Instructional Implications For Internalizing Behaviors.

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

In this paper you will find several strategies the classroom teachers can use and implement in the classroom with their students who suffer from emotional and behavioral disorders. Selected interventions will provide information with the activities and assessments that will be used to help the teacher implement these procedures to help the students to become stronger socially, with cognitive and behavioral and emotional needs for our EBD students.

While Reading the book, Lost at School, written by Ross W. Greene, one can appreciate the clear focus and overall direction for teaching different students with maladaptive behaviors. For teachers, those children present the greatest obstacle in education. A student’s mental health problems allude to the challenges in teaching. It’s hard enough to keep a large group of adolescents on task in the first place, let alone when there may be one or more children with maladaptive behaviors in a single class, who have a hard time regulating their focus levels like the typical student. The number of disruptive students has seemingly increased through the years. Now studies show that, “About 10 percent of the school population—9 to 13 million children—struggle with mental health problems. In a typical classroom of 20, chances are good that one or two students are dealing with serious psychosocial stressors relating to poverty, domestic violence, abuse and neglect, trauma, or a psychiatric disorder. These children represent the most challenging students in our classrooms today.” (Rappaport and Minahan) To combat those alarming statistics, Ross Greene’s informational book talks about how to improve a child’s behavior, while embracing the patience it takes to effectively communicate with such children.

Many administrators, general education teachers, and special education teachers feel that they are inadequately prepared to deal with the broad range of physical health, mental health, social, and psychological difficulties that students with emotional and behavior disorders may present.

The special education field is a very specialized career. A 1:1 Instructor has the responsibility of implementing the individual education plan written by the certified teacher. They also have the responsibility of ensuring that the student’s environment is structured, as is written into their applied behavioral therapy plan. This task requires, not only individual training by the students former staff, but a sound understanding of applied behavioral therapy as well. The workshop to train for this position should include, both an online component to formally address how applied behavioral therapy works, as well as on the job training and shadowing by former staff.

The general education teacher can perceive this situation as a disruptive behavior, which can lead to the students’ punishment. As a consequence, students can feel frustrated and isolated when they notice that their educators and their peers are misinterpreting their actions. In spite of their natural reaction, professionals and parents seek to place a label on this type of students by calling them emotionally disabled (Baird 1). Nevertheless, these students do not reveal any kind of disability; they are just responding to their negative experiences.

Students with emotional and behavioral disorders (E/BD) frequently exhibit academic deficits alongside their behavioral deficits, particularly in the area of reading; however, there are very few studies examining ways to address the reading problems of this population of students at the middle and high school level. The academic deficits exhibited by students with emotional and behavioral disorders (E/BD) are well documented in research literature. As outlined in the federal definition of emotional disturbance, students with this disorder demonstrate an inability to learn and, as a result, pose instructional challenges alongside the behavioral problems that they exhibit in the school environment.

Internalizing behavior is actions that are taken out toward one self, instead of lashing out on others. Symptoms of this type of behavior are usually depression, anxiety, substance abuse, and withdrawal Children with this

After obtaining IRB and school district approval, the researcher will conduct the study in the local school district of Cobb County, Georgia. There are nine middle schools in which SBMH services are provided. Approximately one hundred fifty middle school students will be included in a sample study. Students included in the sample study will be targeted as having received SBMH services. The researcher will provide a teacher survey to teachers who have taught students receiving SBMH services. The survey will be a brief assessment to survey the emotional, behavioral, and social concerns of students receiving school-based mental health services that can be barriers to learning. Survey ratings will range from 1(Strongly Agree) -5 (Strongly Disagree). The teachers will be asked to complete the survey and submit within a reasonable amount of time. The survey will be available electronically for convenient completion and

Each session, I observe students being assessed on their behavior; all students attending the alternative program are identified as having emotional/behavior disorders. The teacher uses informal assessment to evaluate student’s ability to express emotions and to complete student’s individual daily behavioral sheets. Students begin the day by completing the “high low” activity; the activity requires students to share their high and low emotions of the day and the reason(s) why. The teacher assesses the student’s ability to identify their feelings (student’s record their feelings on the whiteboard) and their capability to express reason for each of their feelings during class discussion. Both elements of the “high low” activity are assessed through teacher observation and class discussion. In Addition, the daily behavior sheets are individualized for each student, correlating to each student’s Individual Education Plan (IEP); the student’s are assessed on their behavior each hour based on a score of 0-5. Students are aware of all the items on their behavior goal list and the scores they receive each day. The co-teacher evaluates each student on how well they complete the items on their daily behavior sheet (i.e. proper use of coping skills, engagement, on-task, and

Children and adolescents in the United States face different psychological challenges, such as anxiety disorders, depression, attention deficit disorder, as well as many other psychiatric diagnoses (Bloom, Dey, & Freeman, 2006). The prevalence rate of children diagnosed with a mental disorder is alarming. According to Merikangas et al. (2010), 22.2% of American children and adolescents get diagnosed with a psychiatric disorder that is severe enough to impair their ability to attend school and learn (Bucci, Marques, Oh, & Harris, 2016). Kids that are plagued by various psychological illnesses may experience a difficult time concentrating and staying focused in school. Additionally, the over-accumulation of toxic stress, either due to the pressures of schools or environmental (i.e., difficult exams, poverty, household dysfunction, etc.), can have negative and detrimental effects during childhood, as well as adulthood (Bucci et al., 2016).

A review of the literature and current studies on the SM disorder found only one similar effort in the area of SM training. According to their study, Harwood, D., & Bork, P. (2011) covered the critical need to train teachers so they have the ability to recognize the SM child and utilize the type of strategies required to support the SM child in the classroom. Their study assessed two dimensions of the teacher’s knowledge:

Anxiety is problematic in schools and affects children in the classroom. Anxiety is a feeling that makes them feel they are in danger even when there is not a threat. The anxious children may have an uneasy, persistent feeling about situations which can result in catastrophic thinking. Statistics show that “One in eight children suffer from some form of anxiety disorder” (Minahan, 2012) and it is very common. Depending on the form of anxiety, whether it being, Generalized Anxiety Disorder, Obsessive Compulsive Disorder, or Post-Traumatic Stress Disorder the students ' behavior can vary depending on which disorder they have. It is very crucial for teachers to understand and recognize the signs these children show so that the

Research indicates that schools continue to lack the resources to help students with emotional/behavioral disorders (EBD) become successful. Students with EBD tend to be the most time consuming in terms of school financial, programming, and staffing resources. Any strategy to help students with EBD must begin with helping professionals in schools continue to be the social change agents that are working towards positive change behaviors for the students. Helping professionals are the staff in schools providing direct services to the children with EBD. This may be in the form of counseling, behavior plan writing, family and community outreach, or response to intervention and crisis intervention (Agresta, 2004). The helping professionals in schools generally have undergone rigorous training in working with children, and they also tend to be the center of services, often working with administration, educational staff, community and family (Agresta, 2004).

While the presence of certain characteristics in children with behavioral disorders might sometimes seem discouraging but the bottom line is not to give up on any student in any case. Most of the times, children with behavioral and emotional problems might challenge a patience of teachers and cause temporary despair. In this situation, teachers require the support of others in supported students to succeed. The classroom is a learning community; therefore, it is very much significant to create a constructive atmosphere in the classroom. The successful behavior management in classroom can be improved by colleagues as well as by the family of the students. While considering the needs of students with behavioral and emotional problems, the paper aims to develop appropriate strategies for teaching students with behavioral disorders in the classroom.