Behavior Disorders

the student exhibits social, emotional or behavioral functioning that so departs from generally accepted, age appropriate ethnic or cultural norms that it adversely affects a child 's academic progress, social relationships, personal adjustment, classroom adjustment, self-care or vocational skills; (2) the behaviors are severe, chronic, and frequent, occur at school and at

Behavioral Inappropriateness – behaviors that are not necessarily problems but they are behaviors that happen at the wrong time and/or place.

Attention Deficit Hyperactivity Disorder (ADHD) comes to mind for Hurd when she was asked what disabilities she has been exposed to. She went on to explain about the Manifestation Determination Hearings and how the actions of the student could be because of their disability. If the student continues their behavior for several days during the school year the district is required to hold this meeting within the 10 days allowed.

I know that in today’s society more and more special learners are placed into the classroom. Getting to know your student will help you greatly. Parents can often be a huge help! Most are more than willing to help you understand their child more. I also believe having a welcoming environment for all students is greatly needed. If the student does not feel welcome in my classroom I will talk with other staff and parents to help see how I can accommodate. If the student does not feel comfortable in an elective class I could speak with the teacher and figure out ways to resolve this. Some special learners feel left out and have a difficultly interacting socially with other students. One way I can help with this is by assigning or having volunteers for lunch buddies. I believe this could help students to understand each other

The purpose of this essay is to discuss and summarize the definitions and challenges of emotional behaviors disorders (EBD) that face special education teachers and the support learning teams of students that have them. The essay will discuss the difficulties of defining EBD as well as the often negative attitudes faced by individuals with EBD. The essay will discuss whether EBD should be considered a disability and the fact that some individuals argue against it.

I enjoyed viewing this week video by Breeyn Mack which provided me various ideas that I can implement. I specifically found the information about creating an inviting environment and building a relationship with students beneficial. I also think that focusing on student’s social emotional development is significant. Kim (2013), state “childhood negative social-emotional experiences have been linked to emotion dysregulation, which is further associated with negative physical and psychological health in adulthood (p. 70). However, when children have positive interactions and a developmentally appropriate environment, it will support children’s social-emotional development. I have the opportunity to educate students and teach them lifelong

“Children who suffer from mental or emotional conflicts may appear to be quiet and compliant in the classroom and, therefore, less likely to stand out to adults as needing supportive services” (Sutton, 2013, pg. 30). Since internalizing disorders, including mental disorders, are not discernable to the naked eye, the challenge becomes not only the identification of the students, but instructional implications for educating these students. The development of educators in the area of internalizing disorders and practical strategies for classroom instruction to work with students who have an internalizing disorder is key. “Despite significant advances in practices for effectively designing and delivering instruction for students with disabilities, educators continue to face challenges addressing the needs of students with emotional and behavioral disorders” (Killu & Crundwell, 2008, p. 244). “For example, teachers typically complete a basic general psychology course that has little, if any, relevant practical application to the classroom. In addition, they may be required to take a basic educational psychology course

Many in class activities involving group interaction could be intimidating to children with social anxiety. My job as a speech pathologist is to communicate with the student and obtain a good sense of what the student finds to be the most beneficial social interaction. I would also be working with the student on how to cope and adjust to more uncomfortable circumstances, gradually introducing them to more difficult social situations. For example, after the child is able to be comfortable talking to me, I may introduce them to a knew adult and have them work on speaking to and in front of them. I might also gradually increase the size and diversity of the group that the child talks to. However, I would take the information on what I know promotes or diminishes the student’s capabilities to learn and relay that to the teacher (AG 3.16). For example, if I learn that the child works best in groups of the same gender, I may suggest that learning environment to the teacher. Possibly, the child must have a reminder picture or word on his/her desk to remember to stay calm and how to speak. I may make the teacher aware of this icon on his/her desk, and if the child has an episode of mutism, I will suggest that the teacher just subtly touch the student’s desk to remind them of their “helper card”. Therefore, the

Provide Social Interactions: Often, one of the biggest difficulties stems from children not knowing how to act with other children, as they haven’t spent much time with others. Schedule

There are many terms used to describe emotional disability. Currently, students that are diagnosed with emotional disability are written off as having emotional disturbance, which is defined under the Individuals with Disabilities Education Act (IDEA). The text book, “Teaching students with Mild Disabilities”, by Henley, clearly defines emotional disturbance as, “The term emotional disturbance means 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 child’s educational performance” (Henley 2009). One can see, that this is the same definition used on official government documents. Under the definition, the child is to have one or more of

“an inability to learn that cannot be explained by intellectual, sensory or health factors, an inability to build or maintain interpersonal relationships with peers and teachers, inappropriate behaviors or feelings under normal circumstances, a general pervasive mood of unhappiness or

Unlike the terms being used differently, there are two federal definitions of emotional disturbance one by IDEA and the second coined by the National Mental Health and Special Education Coalition. In the medical profession, emotional behaviors deal with other existing factors. Some emotional and behavior disorders are described in the medical profession as mental illnesses. These disorders include conduct disorder, oppositional defiant disorder, and mood disorders.

17. Solutions Strategies and actions n eed to be planned and implemented early. T eacher s must establish rules and expectations early to ensure students know the boundaries.

4. What recommendation can be proposed on how teachers would discipline the student’s disruptive behavior in the classroom?

Along with communication with the families, an important part of building a cohesive classroom is having techniques on controlling behaviors. This will include, in some instances, an FBA and BiP to curtail specific problem behaviors. For the most part, I will try and implement PBIS and other styles, like group contingency strategies, to manage my classroom. I hope that my class will respect me and therefore listen to the rules that we have in place. During the first day, as a class, we will come up with a rules list that is simple yet pervasive. After putting into effect these rules, the consequences will be clearly stated.