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(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Chapter Seven
Teaching Students with
Emotional and
Behavioral DisordersThis multimedia product and its contents are protected under copyright law. The following are prohibited by law:
•any public performance or display, including transmission of any image over a network;
•preparation of any derivative work, including the extraction, in whole or in part, of any images;
•any rental, lease, or lending of the program.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Introduction
Although most students are disruptive occasionally, some students’ behaviors and emotions result in significant problems for themselves, their peers, and their teachers.
Although emotional and behavioral problems may result in serious actions, most often, these students have problems associated with acting out and disruptiveness.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Where are Students with E/BD Educated? Eighty-percent all
students with E/BD are educated in regular schools. Of these students, nearly 50% spend some
or all of their school day in general education classrooms.
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Terms Used to Describe Students
with E/BD
Seriously Emotionally Disturbed Historical term used by federal government
Emotionally and Behaviorally Disordered Most widely accepted term
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Definition of E/BD
The field of E/BD is plagued by definitional problems. These problems include: the many different conceptual models in the field; the different purposes for definitions; the difficulties in measuring both emotions and
behavior; the range and variability of normal and deviant
behavior; the complex relationship of E/BD to other disabilities;
and the transient nature of many emotional/behavioral
problems.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
• The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked extent, which adversely affects educational performance:
• (A) An inability to learn which cannot be explained by intellectual, sensory, or health factors;(B) An inability to build or maintain satisfactory relationships with peers and teachers;(C) Inappropriate types of behavior or feelings under normal circumstances.(D) A general pervasive mood of unhappiness or depression; or (E) A tendency to develop physical symptoms or fears associated with personal or school problems.
(ii) The term includes children who are schizophrenic. The term does not include children who are socially maladjusted unless it is determined that they are seriously emotionally disturbed.
Federal Definition
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Algozzine’s Proposed Definition (2001)
“Students with behavior problems are ones who, after receiving supportive educational services and counseling assistance available to all students, still exhibit persistent and consistent behavioral disorders that consequently interfere with their productive learning processes as well as those others. The inability of these students to achieve adequate academic progress and satisfactory interpersonal relationships cannot be attributed primarily to physical, sensory, or intellectual deficits.”
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Classification Systems Diagnostic and Statistical Manual of Mental Disorder
(DSM-IV) Divides disorders into clinical subtypes Used by psychiatrists and mental health professionals Differs from the federal special education definition
Quay and Peterson Identifies six major subgroups of children with E/BD:
Conduct Disorder Socialized Aggression Attention Problems-Immaturity Anxiety/Withdrawal Psychotic Behavior Motor Excess
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A Functional Approach to Assessment and Intervention
Classification becomes less important whenthis approach is used.
Approach emphasizes determining which environmental stimuli result in inappropriate behaviors.
Once these stimuli are identified and altered, the inappropriate behaviors may decrease or disappear.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Prevalence of E/BD In the school-age population, the range of
estimates of the prevalence of E/BD is great. 0.94% (U.S. Department of Education) 22% (Cotler, 1986) 14% (Brandenburg, Friedman, & Silver, 1990)
The specific number depends on the definition used and the interpretation of the definition by individuals who classify students.
The general consensus is that E/BD is a dramatically underserved category of disability.
Males may be identified as much as 10 times more often than females.
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Theoretical Causes
Biological Psychoanalytical
Behavioral Phenomenological
Sociological/Ecological
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Environmental factors (family, school, and community) can play an important role in the development of some emotional and behavioral disorders.
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Characteristics
Aggressive/Acting-Out Behaviors
Social Deficits Inadequate Peer
Relationships Hyperactivity/
Distractibility
Lying, Cheating, and Stealing
Academic Deficits Anxiety
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Externalizing & Internalizing Behaviors
EXTERNALIZING Aggressiveness Defiance Disobedience Noncompliant Temper Tantrums Argumentative Destructive Pattern of Lying &
Stealing Lack of Self-Control
INTERNALIZING Withdrawn Fearful, Anxious Sad, Moody, Depressed Irritable Apathetic Avoidance of Social
Situations Inappropriate Crying Self-Consciousness
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Depression
Often overlooked problem 2.4% of elementary school children and 4%-8% of
adolescents suffer from depression Between 30%-40% of students in E/BD classes
suffer from depression May be particularly significant for girls,
although boys may be underdiagnosed Teachers need to aware that the signs of
depression may be attributed to an inability to concentrate or achieve.
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Academic Problems
Academic problems often are a key concern. Students with E/BD frequently are observed to
exhibit: Below-average achievement in content area courses Deficits in basic academics A general lack of motivation in school Deficiencies in school-related skills such as note-
taking and test-taking. Academic problems may be most pronounced
in instances of significant antisocial behavior.
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Outcomes and Post-School Adjustment
Higher rates of contact with police, arrests, and incarceration
Significant problems with reading and math High school dropout rates Poor community adjustment High rates of unemployment Persistence of mental health problems More likely to be hospitalized for behavioral
health care
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Types of Assessment
Clinical Interviews
Observations
Rating Scales
Personality Tests
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Strength-Based Assessment
“Strength-based assessment is defined as the measurement of those emotional/
behavioral skills and characteristics that
create a sense of personal accomplishment; contribute to satisfying relationships with family members, peers, and adults; enhance one’s ability to deal with adversity and stress; and promote one’s personal, social, and academic development” (Epstein & Charma, 1998, p. 3).
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Manifestation of the Disability
A key issue is field of E/BD is the relationship between the disability and the behaviors that are exhibited in school.
Under IDEA guidelines, educators must determine whether the behavior in question is a manifestation of the student’s disability.
The key question is whether the student’s disability impairs his or her ability to control behavior
The purpose of this mandate is to prevent the misapplication of disciplinary actions to students whose disability is directly related to their misbehavior.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Questions to Consider When Determining if a Student’s Behavior is a Manifestation of His/Her Disability
Does the student know right from wrong? Does the disability limit the student’s ability to
handle stressful situations? Does the disability interfere with the student’s
ability to build or maintain appropriate peer and/or teacher relationships?
Does the disability interfere with the student’s ability to learn how to appropriately express his or her feelings?
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Functional Behavioral Assessment
Defined as “an analysis of the
contingencies responsible for
behavioral problems” (Malott,Whaley, & Malott, 1997, p. 433)
A functional assessment helps
teachers better understand
disruptive behaviors which
can lead to more effective
Interventions.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Variables that Influence Behavior
Physiological FactorsExamples: Sickness, Fatigue
Classroom EnvironmentExamples: Noise Level, Temperature
Curriculum & InstructionExamples: Assignment Difficulty Level,
Lack of Predictability in Schedule
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Behavioral Intervention Plan Should be developed
based on a functional behavioral assessment
Focus should be on changing: the environmental
setting and/or the events associated
with the behavior
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Educational Placements
Approximately half of all students identified as E/BD will spend much of their time in general education classrooms.
Students with E/BD are less likely to be
included in general education classrooms
than students with other types of disabilities.
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Inclusion and Students with E/BD
Students with E/BD present special challenges for teachers.
General education teachers and special education teachers need to collaborate to develop and implement effective intervention programs.
Consistency in behavior management and other strategies is critical.
As more students are included in general education classrooms, many students with E/BD are being reintegrated into general classrooms from more restrictive settings.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Effective Instructional Practices(Wehby, Symons, Canale, & Go (1998) Providing appropriate
structure and predictable routines
Establishing a structured and consistent classroom environment
Establishing a consistent schedule with set rules and consequences and clear expectations
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Effective Instructional Practices(Wehby, Symons, Canale, & Go (1998)
Fostering positive teacher-student interactions with adequate praise and systematic responses to problem behaviors
Frequently implementing instructional sequences that promote high rates of academic engagement
Creating a classroom environment in which seatwork is limited and sufficient time is allotted for establishing positive social interactions
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Teaching Social Skills
Social skills are best learned from observing others who display appropriate skills.
At times, formal instruction in social skills must be provided.
Steps to Teaching Social Skills: Assessment of Student’s Level of Social Competence Development and Implementation of an Instructional
Approach to Address Deficiencies in Social Skills
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Problems in Social Skills Training
Only about half of students with E/BD benefit from social skills training.
Problems with generalization across settings have been noted in research.
To facilitate generalization, school-wide instruction, modeling, and reinforcement of appropriate social behaviors should be provided.
Greater success is obtained when the focus is on teaching specific social skills such as:
Social problem solving Social interaction Cooperation
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Standard Operating Procedures
Effective Classroom Rules
Effective Classroom Procedures
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Physical Accommodations Arrange traffic patterns to lessen contact and disruptions. Arrange student desks to facilitate monitoring of students at all times. Physically locate students with disruptive tendencies near the teacher’s primary
location. Create spaces where students can do quiet work.
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Components of a Preventive Discipline Program (Sabatino, 1987)
Structure the curriculum and classroom environment.
Demonstrate fairness.
Use positive modeling.Avoid threats.
Recognize student attributes at optimal times.
Provide a meaningful learning experience.
Recognize positive student attributes.
Establish a positive learning climate.
Build and exhibit self-confidence.
Inform students of what is expected of them.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004
Positive Behavior Supports
Definition of Positive Behavior Those skills that increase the likelihood of
success and personal satisfaction in academic, work, social, recreation, community, and family settings.
Definition of Support Encompasses educational methods that can be
used to teach, strengthen, and expand positive behavior.
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Positive Behavioral Supports
Provide an alternative to punitive disciplinary strategies
Provide guidance to students with behavioral problems to make appropriate changes in their behavioral patterns
Emphasize proactive, preventive strategies and early intervention
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Components of an Effective Positive Behavioral Support Program
Specialized individual behavior support for students with chronic behavior problems
Specialized group behavior support for students without-risk problem behavior
Universal group behavior support for most students
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Effective Strategies
Good Behavior Game Contingency Contracting Individual Behavior Management Plans Reinforcement Programs
Differential reinforcement of zero rates of undesirable behaviors Differential reinforcement of incompatible behaviors Differential reinforcement of lower rates of behavior Differential reinforcement of communicative behaviors
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Other Effective Strategies
Cognitive Approaches Self-management
Peer Mediation Approaches
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Behavior Intervention
Plans IDEA requires school personnel to develop a behavioral intervention plan for
students with disabilities who exhibit chronic behavior problems. This plan should be developed as part of the IEP process. The plan should include strategies to address significant behavioral
problems.
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Medication
Benefits: Increased
Attention Reduction in
Aggressive Behavior
Medication Concerns: Side Effects Need for
Monitoring
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Technology
Assistive technology offers a number of ways for teachers to adapt curriculum and instruction and respond to the needs of students with E/BD