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- 1. Learners with Emotional or
Behavioral Disorders
Chapter 8
Hallahan, Kauffman, & Pullen: Exceptional Learners: An Introduction to Special Education, Twelfth Edition
© 2012, 2009, 2006 Pearson Education, Inc.
All rights reserved.
- 2. Topics
Terminology
Definition
Classification
Prevalence
Causes
Identification
Exceptional Learners, 12th Edition © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 8-2 Education, Inc.
- 3. Topics (cont’d)
Psychological and behavioral
characteristics
Educational considerations
Assessment of progress
Early intervention
Transition to adulthood
Exceptional Learners, 12th Edition © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 8-3 Education, Inc.
- 4. Terminology
Emotionally disturbed – as used in the
Individuals with Disabilities Act (IDEA)
Behaviorally disordered – used by many
professionals and Council for Exceptional
Children
Emotional or behavior disorder –
introduced in 1990 by National Mental Health
and Special Educational Coalition; generally
accepted terminology of the field
Exceptional Learners, 12th Edition © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 8-4 Education, Inc.
- 5. Definition
Definitional problems
Lack of precise definitions of mental health and
normal behavior
Differences among conceptual models
Imprecise measurement of emotion and
behavior
Emotional or behavioral disorders often overlap
other disabilities
Differences in the professionals who diagnose
and serve children and youths
Exceptional Learners, 12th Edition © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 8-5 Education, Inc.
- 7. Definition (cont’d)
Current definitions
Behavior is extreme
Problem is chronic
Behavior unacceptable because of social or
cultural expectations
Exceptional Learners, 12th Edition © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 8-7 Education, Inc.
- 8. The National Alliance
on Mental Illness ( NAMI)
Mental illnesses are medical conditions that
disrupt a person’s thinking, feeling, mood, ability
to relate to others and daily functioning .( Nichy
Disability Fact Sheet #5 (FS5), June 2010, Emotional
Disturbance;p2)
IDEA’s definition, emotional disturbances can
effect an individual in areas beyond the
emotional. Depending on the specific mental
disorder involved, a person’s physical, social, or
cognitive skills may also be affected. ( Nichy
Disability FactEdition
Exceptional Learners, 12
Sheet #5 (FS5), June 2010, Emotional
th © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 8-8 Education, Inc.
- 9. Definition (cont’d)
Federal definition
Excludes social maladjustment which some states
interpret as conduct disorder-aggressive, disruptive,
antisocial behavior
National Mental Health and Special Education
Coalition definition
A disability characterized by behavioral or emotional
responses that adversely affect educational
performance
Acknowledges multiple disabilities
Does not have arbitrary exclusions
Exceptional Learners, 12th Edition © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 8-9 Education, Inc.
- 10. Classification
Two broad dimensions of disordered
behavior
Externalizing
Internalizing
Co-morbidity – the occurrence of two or
more conditions in the same individual
Schizophrenia
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 10 Education, Inc.
- 11. Prevalence
Estimates of 6 to 10 percent of school-
age population
Less than 1 percent identified as
emotionally disturbed
Most identified students exhibit
externalizing behavior
Boys outnumber girls about 5 to 1
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 11 Education, Inc.
- 12. Activity
HOT POTATO
Instructions: 1.You will need a ball.
2.Pass the ball around in the circle.
3.Stop when the counselor says “STOP.”
4. Counselor will ask the person holding the
potato this question.
What situations makes you angry?
5. Do about 3 rounds and stop.
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 12 Education, Inc.
- 13. Causes
Biological disorders and diseases
Medication helpful but not the only intervention
needed
Pathological family relationships
Parents need positive support resources
Undesirable experiences at school
Spiral of negative interactions
Negative cultural influences
Increase in level of violence, drug abuse, and
changing social standards
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 13 Education, Inc.
- 14. Identification
Difficult to identify
When the child is young, problems may be
undetected
When there is an error in teacher judgment
When the child does not exhibit problems at
school
Importance of teacher’s informal judgment
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 14 Education, Inc.
- 15. Identification (cont’d)
Three step screening system for
elementary schools
Teacher lists and ranks students
Completes two checklists for three highest
ranked pupils
Pupils whose scores exceed norms are
observed by other professionals
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 15 Education, Inc.
- 16. Psychological and Behavioral
Characteristics
Intelligence and achievement
Typically, below average IQ (less than 90)
Social and emotional characteristics
Aggressive, acting-out behavior
(externalizing)
Immature, withdrawn behavior and
depression (internalizing)
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 16 Education, Inc.
- 18. Educational Considerations
Objectives:
Controlling misbehavior
Teaching academic and social skills
Balancing behavioral control with
academic and social learning
Importance of integrated services
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 18 Education, Inc.
- 19. Teaching Students with Severe Emotional and
Behavioral Disorders: Best Practices Guide To Intervention From
Firwood & Oak Grove Schools ( p. 14 -16, Project Coordinator /Seattle
University, Larry Matsuda, 2005)
BEST PRACTICES
TEACHER
Clearly define offensive language.
Students may hear…….
*Swearing at home or in the community.
*Talk with students about what is and is not offensive
language in the classroom.
*Begin by teaching positive ways to express emotions
and helping students distinguish positive emotional
expression from negative.
*For younger children, read Andrew’s angry words
(Lachner & The, 1997) or Elbert’s bad word (Wood,
1996) and discuss.
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 19 Education, Inc.
- 20. Best Practices
TEACHING STRATEGIES
Teach alternative ways to express anger. Teach
different ways of expressing anger, other than swearing,
such as….
(a) finding a quiet place to calm down
(b) crying in privacy
(c) squeezing a stress ball
(d) taking a walk
(e)breathing deeply
(f) giving oneself a time-out
(g) writing a letter
(h) doing self-soothing exercises. Encourage students to
use these strategies when feeling anger or frustration.
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 20 Education, Inc.
- 21. Best Practices
Encourage students to ……
(a)Share feelings with others.
(b)Role-play strong emotions.
(c)Use journaling for self-expression.
(d)Create incentives/Create a classroom-wide
reward system
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 21 Education, Inc.
- 22. Best Practices ( cont’d)
Establish link between self-esteem and language.
Inappropriate language is a negative reflection on students
who use it and may mean that these students do not think
very highly of themselves. Positively reinforce the use of
appropriate language to help increase their self-esteem.
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 22 Education, Inc.
- 23. Best Practices
Teach about emotions. Post a list of feeling
words in the classroom.
(a)Beside each word, put a photograph of the students
themselves demonstrating the feeling, or have them cut
out magazine pictures that demonstrate the feeling.
(b) Talk about how each specific emotion feels, how the
body physically looks and what the body does when
feeling the emotion.
(c) Give the clear message that all emotions are okay,
but not all ways to express or cope with them are okay.
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 23 Education, Inc.
- 24. Best Practices ( cont’d)
Post lists of offensive and non-offensive words.
Generate lists of “okay words in class” and “not okay
words in class” with students. Provide instruction about
what type of language to use where, when, and with
whom. For example, ask them how they would express
anger in front of their grandmother versus in front of
teammates when playing basketball.
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 24 Education, Inc.
- 25. Best Practices cont’d
Send lists home to family members. Inform
families
of acceptable versus unacceptable language in the
classroom. Tell them that some words that are used at
home in private may not be words for students to use in the
classroom. Ask families to model appropriate language at
home as much as possible.
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 25 Education, Inc.
- 26. Educational
Considerations (cont’d)
Strategies that work
Systematic, data-based interventions
Continuous assessment and progress
monitoring
Provision for practice of new skills
Treatment matched to the problem
Multicomponent treatment
Programming for transfer and maintenance
Commitment to sustained intervention
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 26 Education, Inc.
- 27. Educational Considerations
(cont’d)
Service delivery
Trend toward inclusion
Different needs require different
placements
Instructional considerations
Need for social skills
Needs of juvenile delinquents
Special challenges for teachers
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 27 Education, Inc.
- 28. Educational Considerations
(cont’d)
Disciplinary considerations
Functional behavioral assessment (FBA)
Is a process in applied behavior analysis(ABA) and
the IDEA ACTS of 1997, 2004. ( Beyond
Behavior: Best Practices to Support Student
Behavior (2011, p42 ,Michaud,Regan,)
A team reviews the behavior of a student before,
during, and after the behavior occurs to determine if
there is a significant pattern. ( A-B-C Pattern)
Positive behavioral supports and behavioral
intervention plans
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 28 Education, Inc.
- 29. RTI- Response To
Intervention
STRATEGIES THAT WORK
How does a team develop a Behavior Intervention Plan(BIP)?
There are 4 key steps
1.Designing a function based intervention
2.Maximizing intervention success
3. Implementing the intervention
4.Evaluating the intervention
EXAMPLES: Positive reinforcement when student does the
right thing; Planned ignoring when student does not do the
right thing; Time out when student is not doing the right thing.
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 29 Education, Inc.
- 31. Assessment of Progress
Progress monitoring and outcome
measures
Evaluating the progress and outcomes of
behavioral interventions
Measuring progress and outcomes in
academic skills
Testing accommodations
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 31 Education, Inc.
- 32. Early Intervention
Identification
Diagnosis in very young children challenging
Children’s behavior responsive to social conditions
Prevention problems
Parents and teachers trained in behavior
management
Costliness of programs and personnel needed
Professionals do not always agree upon the
behaviors that should be prevented
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 32 Education, Inc.
- 34. Transition to Adulthood
Programs available
Regular public high school classes
Consultant teachers who provide
individualized work and behavior
management
Resource rooms and self-contained classes
Work-study programs
Special private schools, alternative schools,
private or public residential schools
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 34 Education, Inc.
- 35. Transition to Adulthood (cont’d)
Incarcerated youth neglected
Employment difficulty due to academic
skills
May require intervention throughout life
Exceptional Learners, 12th Edition 8- © 2012, 2009, 2006 Pearson
Hallahan, Kauffman, & Pullen 35 Education, Inc.
Editor's Notes
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