Monday, October 5, 2015

Videos

Videos

Excuse some language or terms that may offend some, but overall I thought this video was very effective and really showed the stereotypes that we may put people with emotional disabilities into.



This video is interesting, as you will see it shows what it is like to be a child with a personality disorder, which falls under the category of an emotional disturbance.


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Emotional Disturbance Information

What is Emotional Disturbance
- The IDEA gives the official definition of emotional disturbance as follows:

  • "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:
  • An inability to learn that 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 physical symptoms or fears associated with personal or school problems."
- According to the IDEA, emotional disturbance can include schizophrenia but does not apply to children who are merely socially maladjusted, unless determined otherwise to be emotionally disturbed.

Indicators to Watch For
- Intellectual

  •  Even though this can be effected, it is not as strong an indicator as other characteristics
- Academic

  • Failure in skill learning
  • Inadequate learning abilities given the age expectancy
  • Not attending class; short attention span
  • Very little to no motivation for learning
- Behavior

  • mood swings
          1. Laughs, cries or becomes angry without obvious cause
          2. Looks depressed most times
          3. Daydreams; vacant expression doing nothing productive

  • Responses
          1. Talks inappropriately, no regard for other questions or answers
          2. Shows interest in morbid, obscure or gruesome events
          3. Is constantly moving; very compulsive; moves around the room excessively
          4. Talks a lot; frequently talks without permission or interrupts conversations
          5. Does not seem to learn from experience; does not respond well to disciplinary experience
          6. Acts impulsively and shows poor judgment; does not consider consequences of behavior

  • Neurotic Complaints
          1. Complains of uneasiness or feels anxious without cause
          2. Complains of being afraid of something unusual
          3. Overly suspicious or jealous of others

  • Interpersonal Relationships
          1. Find it difficult to build or maintain relationships with peers or teachers
          2. Cannot make or keep friends
          3. Often engages in fights or arguments
          4. Cannot work with others in learning situations
          5. Cannot play with others cooperatively
          6. Cannot communicate with or respond to others due to a lack of awareness of the real world

  • Self concept

         1. May have an unkempt appearance
         2. Might seem fearful of new situations and tasks
         3. Shows extreme negative reaction to minor failures

  • Communication

         1. Does not speak or only speaks when spoken to
         2. Speech is unusually fast or slow
         3. Speaks with dis-fluency, stutters, clutters or demonstrates interruptions in the flow of speech.
         4. Voice is unusually high, low, loud,soft or scratchy
         5. Primarily uses jargon, profanity or other speech inappropriate for the context used in.

  • Physical

        1. Complains of physical pain, discomfort or a bodily impairment in the absence of a basis
        2. Engages in repetitive, stereotyped motor behavior, such as tics, nail-biting or rocking
        3. Sucks thumb or fingers
        4. Overcome by drowsiness or sleep during the day and seems tired or out of energy


Classroom Accommodations/Modifications

- Classroom adaptations for students with emotional disabilities
  • Inclusion is key for students with emotional and behavioral disorders.
- Preparing the class
  • When your class is knowingly receiving a student with an emotional disability you need to let your class know by setting up models for tolerance and acceptance among students
  • Give your general education students examples of how they can help the student with an emotional disability
- Teaching adaptations
  • Give the rules with examples and rewards for following them, as well as consequences when rules are disobeyed
  • Maintain a positive relationship with students with emotional disabilities by treating them as human beings instead of responding to their overt behavior which often may be unpleasant
  • Use positive comments suitable for the age of the student
  • Be tolerant, give the student time to cool off after being worked up over an issue
  • Be aware of certain fears and anxieties of these students by communicating with the parents and special education teachers, then have alternative activities available that they can work on by themselves
  • Help with general social skills
  • Teach students to monitor their own behavior and make positive attributions
  • Help students focus by teaching clearly and enthusiastically, provide review and teach self-monitoring for attention
- Assignment modifications let the student
  • Student complete different work than their peers
  • Write shorter papers
  • Answer fewer or different test questions
  • Create their own alternate projects and assignments.
- Classroom modifications for children with EBD
  • Keep class rules and activities simple and clear
  • simple and clear teaching activities
  • Reward positive behavior
  • Allow mini-breaks
  • Provide fair treatment for all students
  • Use motivational strateges.

Resources/Links



    
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