Emotional Disturbances

1
Emotional Disturbances

• High Incidence Disabilities

2
Emotional Disturbance

• States interpret definition based on their own
  standards.
• Students have an average intelligence, but have
  problems with learning primarily because of
  external behavioral adjustment problems.
• Acting out
• Poor interpretation skills
• Anxiety
• Depression

3
Emotional Disturbance

• A condition exhibiting one or more of the
  following characteristics over a long period of
  time and to a marked degree that adversely
  affects a childs educational performance
• Inability to learn that cannot be explained by
  intellectual, sensory, or health factors
• Inability to build or maintain satisfactory
  interpersonal relationships with peers and
  teachers
• Inappropriate types of behavior or feelings under
  n0rmal circumstances
• General pervasive mood, unhappiness, or
  depression
• Tendency to develop physical symptoms, fears
  associated with personal or social problems

4
Emotional Disturbance Causes

• There are no direct causes shown by research.
• Suggested possible causes
• Heredity
• Brain disorder
• Diet
• Stress
• Family functioning

5
Defining Characteristics

• Behavioral or emotional responses in school
  programs that are so different from appropriate
  age, cultural, and ethnic norms that adversely
  affect academic performance.
• More than a temporary, expected response to
  stressful events in environment.
• Consistently exhibited in two different settings,
  at least one which is school related.
• Persists despite individualized interventions
  within the educational program.

6
Defining Characteristics

• Hyperactivity
• Short attention span, impulsiveness
• Aggression/Self-injurious behavior
• Acting out, fighting
• Withdrawal
• Failure to initiate interaction with others,
  fear, anxiety
• Immaturity
• Crying, temper tantrums, poor coping skills
• Learning Difficulties
• Academically performing below grade level

7
The Learning Environment

• Primary problem areas in schools
• Academic achievement
• Classroom behavior
• Peer relations

8
The Learning Environment

• Routines need to be predictable
• Consistently rewarded for appropriate behavior
• Token economies, contracting, and time outs
  (jobs)
• Assessment and systematic teaching of social
  skills through modeling , discussion, and
  rehearsal
• Supportive therapies
• Involving art, music, exercise, relaxation
  techniques

9
The Learning Environment

• Get to know your students
• Learn history
• Know triggers
• Have clear, consistent behavior expectations in
  classroom
• Keep the students mainstreamed unless severe
  problems
• Use positive reinforcement
• Engage in meaningful academic tasks that can be
  completed successfully

10
Behavior Modifications

• The best way to help emotional problems
• Use reinforcers
• Consequences that strengthen good behavior
• Problem must be defined
• Design a way to change a behavior
• Identify an effective reinforcer
• Apply the reinforcer consistently to change and
  shape the behavior
• Behavior contract

11
Behavior Modifications

• Social skills training
• For interactions with peers and adults
• Being a good listener is a social skill that can
  be trained
• Self Control Training
• Teaches students to redirect actions by talking
  to themselves
• For students that know what to do in social
  settings, but lack the self control to act
  appropriately

12
Life Space Crisis Identification

• Crisis
• Drain their intense emotions by acknowledging
  their feelings
• Timeline
• Use affirmative and listening skills to discover
  their point of view
• Central issue
• Identify their vital interests and select the
  appropriate strategy
• Insight
• Use interviewing skills to help student recognize
  and change behavior
• New Skills
• Teach new skills for behavior changes
• Transfer of training
• Prepare the student to reenter the activity and
  setting

13
Conflict Resolution

• Take care of safety
• Clarify personal needs threatened by dispute
• Identify safe place for negotiation
• Take a listening stance to interaction
• Assert needs clearly and specifically
• Approach problem solving with flexibility
• Manage discussion with calm, patience, and
  respect
• Build an agreement that works