Emotional and Behavioral Disorders - PowerPoint by nw17D34


									Amelia Tartaglia
        Dr. Levy
      SPED 602
Philosophical Statement
 In our schools today we see many different types
  of things going on. Classrooms are not set up like
    they were in the past and the main reason for
     that is because our students have different
   needs. Many students suffer from emotional or
  behavioral disorders and require special services
 or specific learning needs. It is important that all
  disorders are identified clearly and the students
 receive the special help that they need to succeed
   in school and later on in life. There must be an
  understanding of the disorders they suffer from
    and how to work with the children effectively.
                Emotional and
             Behavioral Disorders
  Emotional disorders are any mental disorder not caused by
detectable organic abnormalities of the brain and in which a
major disturbance of emotions is predominant. Behavioral
disorders are often referring to children who exhibit extreme or
unacceptable chronic behavior problems. Disruptive behavior
disorders involve consistent patterns of behavior that break the
rules. Behavioral disorders are basically disorders that affect
behavior and emotional well-being.
  The term "emotional disorders" is not a fully accurate medical
term, but is commonly used in ordinary context to refer to those
psychological disorders that appear to affect the emotions such
as anxiety disorders or depressive disorders. More correct
disease categories are psychological disorders, psychiatric
disorders, anxiety disorders, depressive disorders, behavioral
disorders or personality disorders.
        Types of Emotional and
         Behavioral Disorders
 Anxiety Disorders: are when a child will
 experience severe worry, fear or uneasiness
   Symptoms will include excessive fear, excessive
    anxiety, increased heart rate, sweating, weakness,
    feeling of faint, dizziness and possible nausea.
   Types of Anxiety Disorders may be:
       Panic disorder
       Obsessive-compulsive disorder
       Post-traumatic Stress disorder
       Phobias
Types of Disorders continued…

  Severe depression
    Children that are very sad, feel worthless, lose interest
     in activities, decline in schoolwork, change in appetite or
     sleep pattern, believe they are ugly and unable to do
     anything right.
  Bipolar Disorder
    Show signs of drastic mood swings, have manic phases,
     talk excessively, need little sleep and use poor
  Attention Deficit Hyperactivity Disorder (ADHD)
    Children that are unable to focus attention, have severe
     impulses, easily distracted, have difficulty remaining
     still, taking turns and keeping quiet.
      Types of Disorders
 Learning Disorders
   Difficulties that make it harder for children to
    learn and retain information.
 Conduct Disorder
   Children have little concern/respect for others,
    violate the basic rights of others and will act out
    in destructive ways.
 Autism
   Children that have extreme difficulty interacting
    and communicating with other individuals.
         Causes of Emotional and
            Behavioral Disorders

 Emotional and behavioral disorders in children are
  caused by biology, environment, or a combination
     of the two. Sometimes genetics, chemical
 imbalances in the body, and damage to the central
    nervous system can cause a mental disorder.
     Many environmental factors also can affect
   mental health, including exposure to violence,
    extreme stress, and the loss of an important
Educational Approaches
 There are many approaches that may be used
   when dealing with an emotional or behavioral
 disorder. Schools today offer special education
and provide services to the students at no cost to
  the families. Teachers may differentiate their
 instruction to meet the needs of their students.
There is also technological support that may offer
 further assistance in teaching a student with an
           emotional or mental disorder.
     Educational Approaches
 There are many strategies that can be used to improve the
     learning of student with disabilities. One strategy is
  putting in place a screening instrument that sole purpose is
  to detect signs that may be associated with disorders. It
       is important to use this tool because we can then
  determine any emotional and or behavioral disorder a child
       may have. It is also imperative that we use proven
     methods to improve the learning based on the specific
    needs of a child. When early intervention is utilized the
   success of the child may be more feasible because of the
   early detection of a disability and early service provided.
  One must never forget to also provide the most developed
   instruction based on the individual needs of the student.
Educational Approaches
  Early Intervention is also extremely important. When
 identifying a child with emotional or behavioral disorders it
   is extremely important to do this in an early stage of life
  because the earlier it is detected then the earlier a child
     begins to receive services that can help them succeed.
     Early intervention can help to prevent other disorders
  from possibly developing at a later age, as well as prevent
   any negative effects a child may experience academically
       and socially. Early intervention is a program where
       teachers, parents and other professionals will work
     together to help children with the slightest sign of an
   emotional or behavioral disorder. It is designed to offer
  intervention and adjustments so that a child may perform
  successfully in school. It is beneficial because then fewer
 children will be recommended for special education and has
             been proven to provide lifelong success.
      Educational Approaches
 Other classroom techniques that can be used are a combination
  of Assertive Discipline and McGregor’s Theory X and Y.
    McGregor’s theory states you should give students a sense of
     autonomy so they could feel like they had control over
     decision making.
    Assertive Discipline states that children accept responsibility
     for the consequences of their actions.
 These theories can work together if the teacher doesn’t go
  through a power struggle with the children.
 The teacher should model listening to the student’s problems
  regardless of whether they are “troublemakers” or not.
    Not only is this portraying peace building, it is letting each
     child feels like they matter to the teacher and to the class
         Educational Approaches

 Differentiated instruction is adapting our teaching
    methodologies and instruction to meet the needs of all our
   It is important for the success of our students that each of
    their learning needs is met so they have the opportunity of
    succeeding in school and the future.
   Differentiated instruction calls for teachers to be flexible and
    adapt their lessons and instruction accordingly.
   In order for differentiated instruction to work appropriately the
    teacher must first recognize many things about the students.
   A teacher must take into account the very different background
    knowledge, their readiness to learn, their language, learning
    styles that are preferred and their ability to react responsively.
        Educational Approaches
 This technique is meant for teaching and learning of the different abilities
  of all the students in the same class.
 The teacher must assist in the learning for each student.
 A teacher must plan the lesson to meet the needs of the students and then
  plan for individual, paired and small group instruction based on individual
  learning styles and ability.
 For differentiated instruction to work effectively there are three essential
  elements that must be taken into consideration.
     First element is content, which means several elements and materials are
      used to support instructional content, the tasks and objectives to
      learning goals must be aligned, and instruction is concept-focused and
     Second element is process in which flexible grouping is consistently used
      and classroom management benefits the students and the teacher.
     Third element is product where initial and on-going assessment of
      student readiness and growth are essential, the students are active and
      responsible explorers and the expectations and requirements for
      student responses vary according to ability.
     Closing thoughts…
As teachers it is important to remember that students
 today are not all the same . There are many students
  that experience behavioral and emotional disorders.
   These students may be required to be in a special
 education class. It is our job as teachers to be there
 for our students and have an understanding that they
  want to learn. They need our help, support, guidance
   and most of all our care. Special education doesn’t
      have to be the stereotypes that people have
      developed. It can be a warm, caring learning
  environment for the students. All you need is some
   patience, skills and respect towards all students!!!

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