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Addressing Barriers to Learning: Helping Students Cope with Disruptive Behaviors. Bipolar Disorder Mental Health in the Schools Series Suzanne Rilling Mili Lal Susan Cole. OBJECTIVES. Overview of Bipolar Disorder Signs and Symptoms Strategies/Interventions Classroom Accommodations - PowerPoint PPT Presentation
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Addressing Barriers to Learning: Addressing Barriers to Learning: Helping Students Cope with Helping Students Cope with
Disruptive BehaviorsDisruptive Behaviors
Bipolar DisorderBipolar DisorderMental Health in the Schools SeriesMental Health in the Schools Series
Suzanne RillingSuzanne RillingMili LalMili Lal
Susan ColeSusan Cole
OBJECTIVESOBJECTIVES
Overview of Bipolar DisorderOverview of Bipolar Disorder
Signs and SymptomsSigns and Symptoms
Strategies/InterventionsStrategies/Interventions
Classroom AccommodationsClassroom Accommodations
Developing a PlanDeveloping a Plan
Case StudyCase Study
Childhood Bipolar DisorderChildhood Bipolar DisorderGeneral Information:General Information:
Previously called manic depression Previously called manic depression Alternate between “poles” of excessive energy Alternate between “poles” of excessive energy
and hopelessnessand hopelessness1% of population1% of populationUsually diagnosed late adolescence or early Usually diagnosed late adolescence or early
adulthoodadulthoodRecognized in children since 1995Recognized in children since 1995
Diagnostic CriteriaDiagnostic Criteria Symptoms are at an inappropriate severity level Symptoms are at an inappropriate severity level
for age and developmental stage.for age and developmental stage.
Must cause SIGNIFICANT functional impairment Must cause SIGNIFICANT functional impairment to be considered a disorder.to be considered a disorder.
Essential Clinical FeaturesEssential Clinical Features Marked by EXTREME changes in mood, thought, Marked by EXTREME changes in mood, thought,
and behaviorand behavior
Disturbance must be severe enough to cause Disturbance must be severe enough to cause impairment in school/family/peer functioning or need impairment in school/family/peer functioning or need hospitalization.hospitalization.
Etiology of Childhood Bipolar Etiology of Childhood Bipolar DisorderDisorder
GeneticGenetic
Chemical Chemical ImbalanceImbalance
Life stressors Life stressors exacerbate illnessexacerbate illness
Signs and Symptoms of Signs and Symptoms of Childhood Bipolar DisorderChildhood Bipolar Disorder
Poor behavior Poor behavior regulationregulation
IrritabilityIrritability LabileLabile Distractibility Distractibility Switches topics rapidlySwitches topics rapidly Sensation SeekingSensation Seeking Racing thoughtsRacing thoughts Inflated Self-EsteemInflated Self-Esteem
IndecisiveIndecisive Change in eating Change in eating
habitshabits Sleep disturbanceSleep disturbance FatigueFatigue Difficulty Difficulty
concentratingconcentrating Feelings of Feelings of
helplessness and helplessness and hopelessnesshopelessness
Symptoms Continued…..Symptoms Continued….. Other possible Other possible
symptoms:symptoms:
ParanoiaParanoia
Misinterpretation Misinterpretation of social cuesof social cues
Beliefs of special Beliefs of special powerspowers
ACTIVITYACTIVITY WHAT MIGHT CHILDHOOD BIPOLAR WHAT MIGHT CHILDHOOD BIPOLAR
DISORDER LOOK LIKE IN YOUR DISORDER LOOK LIKE IN YOUR CLASSROOM/SCHOOL CLASSROOM/SCHOOL ENVIRONMENT?ENVIRONMENT?
Observable/Measurable Observable/Measurable Behaviors of Bipolar Disorder in Behaviors of Bipolar Disorder in
the Classroomthe Classroom Off task/Inability to Off task/Inability to
focusfocus Sleeping/Head on Sleeping/Head on
deskdesk RagesRages CryingCrying Poor InitiationPoor Initiation Flat affectFlat affect
Frequent school Frequent school absencesabsences
Poor gradesPoor grades Physical complaintsPhysical complaints
Types of TreatmentTypes of Treatment Psychotherapeutic Psychotherapeutic
TreatmentsTreatments Cognitive Behavioral Cognitive Behavioral
TherapyTherapy Family TherapyFamily Therapy Other TherapiesOther Therapies
Medication Medication TreatmentsTreatments
Other ServicesOther Services
STRATEGY INFORMATION STRATEGY INFORMATION SHARESHARE
WHAT WORKS?WHAT WORKS? WHAT DOESN’T?WHAT DOESN’T?
Helpful AccommodationsHelpful Accommodations
Back and Forth Notebook Back and Forth Notebook between home and between home and schoolschool
Extended time for Extended time for tests/assignmentstests/assignments
Late start to school day or Late start to school day or shortened dayshortened day
Unlimited access to Unlimited access to bathroom/waterbathroom/water
Extra set of books at Extra set of books at homehome
Tool kit to manage Tool kit to manage emotionsemotions
Calculator for mathCalculator for math Break long tasks into Break long tasks into
smaller segmentssmaller segments Permission to have Permission to have
snackssnacks Alternative/Modified Alternative/Modified
assignmentsassignments Books on tapeBooks on tape Natural LightNatural Light Hard copy of notesHard copy of notes
Developing A Good Intervention Developing A Good Intervention PlanPlan
STEP I: Establish a team STEP I: Establish a team
STEP 2: Get Student InputSTEP 2: Get Student Input
STEP 3: Teach Self-Monitoring TechniquesSTEP 3: Teach Self-Monitoring Techniques
STEP 4: Design Classroom Exit Strategy for STEP 4: Design Classroom Exit Strategy for the studentthe student
CASE STUDYCASE STUDYJESSICA- 9JESSICA- 9THTH GRADE GRADE
AVAILABLE SCHOOL-BASED AVAILABLE SCHOOL-BASED SUPPORT SERVICESSUPPORT SERVICES