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					Supporting the Academic Success of Students With
    Emotional, Behavioral, or Mental Disorders


 An introduction to the
NAMI Resource Manual
 This presentation is a guide to help you
  become more knowledgeable about the
  needs of a student with an emotional,
  behavioral, or mental disorder so you are
  better prepared to create a school
  environment conducive to his or her
  academic success.
 This is merely an overview. More detailed
  information is found in the NAMI Resource
  Manual.
Guide to the NAMI Resource Manual
Section 1 – Introduction to SED & IDEA
   Questions and Answers about IDEA
   Fact Sheet on Emotional Disturbance
   Treatment of Children with Emotional
    Disorders
   Questions Often Asked by Parents About
    Special Education Services
Guide to the NAMI Resource Manual
Section 2 – Accommodations, Interventions,
 and Modifications
   Cognitive Dysfunction
   Disorders of Written Expression
   Accommodations and Interventions
   Accommodating Students with
    Depression and Bipolar Disorder
   Interventions for Chronic Behavior
    Problems
   Pitfalls in Behavior Modification Plans
Guide to the NAMI Resource Manual
Section 3 – Fact Sheets on Various Disorders
   Anorexia Nervosa and Bulimia
   Anxiety, Obsessive Compulsive Disorder
   Asperger Syndrome
   ADHD
   Depression and Bipolar Disorder
   Co-Occurring Substance Abuse
   Schizophrenia
   Suicide
   Tourette’s Syndrome
Guide to the NAMI Resource Manual
Section 4 – Additional Resources
   Internet Resource List of Federal
    Agencies, Advocacy and Professional
    Organizations, and Academic Centers
   Resource Guide to Books and Audiovisual
    Resources and Organizations Concerned
    with Brain Disorders in Children and
    Adolescents
   Indiana Statewide Disability Information
   Local/Community Resources
 You are encouraged to share this
  information with parents so they can learn
  how to support their child’s education both
  in the classroom and at home.
 All parts of this manual are considered
  masters for you to copy and distribute to
  parents and others on the teaching team.
 Please include author and/or publication
  information as it appears on the article or
  fact sheet.
 1 in 10 children and adolescents have a
  mental illness severe enough to cause
  impairment.

 Only 1 in 5 of these children receive any
  treatment.
 For nearly half of the children who do
  receive services, the school was the only
  provider.
  Untreated mental illness among youth
         leads to school failure.

50% of students labeled
  with emotional or
  behavioral disorders drop
  out of high school.
Only 42% of those who
  remain in school graduate
  with a diploma.
Untreated mental illness among youth
      leads to unemployment.
                  Only 60% of youth with
                   mental illnesses are
                   employed a year after
                   leaving high school.
Untreated mental illness among youth leads
to entrance into the criminal justice system.
 65% of males and 75% of
   females in the juvenile justice
   system have at least one
   psychiatric diagnosis.
   Untreated mental illness among youth
            can lead to suicide.
 Suicide is the 3rd leading cause of death among
  children ages 10 – 19
 Acute psychiatric illness is the single most common
  and dangerous trigger for suicide.
 90% of youth who died by suicide were suffering from
  depression or another diagnosable and treatable
  mental illness at the time of death.
 Nearly as many teens die from suicide as all natural
  causes combined.
 Another 520,000 children require medical services
  each year as a result of suicide attempts.
 Investing in early identification and
  intervention for serious emotional
  disturbances helps children graduate and
  lead independent and productive lives.

 Identifying these youth must become a
  major public health effort.

 Schools are the ideal place for this to occur.
  Children with serious emotional,
behavioral or mental disorders need:
  Parents, teachers and school staff who
   understand how SED impacts learning
  Appropriate accommodations,
   modifications, and interventions in the
   classroom
Children who have been hospitalized
       have a crucial need for:
 Parents, educators, and medical professionals
  who understand how the illness affects
  learning
 Reduced stress
 Some children may need time in a therapeutic
  day school or residential treatment center
  while treatment options are explored.
Parents Need:
 To understand how their child’s brain
  disorder may impact school functioning
  and learning
 To know the educational options available
 To know their child’s rights under IDEA
  and ADA
Parents Also Need:
 To understand how to work with school
  staff to develop the necessary
  accommodations and school placement
  their child needs to benefit from his or her
  education
 To understand how to support their child’s
  education both in the classroom and
  outside of the classroom
Medical Professionals need:
 To understand how brain disorders can
  impact school functioning and learning
 To understand that some
  accommodations may be necessary and
  to know how to provide supportive
  documentation
Educators and School Staff Need:
 To become knowledgeable about what to
  expect of a student with a brain disorder
 To understand how symptoms of the child’s
  brain disorder may impact school functioning
  and learning
 To understand what accommodations are
  needed to allow the child to learn in the least
  restrictive environment where the child can
  experience success
Educators and School Staff Also Need:
 To know how to gauge the student’s
  capacity for learning during various phases
  of the illness, treatment, and recovery
 To know what medications the child is
  taking, the possible side effects, and how
  medications may impact school
  performance
    Definition of Emotional Disturbance
A condition exhibiting one or more of the following
  characteristics over a long period of time and to a
  marked degree that adversely affects his or her
  educational performance:
    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 behavior or feelings under
     normal circumstances
    A general pervasive mood of unhappiness or
     depression
    A tendency to develop symptoms or fears associated
     with personal or school problems
    Any or all of which adversely affects educational
     performance
       Educational Implications
Educational programs for children with an
  emotional disturbance need to include:
 Help with:
    Mastering academics
    Developing social skills
    Increasing self-awareness, self-control,
     and self-esteem
 Emotional and behavioral support
        Cognitive Dysfunction
Children with psychiatric disabilities may
 experience problems with the ability to:
   Pay attention
   Remember and recall Information
   Process information quickly
   Respond to information quickly
   Think critically, categorize and organize
    information
   Problem solve
Cognitive Dysfunction can be treated with:

    Remediation Techniques
    Compensatory Strategies
    Adaptive Approaches

   For more specific information, please refer to the Handbook,
     “Dealing with Cognitive Dysfunction Associated with
     Psychiatric Disabilities”, in Section 2 of the NAMI Resource
     Manual.
   Accommodations for Impaired
 Concentration, Focus, and Memory
 Provide hard copies of all notes and board
  work
 Assist with focusing or remaining on-task
 Monitor for complete assignment record
  and that necessary materials are packed
 Provide extra set of books at home
  More Accommodations for Impaired
  Concentration, Focus, and Memory

 Allow extended time on homework/projects
 Reduce homework – eliminate homework
  during periods of instability
 Provide testing accommodations
 Break down large assignments into small
  pieces and conference regularly to help keep
  on schedule
    Accommodating Writing Difficulties

   Encourage keyboard training
   Use tape recorder
   Use a scribe
   Don’t penalizefor handwriting or spelling errors
   Allow extra time
   Provide paper copies of notes

For more information on Disorders of Written Expression, please
  refer to the article, “Why Johnny and Jenny Can’t Write”, in
  the NAMI Resource Manual.
 Children returning to the classroom from a
  period of hospitalization are often on new
  medications, many times on two, three or more
  medications.
 All medications to treat psychiatric illness have
  potential side effects that are likely to affect
  stamina, focus, and mood.
 If the child is newly diagnosed, he or she may
  go through a number of medication changes
  and adjustments.
  Common Medication Side Effects
 Thirstiness, frequent urination, diarrhea, stomach
  cramps, nausea.
    Children on lithium may need a water bottle at

     their desk.
    Some children may need a permanent restroom
     pass.
 Hand tremors
 Cognitive dulling
 Fatigue or sleepiness
 Hunger and significant weight gain
 Visual blurring
 Children with Psychiatric Disabilities may have
  significant sleep disturbances, which can make
  arriving to school alert and on time very difficult.
 Children may experience several hours of
  irritability or dysphoria, fuzzy thinking or
  “cobwebs”, and somatic complaints such as
  stomach aches and headaches upon awakening
  in the morning.
Accommodating Sleep Disturbances

   Late arrival
   Less demanding subjects 1st and 2nd periods
   Test taken at best time for functioning
   Movement to overcome sleepiness
   Brightly lit area
   Assistance last period to catch up on anything
    missed early in the day
      In-School Counseling

 Peer relationships
 Self-advocacy
 Study, organizational, time-management,
  test taking skills
 Strategies to monitor symptoms
 Help coping with feelings of frustration
 Anger management skills
      Permission to Leave Room

 When child is unable to cope and needs to get
  away
 Predetermined safe place & safe person
 Predetermined discreet signal to allow for a
  graceful exit
 Consider a permanent pass
 Stay with child if suicidal ideation is expressed
         Behavior Intervention Plan &
             Modified Discipline
 Consequences should not be incorporated as part of
  initial plan
 Even positive consequences may lead to frustration if
  the child is unable to comply
 Be proactive – prepare the environment, get
  accommodations and modifications in place
 There is no empirical evidence to support applying
  consequences to “rage attacks”
 Reconsider school policy of suspensions for “rage
  attacks”
       Other Accommodations

 Preferential Seating
 Remediation and Accommodations for LDs
 Resource Room – especially 1st & last periods
 Match student’s need/learning style with
  teacher
 Prepare for upcoming changes in routine
     Added Adult Supervision
 In high stress places – cafeteria, bus, recess
 1:1 if in frequent trouble due to their
  symptoms
 Extra support for transitions
 Peer interactions
 Getting started and staying focused on
  tasks
 For more suggestions for Accommodations and Modifications for
 children with Emotional, Behavioral or Mental Disorders, please
 refer to the following articles in Section Section 2 of
the NAMI Resource Manual:

  “List of Appropriate School-Based
    Accommodations and Interventions”
  “Accommodating Students with Mood Lability”
  “Interventions for Chronic Behavior Problems”
  “Pitfalls in School-Based Behavior Modification
    Plans”
       Brain Disorders

Are a disease of the brain
Are not caused by poor parenting
Are not a defect in character
Are chronic



                 But…
Brain Disorders are Treatable
For further information about this
resource or other available resources
    from NAMI, please contact
          NAMI Indiana
         (317) 925-9399
          (800)677-6442
       www.namiindiana.org

				
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posted:11/3/2011
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