Behavioural Difficulties (SEBD): A Case Study

The IDEA lists 13 different disability categories which children and young adults aged 3-year-olds to 21-year-olds may be eligible for services. Emotional disturbance is one of the 13 disability categories under the IDEA and is the label Sarah was served under. Under the IDEA, emotional disturbance means a condition revealing inability to learn which cannot be clarified by other factors; difficulty building or maintaining reasonable interpersonal relationships with classmates and teachers; unsuitable types of conduct or emotions under ordinary conditions; and general persistent mood of unhappiness or depression.). Sarah met three criteria to be served under the ED label which included her 4 years of behaviors out of the norm, the severity of

Schools have legal obligations to give students with a disability opportunities and choices comparable to those without a disability through the Disability Discrimination Act of 1992 and the Disability Standards of Education 2005 (Department of Education and Training, n.d). To meet these standards, schools must be welcoming and reasonably accommodate for new students. We used the three phase inclusion process when Amir transferred to our school at the start of the year. The three flowing phases; preparation, transition and consolidation help all stakeholders inclusively plan for the best possible transition of a new child where their needs are provided for (Lyons, 2014, pg 80). Inclusive schools help support all students, teachers should work closely with the learning support team at their school to help them decide the best resources and strategies to meet students’ needs and promote their wellbeing (Lyons, 2014, pg 83). Amir has consultations with all relevant stakeholders at the start of the term to set learning goals and then at the end of the term to reflect on his achievements and what could be improved on. All teachers need to use their professional judgement and act ethically as their work significantly impacts the future of the learners in their class (Churchill, & Keddie, 2013, pg 539). Amir’s school promotes diversity and is strongly against bullying. At the start of each year we

Children may face behavioural difficulties such as aggression. This could affect their speech because they may express how they feel through the aggression and not by using speech. Their speech may become poor as a result. Their language they use may not be correct and their communication maybe poor or no existent. Emotional difficulties could include going through a family breakup or grievance. The child may become withdrawn and upset. Children going through this may not want to communicate with people in turn becoming mute. This would have a negative effect on their speech. Social difficulties could include poor housing, lack of friendships and living in poverty. This would affect the child’s SLC because they may not get the socialisation

When working with children with behavioural difficulties it is important that practitioners respects the families culture, customs and values. Some children may grow up in a family where they value their father so it is important that practitioners take this into account when working with children with behavioural problems, as the child may listen more to male members of staff than female. Also some children may have been brought up by their grandparents where they are usually spoilt by them and get what they want and in the setting they cant always get their own way. When working with children with behavioural difficulties it is important that the practitioners have some knowledge on the child's background for example the child might have

When working with children who have behavioural difficulties it is important that practitioners work in partnership with the child’s parents as they are they are the child 's first educator and they know the child best. “Parents are ‘children 's first and most enduring educators ' ( curriculum guidance for the foundation stage, QCA 2000, making partnership with parents and carers essential if early years practitioners are to plan effectively for a child’s learning” (http://nurseryworld.co.uk/). This could be done by the practitioner arranging meetings with the child 's parents as they will help practitioners to gain a better understanding of what methods the parents use at home in order to manage the child 's behaviour. Also in the setting

Some parents struggle with the idea of placing their beloved child in a special school unwilling to accept the ‘Label’ (Heward, 2010). This ‘Label’ can stop parents from allowing their child to receive the best possible treatment in developing their Childs knowledge and physical/personal

There is a great misconception regarding the term emotional behavioral disability. Many people think of this disorder as nightmare scenarios where students with learning or behavioral disabilities act upon their thoughts or ideas, causing violence and even injury to others and/or themselves. However, studies have shown that students with EBD are more prone to suffer from abuse and violence, rather than to inflict abuse or be violent themselves. Still, disciplining students, and more specifically, those who suffer from serious or chronic behavioral disorders, tends to be a challenge for both educators and parents. When a student has been diagnosed with emotional behavioral disability, it is necessary to find a balance between the needs of

Many of the scales used to rate a child’s behavior were completed by the parent or were based on a parent view of child behavior. While this makes sense for very young children, who may not be able to communicate what they are experiencing, for older children, this example of adultism leaves a gap in our knowledge about the disorder. Many of the studies treat the problems that children are facing as purely “behavioral” and focus more on how the child’s behaviors affect those around them (mainly adults) rather than how the child feels themselves. There is reason to believe there is a privileging of the wishes of adults over the child’s own perceived

During the ten years that I have worked in primary education inclusivity has played an increasingly important part when considering how the curriculum can be delivered and how a classroom can be managed to ensure that it is accessed by all children. Experience of working within a primary classroom has shown that the accommodation of students with Special Educational Needs (SEN) and the delivery of inclusive lessons have had a vital part to play when determining classroom

Emotional and behavioural difficulties – making friend or relating adult or behaving properly in school.

Emotional and behavioural problems (EBP) increasingly happens among the early years and primary years children. According to the Special Education Support Service (SESS)(n.d.), children with emotional disturbance and/or behavioural problems may have attitudes, such as, aggressive, poor concentration, impulsiveness, poor at social skills, having difficulties on completing daily chore, obsessive and repetitive attitude, behaviours that attracting others’ attention, and depressed behaviours. This may affect children’s academic performance and social learning. For instance, children with EBP possibly often not doing their task and affect other children’s learning. One of the EBP which occurs frequently among children is Attention Deficit/Hyperactivity

The fourth Supporting Students with Emotional and Behavioral Disorders (EBD) talks about the support programs and teaching strategies that can be implemented in the classroom. Indeed, the point that stood up tome is that EBD students are diagnostic with their disabilities approximately around the age of 12. This for me is disturbing and sad how can the special and general education teacher serve the EBD students effectively if the students condition if not being diagnostic yet. The only remedy that I see for this issue is that as educators we are monitoring and assessing our students learning capacity to find out if we need to use the refer special education process.

As demonstrated with families of different cultures, it can be argued that children who are raised in low SES families have a greater deal of emotional and behavioural obstacles compared to more privileged children (Flouri, Midouhas & Ruddy, 2015). A child behaviour disorder can be defined as a child having a challenging behaviour that is not the norm compared other children their age. These challenging behaviours can be a result of different stressors in the child’s life, including SES (Children’s Mental Health Ontario, 2016). There can be many underlying reasons as to why children in more privileged households tend to have better control over their behaviour and emotions. For instance, it has been suggested that parents with a higher SES may provide more resources for their children

(Mulcahy) Students with EBD often engage in aggressive, challenging, defiant and disruptive behaviors. (Hawkins) When a teacher is asked to “quickly name at least one student they can clearly remember as challenging their classroom management skills. Most likely, they memory conjures up recollections of inappropriate outburst, defiant remarks, enticing others students into negative interactions, and even physically harmful or injurious behaviors.” (Farley) Hecker also found that many teachers felt that students like Jim where not getting their basic needs met at home; they were frequently sleeping in class and or appearing to be hungry. By middle school Jims parents may become even less involved in his education. In contrast to the student who is EBD and externalizing his emotional or concerns, some students internalize their reactions, for example they may anxiety, withdrawal, or depression. These behaviors are harder to identify because they are not over and observable. Sometimes, “unusual internalizing behaviors such as cutting, practicing poor hygiene, refusing to speak, crying, appearing sad, and speaking negatively about themselves make students with internalizing behavior stand out from their peers.”(Hecker)

P., Dulcan, M. K., & Schwab-Stone, M.E., 2000). This interview is based on the DSM-IV (DSM–IV; American Psychiatric Association 2000). For disruptive behaviors it is said to be a higher standing evaluation tool providing validity that parallels other interviews. (Lemery-Chalfant, K., Schreiber, J. E., Schmidt, N. L., Van Hulle, C. A., Essex, M. J., & Goldsmith, H. H., 2007; Rhodes & Dadds, 2010). When giving this interview, I will ask Michael’s parents questions relating to the symptomology of their son as they relate to common disorders in children. The questions in the interview will also give me an idea of how the behavior is effecting Michael’s life. The other assessment tool I will use is the Emotion Regulation Checklist (ERC). This test is used to test the emotion regulation in children. It is a 25-item test and each item is rated on a 4 point Likert scale. Each point ranges from 1 = never to 4 = always (Onchwari, G., & Keengwe, J., 2011). At the end of the interview, I will gather information from Michael so he feels empowered and will know that his needs are important and valued. Obtaining a working knowledge of how Michael perceives himself in the different facets of his life will be valuable. I believe if Michael feels he is a part of the process from the beginning it will help in trust building as we could begin the counseling relationship with a need the child feels is