Emotional Disturbance

Definition
“…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:
(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.”-IDEA


Common emotional disturbances in children can include: anxiety or mood disorders, eating disorders, elimination disorders, and attention deficit and disruptive disorders.


Causes
There are no known direct causes of emotional disturbance, however the following have been suggested as causes: heredity, brain disorder, diet, stress, and family.

Incidence
Students identified as having emotional disturbance make up about 8% of students served under IDEA. It is suggested that there are many more students who are not identified. 

Teaching Strategies
Get to know your students
The first step is to become familiar with your students’ educational history. This includes information from parents, licensed specialists in school psychology, diagnosticians and teachers in the form of emotionally disturbed (ED) eligibility reports, functional behavioral assessment reports, behavioral IEPs and student Behavior Intervention Plans. Also review any proposed instructional interventions and educational strengths and weaknesses. All this information is available in students’ Special Education Audit Folders
.
When reviewing the documents note any “triggers” that have prompted inappropriate behaviors in the past. Also note which behaviors are characteristic of the student. Not all ED students are aggressive or act out. Seek out the opinions of the related service staff and previous teachers as to the frequency of the disruptive behaviors as well as past interventions that were or were not successful

.
It is the teacher’s legal obligation to implement any educational plan developed by a special education ARD committee. So when reviewing information on the student, ask questions regarding implementation of written behavioral plans. If you are unsure of the proper implementation, ask for clarification or training from the staff who developed the plan.

Develop classroom rules
Next, create your classroom rules. Good rules provide the structure for self-discipline that is imperative for ED students. Create only a few rules, but state them in the positive, be specific, and make sure the behaviors you describe are observable and measurable. Post the rules in a prominent place in the classroom before the first day of school. Students should be able to refer to the rules at all times, so you might post them in several places
.
Tie your rules to both positive and negative consequences; ED students need immediate consequences for negative behavior. During the first few weeks of school, read and discuss the rules, role-play, and explain the positive and negative consequences associated with the rules. Most importantly, consistently implement your rules.

Watch out for triggers
Instructional schedules, transitions between activities or classes, and physical environment all contribute to the factors that produce stress for ED students. To reduce their negative effects, seat the ED student next to a positive role model toward the front of the classroom in one of the aisle seats (preferably at the 10 or two o’clock position) to ensure easy teacher access for support
.
Create classroom routines to ensure minimal unstructured free time, and provide ED students with copies of the classroom schedule. If you are aware of an upcoming change in the routine, prepare the student in advance. Also provide cues for transitions between activities. Music is a wonderful way to bridge transitions, but you might also provide the student with a visual cue such as a timer. When assigning the student an independent activity, check his mastery of the skill first. He should demonstrate a 95 percent mastery rate before engaging in independent work. Break down the assignments if need be and allow for a structured break.

Be positive
Use positive reinforcement to motivate the ED student. When a teacher gives positive feedback and reinforcement to the ED student it breaks the chain of negative behaviors. Classroom management strategies that focus on negative forms of attention such as reprimanding and excessive prompting can help maintain inappropriate behaviors. So, use reinforcers that are intrinsically motivating for the student. Review with the student the rules for receiving positive reinforcement, and consistently implement the system.

Lean on your team
A team approach to providing academic, emotional and behavioral support is necessary. Plan staff meetings to facilitate program planning, behavioral consultation and open communication. Develop a teacher and student support plan for the times the student exhibits inappropriate classroom behaviors that escalate. Finally, maintain a positive attitude to set the stage for success.*


SUGGESTED ACTIVITIES AND TEACHING TIPS:
• Passive/calming/breathing exercises, relaxation training
• Stretching and flexibility exercises
• Warm ups and cool downs
• Create an environment that will enable the student to achieve success
• Conduct a program with a compatible, support, social group i.e., Mental Health
      Mental Retardation (MHMR) groups
• Create progress charts to submit to multidisciplinary team
• Monitor any type of strenuous physical activity (watch for obsessive tendencies)
• Encourage movement and activities that assist or allow the student to express
      emotions
• Seek counseling advice if student’s emotional issues become strong
• Adjust frequency, intensity and time (duration) over an extended period of time
• Incorporate a well-rounded program of aerobic/anaerobic exercise, nutrition, and                                                                                                                                                                                                                 French, R. (1997– 2004)
      health/fitness education for the student
• Limit the level of stress the student experiences**

No comments:

Post a Comment

Subscribe to: Comments (Atom)