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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
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
   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
   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
   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

 Only 1 in 5 of these children receive any
 For nearly half of the children who do
  receive services, the school was the only
  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
Children who have been hospitalized
       have a crucial need for:
 Parents, educators, and medical professionals
  who understand how the illness affects
 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
 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
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
    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
    A tendency to develop symptoms or fears associated
     with personal or school problems
    Any or all of which adversely affects educational
       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
   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
   Accommodations for Impaired
 Concentration, Focus, and Memory
 Provide hard copies of all notes and board
 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
 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
 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
 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
       Other Accommodations

 Preferential Seating
 Remediation and Accommodations for LDs
 Resource Room – especially 1st & last periods
 Match student’s need/learning style with
 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
 Extra support for transitions
 Peer interactions
 Getting started and staying focused on
 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
       Brain Disorders

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

Brain Disorders are Treatable
For further information about this
resource or other available resources
    from NAMI, please contact
          NAMI Indiana
         (317) 925-9399

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