusses various sexual disorders including those involving sexual desire, arousal, orgasm and pain. It also covers paraphilias, gender identity disorders, homosexuality and sexual deviations. The document provides details on evaluation and treatment of these conditions.
The document discusses various psychological disorders including neurosis, psychosis, anxiety disorders, somatoform disorders, dissociative disorders, mood disorders, schizophrenia, and personality disorders. It defines these disorders and provides examples of types within each category. For example, it notes that anxiety disorders involve excessive fear or apprehension, and lists specific types like generalized anxiety disorder, panic disorder, and phobias.
This document defines key terms related to bipolar disorder and outlines the objectives, causes, symptoms, diagnostic criteria, and treatment approaches for the different types of bipolar disorder according to the DSM-IV-TR. It discusses bipolar I disorder, bipolar II disorder, cyclothymia, and the symptoms and diagnostic criteria for mania, hypomania, depression, and mixed episodes. The causes of bipolar disorder discussed include genetic, biological, neurological, cognitive, and psychosocial factors.
1) Post-traumatic stress disorder (PTSD) is caused by exposure to highly stressful or dangerous events and symptoms must last over a month.
2) It has been referred to by different names in different eras reflecting traumatic events of those times like shell shock or combat stress syndrome.
3) PTSD is associated with changes in neurobiology including increased noradrenergic activity and alterations in the hippocampus and amygdala.
4) Symptoms include re-experiencing the traumatic event, avoidance of trauma-related stimuli, and increased arousal and anxiety.
This document provides tips and strategies for teaching students with special needs, including those with emotional/behavioral disorders, autism, and attention deficit hyperactivity disorder (ADHD). For each disorder, it discusses common behaviors, then provides instructional and behavioral strategies. The key recommendations are to evaluate each student's individual needs and strengths, provide clear and repeated directions using multiple modalities, maintain consistent routines, and reinforce positive behaviors. Special education support and behavior plans may also be needed.
The document discusses the classification of mental disorders according to two major systems - ICD-10 and DSM-IV. ICD-10 is the World Health Organization's classification system that codes psychiatric disorders from F00 to F99. DSM-IV is the diagnostic manual published by the American Psychiatric Association that uses a multi-axial system with five axes to evaluate patients. Some key differences between the two systems are that ICD-10 is intended for clinical work, research, and primary care globally while DSM-IV is in English only and includes social consequences in its diagnostic criteria.
This document provides information about behavioral disorders, including definitions and classifications from sources like IDEA and the DSM-IV. It describes characteristics of different types of behavioral disorders such as internalizing disorders (anxiety, withdrawal) and externalizing disorders (conduct disorders, attention problems). Causes can include biological and environmental factors. Students with behavioral disorders often have lower academic achievement and social skills deficits. Teachers are encouraged to use positive behavior management strategies like clearly defining expectations, setting consistent rules, and implementing preventive discipline programs to address behavioral issues in the classroom.
This document discusses emotional and behavioral disorders (EBD) in children. It defines EBD and provides classifications of internalizing versus externalizing behaviors. Common types of EBD are described such as anxiety disorders, depression, ADHD, conduct disorder, and eating disorders. Causes, characteristics, diagnosis, assessment, prevalence and management strategies are outlined. Behavioral and academic issues associated with EBD are also summarized.
The document discusses symptoms of youth depression including feelings of sadness, moodiness, eating and sleep disturbances, withdrawal from social activities, substance abuse, and loss of interest in pleasurable activities. It also lists school-related symptoms such as poor performance, withdrawal, lack of motivation, and suicidal thoughts. Reasons for depression include fears of failure, bullying, family issues, and substance abuse. Treating depression involves psychotherapy, cognitive-behavioral therapy, interpersonal therapy, and medication.
The document discusses symptoms of youth depression including feelings of sadness, hopelessness, moodiness, eating and sleep disturbances, withdrawal from social activities, and chemical abuse. It notes reasons for depression can include fears of failure, bullying, family issues, and substance abuse. Treating depression involves psychotherapy, cognitive behavioral therapy, interpersonal therapy, and sometimes medication. The document emphasizes the importance of understanding behaviors and providing support to develop student resiliency.
This document provides an introduction to abnormal psychology, psychological disorders, and depression. It begins with defining key terms like abnormal and disorder, and discusses why these definitions are important but also tricky. It then explores different ways of defining abnormal behavior, including deviations from social norms, mental health, and ability to function. The document also discusses what makes a behavior considered abnormal and provides examples of mental disorders. It covers how psychologists diagnose disorders using the DSM manual and different approaches to understanding medical disorders. Specific topics related to depression are then outlined, including symptoms, causes, diagnosis process, and treatment options.
The document discusses oppositional defiant disorder (ODD) in children and teens. It describes two main theories for the causes of ODD - developmental theory, which links it to problems becoming independent from caregivers, and learning theory, which suggests negative behaviors are learned from parental reinforcement. ODD is more common in boys and co-occurs with other disorders like ADHD. Symptoms include frequent tantrums, arguing, refusing rules, and blaming others. Treatment may include cognitive behavioral therapy, family therapy, and peer group therapy.
The document discusses several psychological disorders including anxiety disorders, mood disorders, autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and childhood disintegrative disorder. It defines each disorder and describes their common symptoms, causes, diagnosis process, and treatment options which typically involve medication and behavioral therapies.
This document provides an outline for conducting a behavioral and mental status examination. It discusses examining a patient's appearance and behavior, speech and language, mood, thought processes, perceptions, insight, judgment, and cognitive functions including orientation, attention, memory, and new learning ability. Techniques are provided for assessing each area, such as asking about onset of symptoms, impacts on functioning, and conducting tests of attention like digit span. The goal is to obtain a comprehensive understanding of a patient's mental status.
This document discusses comorbid conditions that often occur in children with ADHD. It notes that learning disabilities occur in 50% of children with ADHD, while anxiety disorders occur in 25% and mood disorders like depression occur in 10-30%. Common comorbidities in adults with ADHD include anxiety disorders (47%), mood disorders like depression (38%), and substance abuse disorders (15%). The document then discusses bipolar disorder, depression, social anxiety disorder, and obsessive compulsive disorder, how they are diagnosed, their symptoms, and their relationship with ADHD. It notes both disorders can share symptoms but distinguishing features help differentiate the conditions. Stimulant treatment of ADHD may worsen bipolar disorder or OCD symptoms.
This document provides an overview of various psychological disorders classified into 12 categories: anxiety disorders, obsessive-compulsive and related disorders, trauma and stressor-related disorders, somatic symptom and related disorders, dissociative disorders, depressive disorders, bipolar and related disorders, schizophrenia spectrum and other psychotic disorders, neurodevelopmental disorders, disruptive, impulse-control and conduct disorders, feeding and eating disorders, and substance-related and addictive disorders. Each category includes definitions and examples of specific disorders within that category.
Mood disorders are characterized by disturbances in emotion and mood, ranging from mild to extreme. Major depressive disorder is the most severe form of depression, characterized by depressed mood and loss of interest in activities. Bipolar disorder involves severe mood swings between depression and mania. Biological factors like changes in brain chemicals and genetics contribute to mood disorders, as do psychological factors such as negative thought patterns and learned helplessness. Mood disorders are prevalent and have significant impacts.
Empower Yourself! Child Anxiety and Depression - Dr. Leibu - 10.10.19 Summit Health
The document discusses anxiety and depression in children and adolescents. It provides information on different types of anxiety disorders like generalized anxiety disorder, separation anxiety disorder, social anxiety disorder, and obsessive compulsive disorder. It also discusses depression in youth and risk factors. The document aims to help distinguish normal behavior from clinical disorders and offers treatment options like cognitive behavioral therapy and medications.
The document discusses the components and purpose of a mental status examination (MSE). A MSE is used to assess a patient's mental state and behavior through objective observations and subjective reports. It provides information for diagnosis, treatment assessment, and comparison over time. The key components of a MSE include appearance, behavior, speech, mood, thought processes, thought content, cognition, insight, and judgment. A MSE allows clinicians to evaluate changes in a patient's condition.
The document discusses depression and suicide in teenagers. It defines depression as a mood disorder causing persistent sadness and loss of interest. There are four main types of depression that affect teens: adjustment disorder, dysthymia, bipolar disorder, and major depression. Risk factors include family history, abuse, bullying and medical issues. Left untreated, depression can lead to problems in school, family life, substance abuse, self-harm and suicide. Warning signs of suicidal thoughts are discussed. Treatment involves therapy, medication, and hospitalization if needed. Parents are advised to provide love, support, and healthy habits to help prevent and treat depression and suicide in teens.
The document discusses emotional disturbance as defined by the Individuals with Disabilities Education Act (IDEA). It explores the characteristics, prevalence, and types of emotional disturbances such as anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive-compulsive disorder, and psychotic disorders. It notes that over 354,000 students received special education services for emotional disturbance in 2013-2014. Best practices for students with emotional disturbances include strategies such as praise, choice, modifications to assessments, and inclusion support to address both academic and behavioral needs.
The document discusses emotional disturbance as defined by the Individuals with Disabilities Education Act (IDEA). It explores the characteristics, prevalence, and types of emotional disturbances such as anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive-compulsive disorder, and psychotic disorders. It notes that over 354,000 students received special education services for emotional disturbance in 2013-2014. Best practices for students with emotional disturbances include strategies such as praise, choice, modifications to assessments, and inclusion support to address both academic and behavioral needs.
The document discusses emotional disturbance as defined by the Individuals with Disabilities Education Act (IDEA). It explores the characteristics, prevalence, and types of emotional disturbances such as anxiety disorders, bipolar disorder, conduct disorder, eating disorders, obsessive-compulsive disorder, and psychotic disorders. It notes that over 354,000 students received special education services for emotional disturbance in 2013-2014. Best practices for students with emotional disturbances include strategies such as praise, choice, academic support to reduce behaviors, trusting relationships between students and teachers, and avoiding assumptions about families.
This document discusses depression in children and adolescents. It lists common behaviors and symptoms of depression such as crying, sadness, loss of interest, fatigue, irritability, and changes in appetite or sleep. It also mentions more serious symptoms like suicidal thoughts. Potential contributing factors include lack of family support, negative views of self, learned helplessness, and deficient problem solving skills. Events that can contribute to depression include parental separation/divorce, death of a loved one, moving, failure, illness, loss of surroundings or friends. The document outlines approaches to treating depression, including cognitive behavioral therapy, behavioral activation, social skills training, teaching self-control strategies, and interpersonal therapy.
ADHD is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It affects about 5% of children worldwide, with boys four times more likely to be diagnosed than girls. While the exact causes are unknown, ADHD is thought to involve genetic and environmental factors such as prenatal exposure to alcohol or tobacco. Symptoms of inattention, hyperactivity, and impulsivity can cause difficulties at school, home, and with relationships. Treatment involves medication, behavioral therapy, lifestyle changes, and accommodations to help those with ADHD succeed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Article: https://pecb.com/article
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4. Emotional Disorders
Anxiety Disorder
Mood Disorder
Oppositional Defiant Disorder
Conduct Disorder
Schizophrenia
L aura, Ali , Jo ey, K a it ly n, An th ony
5.
6. Emotional Disorders, as defined by IDEA include the
following characteristics over a long period of time that
directly effect a students educational performance:
7. Emotional Disorders, as defined by IDEA include the
following characteristics over a long period of time that
directly effect a students educational performance:
An inability to learn that can’t be explained by
intellectual, sensory, or health factors
8. Emotional Disorders, as defined by IDEA include the
following characteristics over a long period of time that
directly effect a students educational performance:
An inability to learn that can’t be explained by
intellectual, sensory, or health factors
Inability to build or maintain quality, healthy
relationships with peers and educators.
9. Emotional Disorders, as defined by IDEA include the
following characteristics over a long period of time that
directly effect a students educational performance:
An inability to learn that can’t be explained by
intellectual, sensory, or health factors
Inability to build or maintain quality, healthy
relationships with peers and educators.
Inappropriate types of behavior or feelings under
normal circumstances
10. Emotional Disorders, as defined by IDEA include the
following characteristics over a long period of time that
directly effect a students educational performance:
An inability to learn that can’t be explained by
intellectual, sensory, or health factors
Inability to build or maintain quality, healthy
relationships with peers and educators.
Inappropriate types of behavior or feelings under
normal circumstances
Generally unhappy or depressed
11. Emotional Disorders, as defined by IDEA include the
following characteristics over a long period of time that
directly effect a students educational performance:
An inability to learn that can’t be explained by
intellectual, sensory, or health factors
Inability to build or maintain quality, healthy
relationships with peers and educators.
Inappropriate types of behavior or feelings under
normal circumstances
Generally unhappy or depressed
Often develop physical symptoms or fears associated
with school or personal problems
15. Anxiety Disorder
Defined as: excessive fear, worry, or uneasiness
Is the most common childhood disorder
16. Anxiety Disorder
Defined as: excessive fear, worry, or uneasiness
Is the most common childhood disorder
Tend to worry a lot about school and assignments
17. Anxiety Disorder
Defined as: excessive fear, worry, or uneasiness
Is the most common childhood disorder
Tend to worry a lot about school and assignments
Often isolated from their peers and tend to
avoid majority of social situations
20. Examples of Anxiety
Disorders
Anxiety Disorder- excessive and intense fear
associated with separating from home, family and
others
21. Examples of Anxiety
Disorders
Anxiety Disorder- excessive and intense fear
associated with separating from home, family and
others
Generalized anxiety-overwhelming worry not caused
by any recent experience
22. Examples of Anxiety
Disorders
Anxiety Disorder- excessive and intense fear
associated with separating from home, family and
others
Generalized anxiety-overwhelming worry not caused
by any recent experience
Phobia-unrealistic, overwhelming worry not caused
by a recent experience
26. Anxiety Disorders Cont.
Panic-Overwhelming panic attacks resulting in
rapid heartbeat, dizziness, and/or other
physical problems
Post Traumatic Stress- flashbacks and other
recurrent symptoms following exposure to an
extremely distressing or dangerous event such
as witnessing violence or a hurricane
27. Anxiety Disorders Cont.
Panic-Overwhelming panic attacks resulting in
rapid heartbeat, dizziness, and/or other
physical problems
Post Traumatic Stress- flashbacks and other
recurrent symptoms following exposure to an
extremely distressing or dangerous event such
as witnessing violence or a hurricane
Obsessive Compulsive Disorder- obsessions
manifesting as repetitive, persistent, and intrusive
impulses, images, or thoughts and/of compulsions
manifesting as repetitive, stereotypical behaviors
30. Mood Disorders
Defined as: extreme deviation in either a depressed or an
elevated direction or sometimes both directions at the same
time
31. Mood Disorders
Defined as: extreme deviation in either a depressed or an
elevated direction or sometimes both directions at the same
time
Can occur at any age
32. Mood Disorders
Defined as: extreme deviation in either a depressed or an
elevated direction or sometimes both directions at the same
time
Can occur at any age
Includes depression and bipolar disorder
33. Mood Disorders
Defined as: extreme deviation in either a depressed or an
elevated direction or sometimes both directions at the same
time
Can occur at any age
Includes depression and bipolar disorder
Both disorders effect students school success and their interactions
with peers
34. Mood Disorders
Defined as: extreme deviation in either a depressed or an
elevated direction or sometimes both directions at the same
time
Can occur at any age
Includes depression and bipolar disorder
Both disorders effect students school success and their interactions
with peers
Depression is most frequent in Adolescent Females
35. Mood Disorders
Defined as: extreme deviation in either a depressed or an
elevated direction or sometimes both directions at the same
time
Can occur at any age
Includes depression and bipolar disorder
Both disorders effect students school success and their interactions
with peers
Depression is most frequent in Adolescent Females
Tend to have lower academic scores and score lower on
intelligence tests during an episode
38. Students with depression may experience
these symptoms
Depression is most frequent in Adolescent
Females
39. Students with depression may experience
these symptoms
Depression is most frequent in Adolescent
Females
Motivation- losing interest in play, friends, and
schoolwork, with a resulting decline in grades
40. Students with depression may experience
these symptoms
Depression is most frequent in Adolescent
Females
Motivation- losing interest in play, friends, and
schoolwork, with a resulting decline in grades
Physical Well-being: eating or sleeping too much or
too little, disregarding hygiene, or making vague
physical complaints
41. Students with depression may experience
these symptoms
Depression is most frequent in Adolescent
Females
Motivation- losing interest in play, friends, and
schoolwork, with a resulting decline in grades
Physical Well-being: eating or sleeping too much or
too little, disregarding hygiene, or making vague
physical complaints
Thoughts- perhaps believing he or she is ugly and
unable to to anything right and that life is hopeless
44. Oppositional Defiant
Disorder
Definition- causes a pattern of negativistic, hostile, disobedient, and defiant
behaviors
45. Oppositional Defiant
Disorder
Definition- causes a pattern of negativistic, hostile, disobedient, and defiant
behaviors
Students must have some of the following
46. Oppositional Defiant
Disorder
Definition- causes a pattern of negativistic, hostile, disobedient, and defiant
behaviors
Students must have some of the following
loss of temper
arguments with adults
Refusal to cooperate with adult
requests
frequent rule-breaking
expressed resentfulness and
angered
47. Oppositional Defiant
Disorder
Definition- causes a pattern of negativistic, hostile, disobedient, and defiant
behaviors
Students must have some of the following
loss of temper deliberate annoyance of others
arguments with adults tendency for vindictiveness
Refusal to cooperate with adult blaming others for mistakes
requests
misbehavior
frequent rule-breaking
low self-esteem
expressed resentfulness and
angered easily annoyed
50. Conduct Disorder
Definition-A persistent pattern of antisocial behavior that significantly
interferes with other’s rights or with schools’ and communities’ behavioral
expectations.
51. Conduct Disorder
Definition-A persistent pattern of antisocial behavior that significantly
interferes with other’s rights or with schools’ and communities’ behavioral
expectations.
Usually have very little empathy for others
52. Conduct Disorder
Definition-A persistent pattern of antisocial behavior that significantly
interferes with other’s rights or with schools’ and communities’ behavioral
expectations.
Usually have very little empathy for others
Extremely high self esteem or extremely low.
53. Conduct Disorder
Definition-A persistent pattern of antisocial behavior that significantly
interferes with other’s rights or with schools’ and communities’ behavioral
expectations.
Usually have very little empathy for others
Extremely high self esteem or extremely low.
50% of students with conduct disorder are diagnosed with ADHD.
54. Conduct Disorder
Definition-A persistent pattern of antisocial behavior that significantly
interferes with other’s rights or with schools’ and communities’ behavioral
expectations.
Usually have very little empathy for others
Extremely high self esteem or extremely low.
50% of students with conduct disorder are diagnosed with ADHD.
Conflictual relationships with adults.
55. Conduct Disorder
Definition-A persistent pattern of antisocial behavior that significantly
interferes with other’s rights or with schools’ and communities’ behavioral
expectations.
Usually have very little empathy for others
Extremely high self esteem or extremely low.
50% of students with conduct disorder are diagnosed with ADHD.
Conflictual relationships with adults.
Linked with psycho-social factors such as childhood abuse or living in
a rough neighborhood/poverty.
58. Four categories of Conduct
Disorder include:
Aggressive conduct that results in harm to people or
animals
59. Four categories of Conduct
Disorder include:
Aggressive conduct that results in harm to people or
animals
Property destruction
60. Four categories of Conduct
Disorder include:
Aggressive conduct that results in harm to people or
animals
Property destruction
Deceitfulness and theft
61. Four categories of Conduct
Disorder include:
Aggressive conduct that results in harm to people or
animals
Property destruction
Deceitfulness and theft
Serious rule violations
64. Schizophrenia
Schizophrenia is commonly misdiagnosed as a
mood disorder, and often begins in late
adolescence and is rarer than most other
common emotional disorders.
65. Schizophrenia
Schizophrenia is commonly misdiagnosed as a
mood disorder, and often begins in late
adolescence and is rarer than most other
common emotional disorders.
Treated with medication and psychosocial
interventions. The drugs are antipsychotics that
include anti-depressants and mood stabilizers.
68. Characteristics of
Schizophrenia
Hallucinations
Withdrawal
Delusions
Inability to experience pleasure
Loss of contact with reality
Disorganized speech
71. External Behaviors of All ED
External behaviors: Exhibit high intensity but
low frequency, and are often referred to special
education classroom because their classroom
behavior is so disruptive. Externalizing behaviors
could include lighting fires, assaulting someone,
or exhibiting cruelty.
72. External Behaviors of All ED
External behaviors: Exhibit high intensity but
low frequency, and are often referred to special
education classroom because their classroom
behavior is so disruptive. Externalizing behaviors
could include lighting fires, assaulting someone,
or exhibiting cruelty.
Subject to zero-tolerance, but if evaluated and
diagnosed and receiving special education service,
they are protected from total cessation under
IDEA.
76. Internal behavior
Internal behaviors: Withdrawal, depression,
anxiety, obsessions or compulsions.
Poor social skills and less accepted by peers.
Try to blend into the background, not be noticed.
77. Internal behavior
Internal behaviors: Withdrawal, depression,
anxiety, obsessions or compulsions.
Poor social skills and less accepted by peers.
Try to blend into the background, not be noticed.
Because their behavior is not as disruptive,
they’re disorder is often overlooked or
misidentified.
116. Step 1: Observation
Teacher and parents observe and look for the 5
elements of emotional or behavioral disorders.
117. Step 1: Observation
Teacher and parents observe and look for the 5
elements of emotional or behavioral disorders.
The 5 elements: (1)Inability to learn, (2)Inability
to build or maintain satisfactory relationships,
(3) Inappropriate behavior, (4) unhappiness or
depression, and (5) physical symptoms or fears.
120. Step 2: Screening
Classroom work products are looked at along
with group intelligence tests, group achievement
tests, and even vision and hearing screenings.
123. Step 3: Pre-referral/Referral
The teacher implements suggestions from school
based team. If the student is not responsive he or
she will be referred.
126. Step 4: Nondiscriminatory
Evaluation
Many things are taken into account like the
individualized intelligence test and achievement
test, their behavior rating scale, and assessments
of strength and social skills/personality.
The Scale for Assessing Emotional Disturbance is
used.
129. Step 5: Determination
The nondiscriminatory evaluation team
determines that the student has emotional or
behavioral disorders and needs special education
and related services.
132. Observation of “Ali”
Teacher observes physical signs such as:
bruising, cuts, malnourishment, or noticeable
pain
Teacher observes socials signs such as:
withdrawn behavior, distrust, depression, or
moods of unhappiness
135. Screening of “Ali”
Teacher encourages child to participate in group
or social activities
Teacher tries to build confidence by encouraging
the child
138. Pre-referral/Referral of
“Ali”
“Ali” does not respond to the teachers attempts
to be involved in social and group activities, and
continues to seclude herself, and show signs of
depression
141. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
142. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
(1)Inability to learn (0-3)
143. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
(1)Inability to learn (0-3) Score of 1
144. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
(1)Inability to learn (0-3) Score of 1
(2)Inability to build or maintain satisfactory
relationships
145. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
(1)Inability to learn (0-3) Score of 1
(2)Inability to build or maintain satisfactory
relationships score of 0
146. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
(1)Inability to learn (0-3) Score of 1
(2)Inability to build or maintain satisfactory
relationships score of 0
(3) Inappropriate behavior
147. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
(1)Inability to learn (0-3) Score of 1
(2)Inability to build or maintain satisfactory
relationships score of 0
(3) Inappropriate behavior score of 3
148. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
(1)Inability to learn (0-3) Score of 1
(2)Inability to build or maintain satisfactory
relationships score of 0
(3) Inappropriate behavior score of 3
(4) unhappiness or depression
149. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
(1)Inability to learn (0-3) Score of 1
(2)Inability to build or maintain satisfactory
relationships score of 0
(3) Inappropriate behavior score of 3
(4) unhappiness or depression score of 0
150. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
(1)Inability to learn (0-3) Score of 1
(2)Inability to build or maintain satisfactory
relationships score of 0
(3) Inappropriate behavior score of 3
(4) unhappiness or depression score of 0
(5) physical symptoms or fears.
151. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
(1)Inability to learn (0-3) Score of 1
(2)Inability to build or maintain satisfactory
relationships score of 0
(3) Inappropriate behavior score of 3
(4) unhappiness or depression score of 0
(5) physical symptoms or fears. score of 0
154. Determination of “Ali’s” ED
“Ali” is diagnosed with an mood disorder, more
specifically depression.
“Ali” also shows signs of anxiety disorders such
as generalized anxiety
158. Measuring a Students
Progress
Use the Social Skill Ratings System, which
consists of 3 ratings from the student, teacher,
and parent which allows students to report the
frequency and importance of a skill and how well
they learn it
162. Inclusion Tips
What would you do?
Student refuses to follow directions and uses
inappropriate language.
163. Inclusion Tips
What would you do?
Student refuses to follow directions and uses
inappropriate language.
Student fights with other students and is always on
the defensive.
164. Inclusion Tips
What would you do?
Student refuses to follow directions and uses
inappropriate language.
Student fights with other students and is always on
the defensive.
Student is rarely on task and appears to have an
inability to learn.
165. Inclusion Tips
What would you do?
Student refuses to follow directions and uses
inappropriate language.
Student fights with other students and is always on
the defensive.
Student is rarely on task and appears to have an
inability to learn.
Student is sad all of the time and does not interact
with other student.
171. Academic/ Vocational
Goals
Improve grades overall
Set aside time outside of the classroom to work
on schoolwork/ homework
172. Academic/ Vocational
Goals
Improve grades overall
Set aside time outside of the classroom to work
on schoolwork/ homework
Be on time to class
173. Academic/ Vocational
Goals
Improve grades overall
Set aside time outside of the classroom to work
on schoolwork/ homework
Be on time to class
Will follow routines, instructions, and directions
promptly
178. Personal Skill Goals
Exhibit anger management
Use acceptable voice tones as instructed
Cope with stress in a healthy/positive manner
179. Personal Skill Goals
Exhibit anger management
Use acceptable voice tones as instructed
Cope with stress in a healthy/positive manner
Will be accountable for inappropriate actions
183. Social Skills Goals
Will interact with peers in a positive manner
Will demonstrate respect for others and the
property of others
184. Social Skills Goals
Will interact with peers in a positive manner
Will demonstrate respect for others and the
property of others
Work quietly without distracting others
189. Instructional Strategies
• Present materials at independent level, not frustration
level
• Provide short, manageable tasks
190. Instructional Strategies
• Present materials at independent level, not frustration
level
• Provide short, manageable tasks
• Set short-term expectations
191. Instructional Strategies
• Present materials at independent level, not frustration
level
• Provide short, manageable tasks
• Set short-term expectations
• Repeat directions frequently
192. Instructional Strategies
• Present materials at independent level, not frustration
level
• Provide short, manageable tasks
• Set short-term expectations
• Repeat directions frequently
• Use special education staff for problem solving
193. Instructional Strategies
• Present materials at independent level, not frustration
level
• Provide short, manageable tasks
• Set short-term expectations
• Repeat directions frequently
• Use special education staff for problem solving
• Follow through on everything
194. Instructional Strategies
• Present materials at independent level, not frustration
level
• Provide short, manageable tasks
• Set short-term expectations
• Repeat directions frequently
• Use special education staff for problem solving
• Follow through on everything
• Be willing to modify classroom expectations and
195. Instructional Strategies
• Present materials at independent level, not frustration
level
• Provide short, manageable tasks
• Set short-term expectations
• Repeat directions frequently
• Use special education staff for problem solving
• Follow through on everything
• Be willing to modify classroom expectations and
homework problems
199. Instructional Strategies
Continued
• Request students to demonstrate verbally their
understanding of directions/expectations
200. Instructional Strategies
Continued
• Request students to demonstrate verbally their
understanding of directions/expectations
• Materials should be presented for all learning styles;
201. Instructional Strategies
Continued
• Request students to demonstrate verbally their
understanding of directions/expectations
• Materials should be presented for all learning styles;
e.g., auditory, visual
202. Instructional Strategies
Continued
• Request students to demonstrate verbally their
understanding of directions/expectations
• Materials should be presented for all learning styles;
e.g., auditory, visual
• Use study skills support
203. Instructional Strategies
Continued
• Request students to demonstrate verbally their
understanding of directions/expectations
• Materials should be presented for all learning styles;
e.g., auditory, visual
• Use study skills support
• Provide mini-breaks between lessons
204. Instructional Strategies
Continued
• Request students to demonstrate verbally their
understanding of directions/expectations
• Materials should be presented for all learning styles;
e.g., auditory, visual
• Use study skills support
• Provide mini-breaks between lessons
• Allow for peer tutoring
205. Instructional Strategies
Continued
• Request students to demonstrate verbally their
understanding of directions/expectations
• Materials should be presented for all learning styles;
e.g., auditory, visual
• Use study skills support
• Provide mini-breaks between lessons
• Allow for peer tutoring
• Provide positive reinforcement
206. Instructional Strategies
Continued
• Request students to demonstrate verbally their
understanding of directions/expectations
• Materials should be presented for all learning styles;
e.g., auditory, visual
• Use study skills support
• Provide mini-breaks between lessons
• Allow for peer tutoring
• Provide positive reinforcement
• Individualize work assignments
207. Instructional Strategies
Continued
• Request students to demonstrate verbally their
understanding of directions/expectations
• Materials should be presented for all learning styles;
e.g., auditory, visual
• Use study skills support
• Provide mini-breaks between lessons
• Allow for peer tutoring
• Provide positive reinforcement
• Individualize work assignments
• Structure classroom environment
213. Behavioral Strategies
• Use positive reinforces
• Use behavior contracts
• Model behavior
• Do not place hands on students
214. Behavioral Strategies
• Use positive reinforces
• Use behavior contracts
• Model behavior
• Do not place hands on students
• Keep a sense of humor and use it
215. Behavioral Strategies
• Use positive reinforces
• Use behavior contracts
• Model behavior
• Do not place hands on students
• Keep a sense of humor and use it
• Solve problems privately not publicly
216. Behavioral Strategies
• Use positive reinforces
• Use behavior contracts
• Model behavior
• Do not place hands on students
• Keep a sense of humor and use it
• Solve problems privately not publicly
• When disciplining the student address the specific
217. Behavioral Strategies
• Use positive reinforces
• Use behavior contracts
• Model behavior
• Do not place hands on students
• Keep a sense of humor and use it
• Solve problems privately not publicly
• When disciplining the student address the specific
behavior and avoid any indication you dislike
218. Behavioral Strategies
• Use positive reinforces
• Use behavior contracts
• Model behavior
• Do not place hands on students
• Keep a sense of humor and use it
• Solve problems privately not publicly
• When disciplining the student address the specific
behavior and avoid any indication you dislike
the student personally
219. Behavioral Strategies
• Use positive reinforces
• Use behavior contracts
• Model behavior
• Do not place hands on students
• Keep a sense of humor and use it
• Solve problems privately not publicly
• When disciplining the student address the specific
behavior and avoid any indication you dislike
the student personally
• Label exact behavior desired; do not be subtle
223. Behavioral Strategies
Continued
• Give two choices only, either/or
• Be firm, fair, and flexible
224. Behavioral Strategies
Continued
• Give two choices only, either/or
• Be firm, fair, and flexible
• Avoid setting the student up for failure
225. Behavioral Strategies
Continued
• Give two choices only, either/or
• Be firm, fair, and flexible
• Avoid setting the student up for failure
• Do not put unrealistic expectations on the students
226. Behavioral Strategies
Continued
• Give two choices only, either/or
• Be firm, fair, and flexible
• Avoid setting the student up for failure
• Do not put unrealistic expectations on the students
• Define classroom expectations relating to behavior
227. Behavioral Strategies
Continued
• Give two choices only, either/or
• Be firm, fair, and flexible
• Avoid setting the student up for failure
• Do not put unrealistic expectations on the students
• Define classroom expectations relating to behavior
and establish rules with the students
228. Behavioral Strategies
Continued
• Give two choices only, either/or
• Be firm, fair, and flexible
• Avoid setting the student up for failure
• Do not put unrealistic expectations on the students
• Define classroom expectations relating to behavior
and establish rules with the students
• Have rules posted around the room
229. Behavioral Strategies
Continued
• Give two choices only, either/or
• Be firm, fair, and flexible
• Avoid setting the student up for failure
• Do not put unrealistic expectations on the students
• Define classroom expectations relating to behavior
and establish rules with the students
• Have rules posted around the room
• Make expectations clear
230. Behavioral Strategies
Continued
• Give two choices only, either/or
• Be firm, fair, and flexible
• Avoid setting the student up for failure
• Do not put unrealistic expectations on the students
• Define classroom expectations relating to behavior
and establish rules with the students
• Have rules posted around the room
• Make expectations clear
• Avoid power struggles