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Transcript of Chapter 6
Teaching Students with Special Needs in Inclusive Settings, 6eSmith, Polloway, Patton & DowdyISBN: 0138007845
© 2012, 2008, 2004 Pearson Education, Inc.
All rights reserved.
6-1
Chapter Six
Teaching Students with
Emotional and
Behavioral Disorders
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
All rights reserved.
6-2
i. 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.
Federal Definition
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
All rights reserved.
6-3
Federal Definition cont’d
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.
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
All rights reserved.
6-4
Assessment Procedures Behavioral Checklist
Clinical Interviews
Observations
Rating Scales
Personality Tests
Neurological Examinations
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
All rights reserved.
6-5
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.
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
All rights reserved.
6-6
Manifestation of the Disability
Under IDEA 2004 guidelines, educators must determine whether the behavior in question was caused by, or has a direct and substantial relationship to the child’s disability, or if the behavior was the direct result of the school’s failure to implement the IEP.
The purpose of this mandate is to prevent the misapplication of disciplinary actions to students whose disability is directly related to their misbehavior.
Does the student possess requisite skills to engage in an appropriate alternate behavior?
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
All rights reserved.
6-7
Demographic Data
As many as ten times more boys than girls are identified.
African-American students are almost twice as likely to be identified as might be predicted.
Living in poverty, single-parent households, and level of education of head of household are other distinguishing demographics.
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
All rights reserved.
6-8
Educational Environment
Approximately 54% of all students identified as E/BD will spend most 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.
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
All rights reserved.
6-9
Causation and Risk Factors
Biological Family
School Related Factors
Cultural Influences
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
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6-10
Characteristics of students with EBD
Behaviorally disruptive
Non-compliant
Aggressive
Verbally abusive
Social skills deficits
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
All rights reserved.
6-11
Academic Achievement Students with EBD
Fail more courses in school Are retained more frequently More likely to be absent from school Have lower grade point averages Drop out of school more frequently Les likely to graduate high school Have a pattern of underachievement
Reading Math Language Development
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
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6-12
Postsecondary and Adult Outcomes
High school dropout rates (although they are improving)
High rates of unemployment Low rates of post-secondary education Poor community adjustment Higher rates of participation in violence-related
activities Higher rates of contact with police, arrests,
and incarceration
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
All rights reserved.
6-13
Effective Inclusive Practices
Challenges: Many EBD students aren’t identified early. Incongruence exists between student needs and
instructional practices used. Teachers are inadequately prepared. Services are fragmented. Zero-tolerance climate. Behaviors exhibited are associated with exclusive
practices.
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
All rights reserved.
6-14
Promoting Inclusive Practices
Use programs in which peers act as buddies or tutors.
Focus on positive behaviors and providing reinforcements.
Use good-behavior games where all students work together to earn them rewards.
Promote student-teacher relationships.
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
All rights reserved.
6-15
Secondary School Considerations
1. Meaningful relationships
2. Rigorous curriculum with academic support
3. Learning opportunities that are relevant and interesting to the student
4. Attention to more than academic skills
5. Active involvement of students and families in transition planning
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
All rights reserved.
6-16
Problems in Social Skills Instruction
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
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
All rights reserved.
6-17
Instructional Adaptations(Wehby and colleagues (1998))
Providing appropriate structure and predictable routines
Establishing a structured and consistent classroom environment
Establishing a consistent schedule with set rules, consequences, and clear expectations
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
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6-18
Instructional Adaptations (Wehby and colleagues (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
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
All rights reserved.
6-19
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
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
All rights reserved.
6-20
Behavioral Intervention Plan
Required for students: whose behaviors impede their learning
or the learning of others who put peers at risk because of their
behaviors with disabilities for whom serious
disciplinary action is being taken who are dismissed from school for more than
ten days for misbehavior
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
All rights reserved.
6-21
Steps in the Behavioral Intervention Planning Process
Collect background information Conduct functional behavioral assessment (FBA) Determine whether the behavior is related to the
student’s disability Determine specific goals Develop intervention strategies Implement the plan and evaluate its effectiveness Use information from the implementation of the
intervention to revisit the assessment information
Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy
© 2012, 2008, 2004 Pearson Education, Inc.
All rights reserved.
6-22
Physical Adaptations
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.
Locate students away from stored materials they find tempting.
Create spaces where students can do quiet work.