Week eight sped 23000 ebd

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1. INTRODUCTION TO EXCEPTIONALITIES SPED 23000 INSTRUCTOR: BRIAN FRIEDT Week eight: Students with EBD 2. This week <ul><li>Back to equal balance…
  • 2. This week <ul><li>Back to equal balance </li></ul><ul><li>No guest speaker this week </li></ul><ul><li>Midterm is next week ! </li></ul>
  • 3. Definitional clarity <ul><li>Severe, chronic </li></ul><ul><li>Negatively influence academic and social abilities </li></ul><ul><li>Abnormal for given environment </li></ul><ul><li>Highly dependent on professional judgment </li></ul><ul><li>As with SLD, manifestation is critical </li></ul>
  • 4. Definitional clarity <ul><li>Chart on p. 265 </li></ul><ul><li>Ohio’s definition for emotional disturbance: </li></ul><ul><li>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: </li></ul><ul><li>(a) An inability to learn that cannot be explained by intellectual, sensory, or health factors. </li></ul><ul><li>(b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. </li></ul><ul><li>(c) Inappropriate types of behavior or feelings under normal circumstances. </li></ul><ul><li>(d) A general pervasive mood of unhappiness or depression. </li></ul><ul><li>(e) A tendency to develop physical symptoms or fears associated with personal or school problems. </li></ul><ul><li>(f) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under 3301-51-01 of the Administrative Code, paragraph (B)(10)(d)(v). </li></ul>
  • 5. Long term outlook
  • 6. Prevalence
  • 7. Prevalence <ul><li>Outside general education less than 21% of the day: 35% </li></ul><ul><li>Outside general education between 21% and 60% of the day: 22% </li></ul><ul><li>Outside general education more than 60% of the day: 27% </li></ul><ul><li>Separate facility: apx. 14% </li></ul>
  • 8. Identification <ul><li>Identification and characteristics are intertwined </li></ul><ul><li>Externalizing disorders </li></ul><ul><li>Internalizing disorders </li></ul><ul><li>Multidisciplinary/multifactored evaluation </li></ul><ul><ul><li>No “cut-off” score of EBD </li></ul></ul><ul><ul><li>Checklists, records, observations, assessments... </li></ul></ul>
  • 9. Characteristics - internalizing <ul><li>Low activity level </li></ul><ul><li>Withdrawn </li></ul><ul><li>Avoidance </li></ul><ul><li>Physical symptoms due to anxiety </li></ul><ul><li>Disengagement </li></ul>
  • 10. Characteristics - externalizing <ul><li>Aggressiveness </li></ul><ul><li>Noncompliance </li></ul><ul><li>Argumentative </li></ul><ul><li>Abusive </li></ul><ul><li>Difficulty with interpersonal relationships </li></ul><ul><li>Lack of control </li></ul>
  • 11. Early childhood <ul><li>Awareness of atypical behavior patterns </li></ul><ul><li>Developmental appropriateness </li></ul><ul><li>Proactive early intervention </li></ul>
  • 12. School age notes <ul><li>Comorbidity/misidentification </li></ul><ul><li>Chronic, persistent problem behaviors </li></ul><ul><li>Extremity in externalizing or internalizing behaviors </li></ul><ul><li>Peer relationships </li></ul><ul><li>Transition </li></ul>
  • 13. Instructional approaches <ul><li>ABA </li></ul><ul><li>FBA </li></ul><ul><li>PBS </li></ul><ul><li>Social competence </li></ul><ul><li>Wraparound </li></ul><ul><li>Psychopharmacology </li></ul><ul><li>P. 289 </li></ul>
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