|
|
|
|
Disability Category: Emotional/Behavior Disorders Definition (IDEA): The disorder is defined by the duration (more than six months), frequency (how often), Intensity (How sever, how different from the norm), age appropriateness (to such an extent that there is a learning disability. Other definitions: Those who chronically and markedly respond to their environment in socially unacceptable and/or personally unsatisfying ways but who can be taught more socially acceptable and personally gratifying behavior. An inability to learn which cannot be explained by intellectual, sensory, or health factors. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Inappropriate types of behaviors or feelings under normal conditions. A general, pervasive mood of unhappiness or depression. A tendency to develop physical symptoms, pains, or fears associated with personal or school problems. Incidence: This disorder is under-identified. Externalizing behaviors are referred; internalizing behaviors are not. 8.4% of students in special education are emotional/behavior disorder. 3-6% of the total school age population is emotional/behavior disorder. Indicators/characteristics: Some characteristics of emotional/behavior disorder are: the inability to learn not explained, poor interpersonal relationships, physical symptoms or fears without basis, a mood of unhappiness/depression, inappropriate behaviors/feelings under normal circumstances. Academic needs: Students with behavioral disorders often experience difficulty with basic school skills. They often find poor performance in reading, math, and other subjects such as spelling and language.Behavioral needs: These students exhibit a wide range or inappropriate classroom behaviors. The students may be disobedient, aggressive, or overly shy and retiring. Four typical patterns of the disordered behavior are: conduct disorder, socialized aggression, immaturity, and anxiety-withdrawal. These students are aggressive, defiant, uncooperative, disobedient, and disruptive. Students with behavioral disorders may have difficulty following rules.Social needs: Students with behavioral disorders often have trouble forming interpersonal relationships. They may lack social skills necessary to make and keep friends.Physical needs: Students with behavioral disorders have no major physical needs.Assessment procedures: Assessment procedures are: the Peabody Individual Achievement Test-Revised/Normative Update and the Woodcock-Johnson III. These help determine whether reading, spelling, and math are areas of need. The Wechsler Intelligence Scale for Children-Fourth Edition provides information about intellectual functioning. The Behavior Rating Profile uses the input of teachers, parents, peers, and students themselves to determine whether students have difficulty in home behavior, school conduct, or relationships with peers. Special services: Some students with behavioral disorders require intensive special education services in special classes, special schools, and even residential facilities. Most however, are in the general education classroom setting, with some special services.Most frequent educational settings: General education classroom with some special services.Classroom adaptations: The teacher may find it necessary to make adaptations in three areas: classroom behavior, social skills, and academic instruction.Teaching strategies/techniques/approaches: Several goals for the teachers are: increase the occurrence of an appropriate behavior, decrease the occurrence of an inappropriate behavior, and teach a new behavior that is presently absent from a student’s repertoire.Websites: www.nichcy.org www.thearc.org www.aamer.org www.dddcec.org Professional organizations: The Arc LDAT Division on Developmental Disabilities Parent organizations: Parents Helping Parents DREAMMS for Kids |
