(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Seven Teaching Students with...

42
(c) Allyn & Bacon 2004 Copyright © Allyn and Bacon 2004 Chapter Seven Teaching Students with Emotional and Behavioral Disorders This 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.

Transcript of (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Seven Teaching Students with...

(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.

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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.

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Theoretical Causes

Biological Psychoanalytical

Behavioral Phenomenological

Sociological/Ecological

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Environmental factors (family, school, and community) can play an important role in the development of some emotional and behavioral disorders.

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Characteristics

Aggressive/Acting-Out Behaviors

Social Deficits Inadequate Peer

Relationships Hyperactivity/

Distractibility

Lying, Cheating, and Stealing

Academic Deficits Anxiety

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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.

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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.

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Types of Assessment

Clinical Interviews

Observations

Rating Scales

Personality Tests

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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?

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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.

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Standard Operating Procedures

Effective Classroom Rules

Effective Classroom Procedures

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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.

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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.

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Other Effective Strategies

Cognitive Approaches Self-management

Peer Mediation Approaches

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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.

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Medication

Benefits: Increased

Attention Reduction in

Aggressive Behavior

Medication Concerns: Side Effects Need for

Monitoring

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

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

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Role of the Classroom Teacher in Facilitating Inclusive Practices

Initial Prereferral Review

Referral to Special Education

IEP Planning Intervention