Students with Emotional/Behavior Disorders

Sample Presentation

• Introduction of a student: Jenny D.

• Teaching Method: Bi-Polar Rating Scale

Emotional Characteristics of EBD

• Anxiety Disorder– Separation anxiety– Generalized anxiety disorder– Phobia– Panic disorder– Obsessive-compulsive disorder– Post-Traumatic stress disorder

• Mood disorder– Depression– Suicide – Bipolar Disorder

Continued

• Oppositional defiant disorders• Conduct disorder• Schizophrenia

Behavioral Characteristics of EBD

• Externalizing behaviors– Aggression– Acting out– Noncompliant behaviors

• Internalizing behaviors– Withdrawal– Depression– Anxiety– Obsessions– Compulsions

Cognitive and Academic Characteristics of EBD

• Below grade level in reading, math and writing

• Rated low on self-control socials skills measures

• Higher rates of being held back in grade

• Many have expressive and/or receptive language disorders

Determining the Presence

• Rating scales, personality inventories, and observations– They did not always follow the IDEA definition

Determining Supplementary Aids and

Services• Classwide, peer-assisted, self-management– Students learn how to define self-management and why it is effective

– Explore how it might benefit them– Learn the relationship among antecedents, specific behaviors, and the consequences

– Discuss how to respond appropriately and inappropriately

• Reverse-role tutoring– Using students with emotional or behavioral disorders as tutors to nondisabled peers

Planning for UDL

• Use a computer with word processing software– Reduces frustration– Increases students’ willingness to edit and correct their work

– Results in clean legible products

• Talking word processors, alphabetical keyboards, or word prediction software may allow for less frustration when writing

Planning for Other Educational Needs

• More than half drop out of high school

• Statistics two years later show low employment rate for dropouts

• Reasons for dropout rate• Several interventions have been identified to reduce the dropout rates

Preventing Dropouts Establish a student advisory program Establish and involve students in extracurricular

activities Systematically monitor risk factors associated

with dropping out Develop “schools within schools” or smaller units Establish school-to-work programs Engaged in community based learning Use the “check and connect” strategy Provide vocational education

Measuring Students’ Progress

• Master learning (or mastery training)– Frequently assess students’ mastery of content, determining whether to move on to the next concept

– To monitor mastery, effective teachers will:• Ask questions of the whole class• Using a cooperative learning strategy such as “think-pair-share”

– Social Skills• Use the social skills rating system• Socio-metric rating for rankings

Making Accommodations for Assessment

• Students in alternative school settings need to progress in the general education curriculum so that they may return to their neighborhood schools

• Students with EBD may be more likely to have difficulty with testing, due to heightened anxiety

• Appropriate testing accommodations include:– Extended time for testing– Individual test administration– Breaks during testing