TEACHING SPECIAL STUDENTS:

Tips for Teaching Children with Emotional/Behavioral Disorders, Autism, and Attention Deficit Hyperactivity Disorder

Vanessa Mills – W200 –June 16, 2009Next Table of Conte

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• Emotional/Behavioral Disorders-Behaviors-Instructional strategies-Behavioral strategies

• Autism-What is Autism?-Behaviors-Tips for Teachers

• Attention Deficit Hyperactivity Disorder-What is ADHD?-Behaviors-Teaching Strategies

• Reflection• Citations

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Emotional/Behavioral Disorders: Behaviors Attention-getting behavior Low self-esteem Limited problem solving

skills Poor impulse control Defiance of authority figures Low attention span Minimal social interaction

skills May be very disruptive to

others Personal struggle with

controlling self Fears resulting from school

problems Problems in getting along

with others Conduct disorders

Can be aggressive Hyperactive Can be withdrawn Insecure Easily confused Poor communication skills Problems working in

groups General mood of

unhappiness Poor conflict resolution Can be immature Covers up emotions Behavior affects learning

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Emotional/Behavioral Disorders:Instructional Strategies Present materials at independent level, not frustration level Provide short, manageable tasks Set short-term expectations Repeat directions frequently Use special education staff for problem solving Follow through on everything Be willing to modify classroom expectations and homework

problems Request students to demonstrate verbally their understanding of

directions/expectations Materials should be presented for all learning styles; e.g.,

auditory, visual Use study skills support Provide mini-breaks between lessons Allow for peer tutoring Provide positive reinforcement Individualize work assignments Structure classroom environment

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Emotional/Behavioral Disorders:Behavioral Strategies Use positive reinforces Use behavior contracts Model behavior Do not place hands on

students Keep a sense of humor and

use it Solve problems privately not

publicly When disciplining the student

address the specific behavior and avoid any indication you dislike the student personally

Label exact behavior desired; do not be subtle

Give two choices only, either/or

Be firm, fair, and flexible Avoid setting the student up

for failure

Do not put unrealistic expectations on the students

Define classroom expectations relating to behavior and establish rules with the students

Have rules posted around the room

Make expectations clear Avoid power struggles Individualize behavior plans Consistently interrelate with

students Establish contracts with

students Be consistent Encourage students to make

choices Provide time-out options Involve parents

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Autism: What is Autism?

Autism/Pervasive Developmental Disorder (PDD) - a neurological disorder that affects a child’s ability to communicate, understand language, play, and relate to others. PDD represents a distinct category of developmental disabilities that share many of the same characteristics. While there are subtle differences and degrees of severity among these conditions, treatment and educational needs can be very similar for all of them.

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Autism: Behaviors

Communication problems (e.g., using and understanding language)

Difficulty relating to people, objects, and events

Unusual play with toys and other objects Difficulty with changes in routine or

familiar surroundings and Repetitive body movements or behavior

patterns.

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Autism: Tips for Teachers

Learn more about autism/PDD. Make sure directions are given step-by-step, verbally,

visually, and by providing physical supports or prompts, as needed by the student.

Find out what the student’s strengths and interests are and emphasize them.

If behavior is a significant issue for the student, seek help from expert professional resources (including parents) to understand the meanings of the behaviors and to develop a unified, positive approach to resolving them.

Have consistent routines and schedules. Work together with the student’s parents and other

school personnel to create and implement an educational plan tailored to meet the student’s needs.

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ADHD: What is ADHD?

Attention Deficit Hyperactivity Disorder - Inattention, hyperactivity, and impulsivity are the core symptoms of Attention Deficit Hyperactivity Disorder (ADHD). When a child exhibits behaviors associated with ADHD, consequences may include difficulties with academics and with forming relationships with his or her peers if appropriate instructional methodologies and interventions are not implemented.

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ADHD: Behaviors

Fidgeting with hands or feet or squirming in their seat (adolescents with ADHD may appear restless)

Difficulty remaining seated when required to do so

Difficulty sustaining attention and waiting for a turn in tasks, games, or group situations

Blurting out answers to questions before the questions have been completed

Difficulty following through on instructions and in organizing tasks

Shifting from one unfinished activity to another

Failing to give close attention to details and avoiding careless mistakes

Losing things necessary for tasks or activities

Difficulty in listening to others without being distracted or interrupting

Wide ranges in mood swings

Great difficulty in delaying gratification

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ADHD: Teaching Strategies

Evaluate the child’s individual needs and strengths.

Select appropriate instructional practices.

For children receiving special education services, integrate appropriate practices within an IEP.

Because no two children with ADHD are alike, it is important to keep in mind that no single educational program, practice, or setting will be best for all children.

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Reflection

The solution to teaching students with these various disorders were quite similar, especially for students battling ADHD or emotional/behavioral disorders; they seem to be “fidgety” and have difficulty following directions. This was obvious to me, however, I never looked on the flip side. Some students with emotional and behavioral disorders actually have opposite symptoms, such as, falling asleep frequently and they may be socially awkward. This made me realize that kids who have problems socially, even if they are good students, may have disorders as well. The most valuable information I learned was repeated through all three articles. “Evaluate the child’s individual needs and strengths. Assess the unique educational needs and strengths of a child with ADHD (or any other disorder) in the class.”

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Citations

AutismWeb. (2009). Educating Kids with Autism and Pervasive Developmental Disorder. Retrieved June 16, 2009, from http://www.autismweb.com/education.htm

U.S. Office of Special Programs. (2006). Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices. Retrieved June 16, 2009, from http://www.ed.gov/rschstat/research/pubs/adhd/adhd-teaching- 2006.pdf

Whitt. (1999). Teaching Students with Emotional and Behavioral Disorders. Retrieved June 16, 2009, from http://www.geocities.com/whitt2_1999/sped6706ch4.html?20052

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