chapter 6 test Flashcards
(23 cards)
the criteria for Emotional/Behavioral Disorders
o “CHRONICITY” - APPEARS OVER A LONG PERIOD OF TIME
o “SEVERITY” - MUST OCCUR TO A MARKED DEGREE
o “DIFFICULTY IN SCHOOL” - MUST ADVERSELY AFFECT EDUCATIONAL PERFORMANCE
• the majority of children who fall under the category of “Emotional/Behavioral Disorders are what gender?
o The vast majority are boys (3/4)
• What is considered the “kingpin” behavior exhibited by children with E/BD category?
o Non-compliance
• Be familiar with the term comorbidity. What does this mean?
o Comorbidity: two or more conditions occurring in the same person (e.g. learning disabilities and ADHD)
o External behaviors-
- Getting out of seat
- Yell, talk out, and curse
- Hitting or fighting
- Stealing
- Disturb peers
- Lying
- Destroying property
- Non-compliance (The Kingpin of behaviors)
- Does not respond to teacher corrections
- Does not complete assignments
- Temper Tantrums
- BOYS ARE MORE LIKELY TO HAVE EXTERNALIZING BEHAVIORS.
o Internalizing behaviors:
- Involve mental or emotional conflicts, such as depression and anxiety
- Mood Disorders
- Overly shy or
- Withdrawn
- Hypochondria (Hypochondriac)
- Easily upset and difficult to calm
- Behavioral deficits
- Academic achievement
- Low GPA
- Most perform 1 or more years below grade level
- Two-Thirds cannot pass competency exams for their grade level
- Most have the lowest GPA of all children with disabilities
- High absenteeism
- At risk for school failure and early drop out
- Social skills
- Less participation in extracurricular activities
- Lower quality peer relationships
- Juvenile delinquency
- GIRLS ARE MORE LIKELY TO HAVE INTERNALIZING BEHAVIORS
Functional Behavior Assessment
- Systematic, data-driven process for gathering information to understand the function (purpose) of behavior in order to develop an effective intervention plan.
• Informal assessment
• School records, parent interviews, teacher checklists
• Direct observation and measurement
• In-class observation when behavior is likely to occur
• Hypothesis development
• All informal and observational data used to develop intervention based on probable cause of the behavior
• Intervention
• Teaching functional replacement behaviors
• Evaluation and modification
• Data are collected to determine success of the intervention
• Education alternatives for teaching these students.
o ACADEMIC SKILLS o High Active Student Response (ASR) o Direct, explicit, systematic instruction (high expectations) o High rates of teacher praise o Statement on page 215 o SOCIAL SKILLS o Cooperation skills o Appropriate ways to express feelings o Responding to failure o BEHAVIOR MANAGEMENT o Positive Behavior Support o Clear school-wide expectations and rules o Positive proactive classroom management strategies o SELF-MANAGEMENT o Self-monitoring o Self-evaluation o Peer mediation and support o Peer tutoring o Positive peer reporting
Functional Behavior Plan
2
Anxiety Disorders
maladaptive emotional state or behaviors caused by excessive and often irrational fears
oppositional difiant disorder
persistent symptoms of “negativistic, defiant, disobedient, and hostile behaviors toward authority figures.
Mood Disorders
characterized by impaired functioning due to episodes of abnormally depressed or elevated emotional state.
• Types: (page 203)
• Depression
• Bipolar disorder (formerly called manic-depressive disorder)
why do students drop out of school
o 2/3 cannot pass competency exams for their grade level
o they are most likely to receive grade of D or F than are students with other disabilities
o achievement deficits tend to worsen as students grow older
o they have the highest absenteeism rate of any group of students
o only one in three leaves high school with a diploma or certificate of completion, compared to 50% of all students with disabilities and 76% of all youth in the general population.
o An alarming 60% drop out of high school.
o Academic achievement
o Low GPA
o Social skills
o Less participation in extracurricular activities
o Lower quality peer relationships
o Juvenile delinquency
o Education alternative for teaching these students
o 40% of students receive education in separate classrooms, special schools, and residential facilities
o Mild cases are placed in less restrictive classrooms whereas more severe cases are placed in more restrictive places
o When placed in general educational classrooms teachers should be prepared before and after placement behaviors
IDEA Definition of Emotional Disturbance
One or more of the following characteristics displayed over a long period of time and to a marked degree that adversely affects educational performance:
o Inability to learn not related to other factors
o Inability to build or maintain satisfactory peer or teacher relationships
o Inappropriate feelings or behavior under normal conditions
o A general pervasive mood of unhappiness or depression
o A tendency to develop physical symptoms or fears associated with personal or school problems
*Definition does not apply to children who are “socially maladjusted” but includes schizophrenia
conduct disorders
a group of behavior disorders including disobedience, disruptiveness, fighting, and tantrums, as identified by Quay. Repetitive and persistent pattern of behavior in which the basic rights of others or major age appropriate social rules are violated
Behavior Intervention Plan (BIP)
o The summary statement is the foundation fo r a positive and supportive plan,
o Managing consequences to reinforce desired behaviors and replacement skills.
o Withhold reinforcement following target behavior
o Use of natural, least intrusive consequences that address the identified function
Problems eith IDEA Definition
*Definition is vague and subjective
o What are “satisfactory” peer and teacher relationships?
o What does “inappropriate” behavior look like?
Causes: Biological Factors may include:
- BRAIN DISORDERS or DYSGENESIS (abnormal brain development) Rare.
- BRAIN INJURIES (caused by trauma or disease that alter the structure or function of the brain that had been developing normally up to that point)
- TEMPERAMENT (personal behavioral style or typical way of responding to situations. Considered to be an inborn biological influence)
- GENETICS- SOME FORMS OF EBDS ARE GENETICALLY LINKED (e.g. Schizophrenia)
causes: Environmental Factors
• Adverse early rearing environment
• Aggressive pattern of behavior displayed when entering school
• Social rejection by peers
occur in sequence at home, school, and community):
Types of Anxiety disorders
• Generalized anxiety disorder • Phobias • Obsessive/compulsive disorder (OCD) • Anorexia nervosa • Bulimia nervosa • Posttraumatic stress disorder (PTSD) • Selective mutism (also called elective mutism, speech phobia) o Conduct disorder- a group
o Comorbidity
two or more conditions occurring in the same person (e.g. learning disabilities and ADHD)
*It does not necessarily imply the presence of multiple diseases, but instead can reflect our current inability to supply a single diagnosis that accounts for all symptoms
• What is the percentage of children who fall under the category of “Emotional/Behavioral Disorders?
3% to 6% of school-age children
• What is the percentage of children who fall under the category of “Emotional/Behavioral Disorders?
o (page 205) Estimates of how many children have emotional or behavioral disorders vary tremendously. A review of 50 epidemiological studies of mental health problems in children found an average prevalence of 8.3%. Credible studies indicate that from 3% to 6% of school-age children have emotional or behavioral problems that are sufficiently serious and persistent to warrant intervention.
o The vast majority are boys (3/4)
