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Addressing Barriers to Addressing Barriers to Learning: Helping Students Learning: Helping Students Cope with Disruptive Cope with Disruptive Behaviors Behaviors Bipolar Disorder Bipolar Disorder Mental Health in the Schools Mental Health in the Schools Series Series Suzanne Rilling Suzanne Rilling Mili Lal Mili Lal Susan Cole Susan Cole

Addressing Barriers to Learning: Helping Students Cope with Disruptive Behaviors

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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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Page 1: Addressing Barriers to Learning: Helping  Students Cope with Disruptive Behaviors

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

Page 2: Addressing Barriers to Learning: Helping  Students Cope with Disruptive Behaviors

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

Page 3: Addressing Barriers to Learning: Helping  Students Cope with Disruptive Behaviors

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

Page 4: Addressing Barriers to Learning: Helping  Students Cope with Disruptive Behaviors

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.

Page 5: Addressing Barriers to Learning: Helping  Students Cope with Disruptive Behaviors

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.

Page 6: Addressing Barriers to Learning: Helping  Students Cope with Disruptive Behaviors

Etiology of Childhood Bipolar Etiology of Childhood Bipolar DisorderDisorder

GeneticGenetic

Chemical Chemical ImbalanceImbalance

Life stressors Life stressors exacerbate illnessexacerbate illness

Page 7: Addressing Barriers to Learning: Helping  Students Cope with Disruptive Behaviors

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

Page 8: Addressing Barriers to Learning: Helping  Students Cope with Disruptive Behaviors

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

Page 9: Addressing Barriers to Learning: Helping  Students Cope with Disruptive Behaviors

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?

Page 10: Addressing Barriers to Learning: Helping  Students Cope with Disruptive Behaviors

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

Page 11: Addressing Barriers to Learning: Helping  Students Cope with Disruptive Behaviors

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

Page 12: Addressing Barriers to Learning: Helping  Students Cope with Disruptive Behaviors

STRATEGY INFORMATION STRATEGY INFORMATION SHARESHARE

WHAT WORKS?WHAT WORKS? WHAT DOESN’T?WHAT DOESN’T?

Page 13: Addressing Barriers to Learning: Helping  Students Cope with Disruptive Behaviors

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

Page 14: Addressing Barriers to Learning: Helping  Students Cope with Disruptive Behaviors

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

Page 15: Addressing Barriers to Learning: Helping  Students Cope with Disruptive Behaviors

CASE STUDYCASE STUDYJESSICA- 9JESSICA- 9THTH GRADE GRADE

Page 16: Addressing Barriers to Learning: Helping  Students Cope with Disruptive Behaviors

AVAILABLE SCHOOL-BASED AVAILABLE SCHOOL-BASED SUPPORT SERVICESSUPPORT SERVICES