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.
Topic: Behavioral Views of Learning
Student Name: Shahzeen
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Learning disabilities are common among students and, as 21st century teachers, it is our responsibility to identify the students facing any such problem and provide remedial measures to them. Thus, it is very important for teachers to understand the meaning of Leaning Disability.
Here's a presentation on the meaning, types and symptoms of Learning Disability.
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
Topic: Behavioral Views of Learning
Student Name: Shahzeen
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Learning disabilities are common among students and, as 21st century teachers, it is our responsibility to identify the students facing any such problem and provide remedial measures to them. Thus, it is very important for teachers to understand the meaning of Leaning Disability.
Here's a presentation on the meaning, types and symptoms of Learning Disability.
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
There is no precise definition of behavioral problems, but we can define them as child behaviors that cause or are likely to cause difficulties in the child's learning activities. A child may show one or more than one behavior problem during his/her period of development. Some behavior problems may occur at a specific stage of development while some behavior problems occur at different stages.
Conduct disorder is an ongoing pattern of behaviour marked by emotional and behavioural problems.
Ways in which Children with conduct disorder behave are
Angry,
Aggressive,
Argumentative, and
Disruptive ways.
It is a diagnosable mental health condition that is characterized by patterns of violating
Societal norms and
Rights of others
It's estimated that around 3% of school-aged children have conduct disorder and require professional treatment .
It is more common in boys than in girls.
Module 3In this module, you will continue to explore specific hi.docxgilpinleeanna
Module 3
In this module, you will continue to explore specific high-incidence exceptionalities, including those related to behavior, emotions, communication, intellect, and autism spectrum disorders.
Complete the following readings early in the module:
· Human exceptionality: School, community, and family (10th ed.), read the following chapters:
· Emotional/behavioral disorders
· Communication disorders
· Intellectual and developmental disabilities
· Autism spectrum disorders
· Handel, A. (Producer), & Puchniak, T. (Director). (2001). Is love enough? [Documentary]. United States: Filmakers Library. Retrieved from http://flon.alexanderstreet.com.libproxy.edmc.edu/view/1641316/play/true/
· Ravindran, N., & Myers, B. J. (2012). Cultural influences on perceptions of health, illness, and disability: A review and focus on autism. Journal of Child & Family Studies, 21(2), 311–319. doi: 10.1007/s10826-011-9477-9. (EBSCO AN: 73325870)
http://libproxy.edmc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=73325870&site=ehost-live
As our focus for this module is the specific dynamics between peer groups and the development of children, pay special attention to the assigned readings that deal with the topics listed below. You can even use the search feature in your digital textbook to help pinpoint specific text sections to review.
Keywords to search in your digital textbook and journal articles: strength-based assessment, behavior intervention plan, oppositional defiant disorder, conduct disorder, social maladjustment, adaptive behavior, chromosomal abnormalities, metabolic disorder expressive language, receptive language, Asperger syndrome or Asperger disorder, and stereotypic behavior.
Module 3 learning resources
Use Module 3 learning resources provided on the pages that follow to enhance your understanding of high-incidence disabilities. Take a moment to check out some of these featured learning resources:
· Exceptional Children: This self-assessment activity presents a scenario of Serafina, an exceptional child, and provides you the opportunity of identifying the exceptionalities presented and suggesting an intervention.
· Ethical Considerations: This self-assessment activity presents a scenario of Andrea, an exceptional child, and provides you the opportunity of identifying the ethical considerations that should be taken in this case.
Module Topics:
· High-Incidence Disabilities
· Emotional Disorders
· Behavioral Disorders
· Communication Disorders
· Intellectual Disorders
· Autism Spectrum Disorders
Learning outcomes:
· Describe and discuss the continuum of exceptional development, including identification of exceptionalities and individual strengths.
· Apply current, peer-reviewed research on environmental, biological, and cognitive influences on development to design systemic support and/or intervention plans for home, school, and transition for children with exceptionalities.
· Evaluate cultural, ethical, and legal ...
This topic is meant for the study purpose, for the final year undergraduate Physiotherapy students, who are studying under The Tamilnadu Dr.MGR Medical University (Govt University).
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Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
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These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
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Anti-ulcer drugs are medications used to prevent and treat ulcers in the stomach and upper part of the small intestine (duodenal ulcers). These ulcers are often caused by an imbalance between stomach acid and the mucosal lining, which protects the stomach lining.
||Scope: Overview of various classes of anti-ulcer drugs, their mechanisms of action, indications, side effects, and clinical considerations.
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Cardiac conduction defects can occur due to various causes.
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Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
1. Behavioral Disorders
Emotionally Disturbed When a student exhibits behaviors that might appear to show emotional
disturbance, we can use the definition from IDEA to decide if the behaviors warrant
the distinction of Emotionally Disturbed:
The term means a condition exhibiting one or more of the following characteristics over
a long time and to a marked degree that adversely affects a student's educational
performance.
An inability to learn that cannot be explained by intellectual, sensory or other health
factors.
An inability to build or maintain satisfactory interpersonal relationships with peers and
teachers.
Inappropriate types of behavior or feelings under normal circumstances.
A general pervasive mood of unhappiness or depression.
A tendency to develop physical symptoms or fears associated with personal or school
problems.
Schizophrenia is also included as part of the definition.
Definition Of Emotionally Disturbed - #2
The Mental Health and Special Education Coalition states A. The term emotional or behavioral disorder means a a disability that is . . .
(i) characterized by behavioral or emotional responses in school programs so different
from appropriate age, cultural or ethnic norms that the responses adversely affect
educational performance, including academic, social, vocational or personal skills;
(ii) more than a temporary, expected response to stressful events in the environment;
(iii) consistently exhibited in two different settings, at least one of which is schoolrelated; and
(iv) unresponsive to direct intervention applied in general education, or the condition of a
child such that general education interventions would be insufficient
2. B The term includes such a disability that coexists with other disabilities.
C. The term includes a schizophrenic disorder, affective disorder, anxiety disorder or
other sustained disorder of conduct or adjustment, affecting a child if the disorder affects
educational performance ....from Individuals with Disabilities Education Law Report, 1993,p.1)
Types of Behavioral Disorders
A. Internalizing or Internalized Disorder
Exhibits painful shyness or withdrawal
Teased or victimized by peers
Seems to worry excessively
Panics in many situations and seems to have unfounded fears and phobias
Appears to have low esteem
Solves problems by disengaging
Tends to be suicidal or have thoughts of death and retreating from life
May be anorexic or bulimic
Introverted nature:
- Problems with self that include worries, fears, somatic(physical)
complains and social withdrawal
Also called overcontrolled, overinhibited, shy-anxious and personality
disorder.
Tend to be more reflective
Females tend to be internalizers
Males tend to be externalizers.
Examples: GAD, Major Depressive Disorder, Bipolar Disorder.
B. Externalizing or Externalized Disorder
Extroversive behaviors
3. Causes or threatens physical harm to people and animals
Uses lewd or obscene gestures frequently
Ignores directions and reprimands
Is verbally hostile, including argumentative
Has tantrums, fits, rages
Damages property and belongings or others
Violates rights of others and societal norms
-including aggression, over activity, disobedience, temper, tantrums and
delinquency.
Also called under controlled, aggressive, acting out and conduct disorders.
Tend to be more impulsive.
Males tend to be externalizers.
Examples: ADHD, ODD, Conduct Disorder.
DSM-IV Categories that apply to youth -copyright 1994 by APA
Mental Retardation
mild, moderate, severe, profound
Learning Disorders
in reading, mathematics, and written expression
Communication Disorders
expressive, mixed, receptive-expressive, phonological,
and stuttering
Pervasive Developmental
Delay
childhood-onset schizophrenia, Rett's disorder,
Asperger's disorder
Attention Deficit and
Disruptive Disorders
Attention deficit/hyperactivity, conduct, oppositional
defiant
Feeding and eating disorders Pica, rumination, feeding disorder of infancy or early
of Infancy or Early Childhood childhood
Elimination Disorders
Encopresis (problems with solid waste), enuresis
(wetting)
Other
Separation anxiety, selective mutism, reactive
attachment disorder of infancy or early childhood,
stereotypic movement disorder
DSM-IV Categories that are not listed separately as applying solely to youth
-copyright 1994 by APA
Mood Disorders
depressive disorders, bipolar disorders
Anxiety Disorders
specific phobia, social phobia, obsessive-compulsive
disorder (OCD), posttraumatic stress disorder (PTSD),
4. acute stress disorder, generalized anxiety disorder,
anxiety disorder due to a general medical condition
Eating Disorders
anorexia nervosa, bulimia nervosa
Sleep disorders
dyssomnias, parasomnias
Classification of emotional disorders
The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) published by the
American Psychiatric Association, (1994) is often used to classify emotional problems. It
is an elaborate classification system consisting of 230 separate diagnostic categories or
labels to identify the various types of disordered behavior. The DSM-IV offers the
following broad categories of behavioral disorders:
Conduct disorder: Students may seek attention, are disruptive and act out.
Symptoms
•
•
•
•
•
•
•
•
•
Antisocial behaviors, such as bullying and fighting
Breaking rules without apparent reason
Cruel or aggressive behavior toward people and animals (fights, using dangerous
weapons, forced sexual activity, mugging, or purse snatching)
Destruction of property (deliberately setting fires, breaking and entering,
destroying other people's property)
Heavy drinking and/or heavy illicit drug use
Lying to get a favor or avoid obligations
Running away
Truancy (beginning before age 13)
Vandalism
Socialized aggression:
Students join a subculture group of peers who are openly disrespectful to their
peers,
refers to youth who build or join a community of peers who are involved in
delinquent act, "wilding" truancy, tagging, theft, bullying others with acts of
violence or threats to life or property
5. Attention problems
Immaturity: These students may have attention deficit disorders, are easily
distractible and have poor concentration. They may have the tendency to be
impulsive and may not think about the consequences of their actions.
is characterized by daydreaming, passiveness, a short attention span, preference
for younger playmates, clumsiness, general appearance of being younger than
years.
Anxiety/Withdrawal:
These students are self-conscious, reticent, and unsure of themselves. They
typically have low self-esteem and withdraw from immediate activities. They are
also anxious and frequently depressed.
involves intense feelings of worry and tension when there is no real danger. The
symptoms include significant distress and interfere with daily activities and
learning. Sufferers of anxiety disorders usually take extreme measures to avoid
situations that provoke anxiety. The physical signs of anxiety are restlessness,
irritability, disturbed sleep, muscle aches and pains, gastrointestinal distress, and
difficulty concentrating. Anxiety disorders are often accompanied by the
symptoms of depression and can lead to chronic anxiety.
Psychotic behavior:
This student displays more bizarre behaviors than others do. They may
hallucinate, may deal in a fantasy world, and may even talk in gibberish.
Motor Excess:
Students with motor excess are hyperactive. They cannot sit still nor listen to
others nor keep their attention focused.
fails to give close attention to details
makes careless mistakes
doesn't listen
doesn't follow instructions
loses things
talks too much
moves around too much or is always on the go
can't wait his turn
interrupts others
E.g. ADHD, ADD.
Note: There is strong criticism with these classifications in the DSM-IV. First, the
classifications lack reliability and second, there are no guidelines for education &
treatment.
6. Causes of emotional disorders
Biological Factors: There is growing evidence that behavior and emotional health appears
to be influenced by genetic, neurological, or biochemical factors, singly or in
combination. However, even when a clear biological impairment exists, no one has been
able to say with certainty whether the physiological abnormality actually causes the
behavior problem or is just associated with it in some unknown way.
Environmental Factors: Environmental factors are considered important in the
development of emotional and behavioral disorders in all conceptual models. However,
professionals and researchers view what behavior is important and how it is analyzed
differently. Dodge (1993) has identified three primary causal factors that contribute to the
development of conduct disorder and antisocial behavior: (a) an adverse early rearing
environment, (b) an aggressive pattern of behavior displayed on entering school, and (c)
social rejection by peers. Further research supports contention that these causal factors
operate in temporal sequence. The family or home, school, and society environments
have major influence on the behavior of individuals.
· Family - The relationship children have with their parents, particularly during the early
years, is critical to the way they learn to act. Interactions between parents and their child
influences the child's opinions, behaviors, and emotions. One factor associated with
emotional problems is child abuse. Child abuse may result in poor impulse control and
poor self-concepts. Aggression and anger are often noticed in children who have been
abused.
Caution: the relationship between parent and child is dynamic and reciprocal; in other
words, the behavior of the child affects the behavior of the parents just as much as the
parents’ actions affect the child’s actions. Therefore, it is not practical, at the least, and
wrong, at the worst, to place the blame for abnormal behavior in young children on their
parents.
· School - School is where children spend the largest portion of their time outside the
home. Teacher expectations and actions greatly affect a student’s life and behavior.
Society - Societal problems can impact on a student’s emotional and behavioral status.
An impoverished environment, including poor nutrition, a disrupted family, and a sense
of frustration and hopelessness may lead to aggressive, acting-out behaviors.
Characteristics of students with behavior disorders
Intelligence and achievement - Contrary to one popular myth, most children with
emotional and behavioral disorders are not bright, intellectually above-average children
who are simply bored with their surroundings. Many children score in the slow learner or
7. mildly mentally retarded range on IQ tests than normal children. The following academic
outcomes for students with emotional and behavioral disorders have been reported in the
research literature (Chesapeake Institute, 1994; Valdes, Williamson, & Wagnor, 1990).
Two thirds could not pass competency exams for their grade level these children
These children have the lowest grade point average of any group of students with
disabilities.
Forty-four percent failed one or more courses in their most recent school year.
They have a higher absenteeism rate than any other disability category (missing an
average of 18 days of school per year).
Forty-eight percent drop out of high school, compared with 30% of all students with
disabilities and 24% of all high school students.
Over 50% are not employed within 2 years of exiting school.
Social skills and interpersonal relationships - The ability to develop and maintain
interpersonal relationships during childhood and adolescence is an important predictor of
present and future adjustment. Many students with emotional and behavioral disorders
often experience great difficulty in making and keeping friends.
Antisocial behavior - The most common pattern of behavior consists of antisocial
behavior, sometimes called externalizing behavioral disorders (e.g., out of seat, runs
around the room, disturbs peers, hits or fights, ignores the teacher, complains excessively,
steals, destroys property, argues, distorts the truth, and so forth).
Withdrawn behavior - Some children are anything but aggressive. Their problem is just
the opposite, too little social interaction with others. They are said to have internalizing
behavioral disorders. They seldom play with children their own age. They lack many
social skills to make and keep friends. They retreat into day dreaming, are fearful of
things without reason, frequently complain of being sick or hurt, and go into deep bouts
of depression. Since students who manifest internalizing behaviors may be less disturbing
to teachers than antisocial students, these withdrawn students may be in danger of not
being identified and helped.
Manifestations of behavior disorders
1. Environmental conflicts: aggression and/or self-injurious behavior such as fighting,
bullying, violating rules, overactive, impulsive, stealing, truancy, and other socially
maladjusted behaviors.
8. 2. Personal disturbances: anxiety disorders such as crying and statements of worry. The
student may withdraw socially. In addition, the student may exhibit excessive fear and
anxiety.
3. Academic deficits in basic academic skills and educational achievement. Typically, the
student performs below expected grade level.
4. Social deficits: students are unpopular and are actively rejected by their peers.
5. Irresponsibility: irresponsibility is common. Students will deny they did anything
wrong and when confronted with evidence blame other students.
Behavioral Disorders: Implications for teachers
Increased academic performance comes from: 1) actual time teaching (time spent on
instruction) and, 2) student on-task behavior. When teaching is interrupted by
inappropriate behavior or students are not on task, the question is how do we manage
behavior? The teacher has two overall goals: First, to stop inappropriate behavior, and
second, to increase appropriate behavior.
1. Define teacher expectations
Problems occur where there is a discrepancy between what the teacher expects and what
students do (Give examples). Thus, we are dealing with two dimensions: teacher
expectations and student behavior.
If we want to increase appropriate behavior, a necessary first step is for the teacher to
explicitly, clearly, and fairly define behavioral expectations.
Where do expectations come from? Such expectations evolve from the teacher's values
and beliefs about how students should behave in the classroom. It is important to note
that the same behavior can be seen differently in different situations and by different
people.
Note: the polar position of the two views. There is no right or wrong view. Each may be
appropriate under different circumstances. Teachers need to be consistent with their
personality and instructional style.
2. Set Rules
Clear rule setting is helpful for all students. Expectations should be explicit, fair, and
within the student’s range of achievement.
1) Rules should be reasonable, but to whom? Teachers, administrators, parents,
students? The most effective rules are developed by all.
9. 2) Rules should be objective. They should be stated in behavioral terms. What is
meant by behavioral?
3) Use as few rules as possible. Consider important aspects and ignore the minor
aspects.
4) Be consistent with consequences for breaking rules. Use positive reinforcement
for compliance with rules and use negative consequences for breaking rules.
In summary, at the beginning of the school year, involve parents and students in setting
rules if possible. Put rules in writing and post them in class. Review rules with your
students on a periodic basis to discuss any needed changes. The four rules mentioned
above have equal weight. Only in combination will they be effective in controlling
behavioral problems.
3. Preventive Discipline
Experience tells us that the most effective means of working with students who display
emotional or behavioral disorders is preventive in nature. Rather than responding to
inappropriate behaviors, use positive interactive approaches that removes the need for
inappropriate behaviors.
Ten components to a preventive discipline program (Sabatino, 1987)
1. Inform pupils of what is expected of them
2. Establish a positive learning climate
3. Provide a meaningful learning experience
4. Avoid threats
5. Demonstrate fairness
6. Build and exhibit self-confidence
7. Recognize positive student attributes
8. Time the recognition of student attributes
9. Use positive modeling
10. Structure the curriculum & classroom environment
Notes: Students with emotional disorders do well in educational programs that stress
positive behavior management, self-direction, and the development of interpersonal
10. skills. Teachers must "concentrate on getting disruptive behavior under control before
any academic work can be presented"
Like anyone else, students with emotional disorders usually respond to positive,
corrective feedback when they make an error. Teachers need to communicate care and
concern rather than a desire to punish when reacting to inappropriate behaviors. Social
skills training are a critical need of this group. Positive role models are requisite. Social
skills are best learned naturally, from observing others who display appropriate skills.
Other ways of teaching social skills include direct instruction, prompting, and roleplaying.
Consider:
(a) Seating arrangement and traffic rules,
(b) Grouping,
(c) Involving the student in class activities,
(d) Using non-verbal cues, (raise the issue of "touching")
(e) Time Management,
(f) Cooperative learning.