Emotional Disturbance

Sped 503: Trends and Issues of Special Education

Ma. Theresa J. Lacaba
11:00- 2:00 PM
Clinical vs. Educational Approaches
• Clinical professionals utilize an inclusive approach (e.g., DSM-5).
• Educational professionals utilize an exclusive approach (i.e.,
IDEA).

“ED is a legal category created by Congress to distinguish a narrow

range of pupils with emotional problems who are eligible for
special education services. Thus the criteria regarding emotional
disorders in the medical and mental health fields are significantly
different than the education criteria for ED.”
A mental disorder is a syndrome
characterized by clinically
significant disturbance in an
individual’s cognition, emotional
regulation, or behavior that
reflects a dysfunction in the
psychological, biological or
developmental processes
underlying mental functioning.
1. The term means a
condition exhibiting
one or more of the
following
characteristics over a
long period of time and
to a marked degree,
which adversely affects
educational
performance.
a. An inability to learn which cannot be explained by
intellectual, sensory, and health factors;
b. An inability to build or maintain satisfactory
interpersonal relationships with peers and teachers.
c. Inappropriate types of behavior or feelings under
normal circumstances
d. A general pervasive mood of unhappiness or
depression; or
e. A tendency to develop physical or fears associated
with personal or school problems
Federal Definition
2. The term includes children who are schizophrenic.
The term does not include children who are socially
maladjusted unless it is determined that they are
emotionally disturbed
Some controversies over the IDEA Definition
• vague, internally inconsistent, incomplete, nebulous.
Often illogical, and self-contradictory
• Requirement that the disorder must adversely affect
educational performance
• Omission of students with social maladjustment from
ED category
• Subjectivity involved in determining what is meant by
“long period of time” and “to a marked degree
• Controversies abound regarding who should be
included in the category of emotional disturbance
(ED).
• IDEA excludes from ED students who are socially
maladjusted but not emotionally disturbed, but it
does not define social maladjustment.
• Confounding the problem is another clause describing
ED as "an inability to build or maintain satisfactory
relationships with peers and teachers," which can be
interpreted to mean social maladjustment. Thus the
language of the law seems self-contradictory.
• Another issue in ED is disagreement on the actual
number of students with this disorder. Many
estimates based on prevalence studies range from 6
to 25 percent of the student population, but less that
1 percent of the school population has been identified
as having ED for special education purposes.
Assessment Techniques
1. SCREENING
• Screening Instruments
(Parent questionnaires (Ages and Stages Questionnaires: Social
and Emotional)
• Observation
• Behavior Rating Scales
-Achenbach System of Empirically Based Assessment –Preschool
Model
- Behavior Assessment for Children,2nd ed.
- Early Screening Inventory- Revised
Assessment for Identification
2. Behavior Rating Scales
• Conner’s Behavioral Rating Scales
• Peterson- Quay Behavior Rating Scales
Assessment for Instruction
• Functional Behavior Assessment – conducted by educators to obtain
information that can be translated into instructional goals when
students exhibits problem behavior.
• IDEA amendments requires FBA to be administered to students with
behaviors problems in order to identify the strategies that are positive
and replacement of behaviors that serve the same function as
problem.
Educational Strategies
1. Structure the classroom
2. Develop a good rapport with students
3. Focus attention on desired behavior and not on unacceptable
behavior
4. Prepare behavior plan to address physically aggressive behavior
5. Be aware to any indication that the student may be experiencing
difficulty
6. Go slowly, prioritize behaviors, be patient, and praise baby steps,
when attempting to change behavior
Structure the classroom

• Define clear and explicit limits and consequences for unacceptable

behaviors
• Ensure that the system also provides opportunity for positive
reinforcement for acceptable behaviors
• Ensure that the student is aware of and understands the system at place.
• Post a written copy of rules. Consequences /rewards in the classroom for
easy reference
• The teacher is always in charge not the student.
• Ensure consistent follow through of consequences and rewards when
appropriate.
Develop a good rapport with students

• Take every advantage possible throughout the day to

reinforce feelings of self-worth
• Make eye contact and smile at the child
• Provide praise for good work
• Exhibit close proximity
Focus Attention on Desired Behavior and Not on
Unacceptable Behavior

• Provide praise, even for approximation of the desired

behavior
• Provide consistent, positive reinforcement for
acceptable behavior
• Reward positive behavior by using a token system
• Begin with tangible, extrinsic rewards and eventually
replace them with intrinsic rewards
• Ensure that the student is aware of and understands
the token system in place
• Withhold the reward, if necessary, as a consequence
for inappropriate behavior
Prepare behavior plan to address physically
aggressive behavior

• Write a plan that will include the removal from the

classroom if the student behavior becomes aggressive and
threatens the safety of others.
• Make arrangements with a support person to assist you
(teacher net door, principal, special education teacher)
• Utilize the Nonviolent Crisis Intervention movement and
restraint techniques to ensure the care, welfare, safety,
security of yourself, the students and others around you
Be aware to any indication that the student may
be experiencing difficulty
• Provide a predetermined time-out area place where the student
goes
• Allow the student to go to that area in order to regain composure
or side tract an incident
• The student is not required to ask permission to go to the time-
out place
• Divert attention away from the source of difficulty as much as
possible
• Send the child for a walk, to run an errand, get a drink, or any
other reason to leave the classroom to provide time for the child
to regain composure
Go slowly, prioritize behaviors, be patient, and praise
baby steps, when attempting to change behavior
• Accept the need for possible change in your behavior
pattern
• List behavior to be changed and prioritize by importance
• Determine one behavior to focus on at time
• When appropriate and possible, ignore nonpriority,
undesirable behaviors, as annoying behavior that receives
attention tends to be repeated.
• Praise and reward appropriate, priority behaviors to
continue improvement of the behavior
Techniques for Supporting Positive Behavior
• Token Economy - Students earn points, or tokens, for every instance of
positive behavior. These tokens can then be used to purchase rewards
at the token store
• Classroom Behavior Chart - A chart which visually plots the level of
behavior of every student in the classroom..
• Lottery System - Similar to the token economy, students who behave
in positive ways are given a ticket with their name on it. These tickets
are placed in a jar, and once or twice a week you draw one out. The
winner of the lottery is rewarded with a prize.
• Positive Peer Review - Students are asked to watch their peers, and
identify positive behavior. Both the student who is behaving positively
and the student who does the identifying are rewarded. This is the
exact opposite of "tattle-telling," and fosters a sense of teamwork and
social support in the classroom.
Assistive Technology
Text-to-Speech
Software
- allows the students to
listen to the text while
following along with
the reading
Reminder Devices
- A reminder device such as
a vibrating watch might be a good
way to get their attention back.
- This quietly prompts them to
refocus on the task at hand without
teacher intervention. As a result,
they can feel significantly more
independent when teachers have
fewer reasons to chastise them.
Voice Recognition Software
- This gives them an
opportunity to say what
they would like to put on
paper while the computer
handles the rest.
- This can avoid the
frustration that comes from
a lack of fine motor skills or
the inability to concentrate.
Talk Light
-Provides educators with a tangible
way to realize when volumes are
reaching unacceptable levels for
sensitive students.
By preventing this situation, you
might be able to ward off some of
the negative behaviors.
 Attention- Deficit
Hyperactivity Disorder
Definition
- ADHD is described as a neuro-developmental disorder
with a persistent behavioral pattern of severe
inattention and/or hyperactivity/impulsivity.
- The behaviors must be uncharacteristic for the
developmental age of the child, be manifest in
different settings (for example at home and at school),
have started before the age of 12, be present for at
least 6 months, and interfere with social and academic
performance.
DSM-5 (American Psychiatric Association, 2013)
Educational Strategies for ADHD
1. Cognitive Behavior Modification (CBM)
objective is to teach students problem-solving strategies and
self control
Students are instructed in a step by step procedure to
monitor and direct their behavior
The overall goal is for the students to spontaneously think
through situations in which they feel the impulse to act
quickly.
Examples:
Students are taught to deal with conflict by
1. Calming down before reacting impulsivity
2. Identifying feelings and expressing feelings in an
appropriate manner
3. Setting positive goals for themselves
4. Thinking of alternative solutions to problems
5. Trying a plan and evaluating results
Educational Strategies for ADHD
2. Social Skills Training
Purpose is to rectify social skills deficits through
direct and indirect instruction
Proactive approach seeks to change students’
disruptive behavior by focusing on teaching new skills
rather than the reactive approach of trying to
eliminate bothersome behaviors.
For example:
a student who acts out impulsivity might benefit
from learning to verbalize his or her feelings (i.e.,
proactive), rather than being sent to time out each time
(i.e., reactive)
Educational Strategies for ADHD
3. Contingency Management
Based on the principles of behaviorism
Students are rewarded when they demonstrate
appropriate behavior
Also include negative consequences for inappropriate
behavior
a. Token economy
is a form of Behavior
modification
designed to increase desirable
behavior, and decrease
undesirable behavior with the
use of tokens.
b. Response cost
the term used for
removing reinforcement
for an undesirable or
disruptive behavior.
in terms of Applied
Behavior Analysis it is a
form of
negative punishment
c. Contingency Contracting
is an if then agreement that states which actions under
certain conditions will result in specific outcomes
(Thompson 2012, p. 122).
Contingent contracts usually occur
when negotiating parties fail to reach an agreement.
The contract is characterized as "contingent" because the
terms are not final and are based on certain events or
conditions occurring. (Malhotra, Bazerman 2008
 Contract
I _______________, agree to_________ on or before _________. If I
meet this goal, I will earn ___________________________________.

Student’s Signature Date

_______________ ___________

Teacher’s Signature Date

_______________ ____________
Additional Signatures if needed
_____________________
4. Structured activity and movement
to sustain attention and reduces stress of trying to constantly restrain
motor activity
Techniques:
Learning centers, games
Planned student interactions, authentic learning experiences
Art, music, kinesthetic activity
5. Self- management Strategies
Helps time management
Helps students set realistic time and avoid procrastination
Organise materials is the key self- management strategy
6. Classroom Accommodations
The physical layout of a classroom is the most important in focusing
attention
 textbooks with shiny papers are problematic under fluorescent lights
 Hum and flickering fluorescent lights is a distraction must be replaced
with incandescent lights
 Soft, classical music can be soothing
• Educational Strategies for ADHD focus
on attention, organization, behavior
management and self management
Intervention that are useful for a child with
ADHD
A student with ADHD need
structure, consistency, and clear
consequences for behaviors;
direct instruction procedures for
social behavior and academic
skills, strategy instruction, self
monitoring instruction
Teaching techniques for students with ADHD

Starting a lesson
• Signal the start of a lesson with an aural cue, such as an egg
timer, a cowbell or a horn. (You can use subsequent cues to
show how much time remains in a lesson.)
• Establish eye contact with any student who has ADHD.
• List the activities of the lesson on the board.
• In opening the lesson, tell students what they’re going to
learn and what your expectations are. Tell students exactly
what materials they’ll need.
Conducting the lesson
• Keep instructions simple and structured. Use props, charts, and other
visual aids.
• Vary the pace and include different kinds of activities. Many students
with ADHD do well with competitive games or other activities that are
rapid and intense.
• Have an unobtrusive cue set up with the student who has ADHD, such as
a touch on the shoulder or placing a sticky note on the student’s desk, to
remind the student to stay on task.
• Allow a student with ADHD frequent breaks and let him or her squeeze a
rubber ball or tap something that doesn’t make noise as a physical
outlet.
• Try not to ask a student with ADHD perform a task or answer a question
publicly that might be too difficult.
•
Ending the lesson
• Summarize key points.
• If you give an assignment, have three different
students repeat it, then have the class say it in unison,
and put it on the board.
• Be specific about what to take home.
Assistive Technology

1. Non-technological
Assistive technology for
Students with ADHD
Highlighters
Porcupine Pens
 these are pens that have been
decorated with a hot glue gun to
make porcupines all over.
 They work really well for
students that need the tactile
feel.
 It helps students stay focused
instead of tapping pencils or
tearing paper or finding
something else to touch they
are getting the simulation from
the pen and thus, still focused
on their work.
Stress Balls
 stress ball is another
great way to keep
students who need tactile
items engaged and
focused on the lesson.
 A great replacement for a
stress ball can be a binder
clip – it serves the same
purpose
Graphic Organizers
• Can be used in all subjects and grade
levels.
• assist students in many ways and
can be differentiated for each student.
• make the material less intimidating for
students that shut down quickly.
• helps provide direction, help students
to organize content and to
also pick out the essential information.
Sticky notes
HIGH TECH ASSISTIVE TECHNOLOGIES
Clickers
• remote control looking
items that record student’s
answers to questions
ipads
• They can be easily moved around
with a child and have so many
different apps that can support the
child in whatever content or skill
where support is needed.
• engaging yet, also provide a great
tool for instruction.
• They are visual, hands on, and can
be auditory.
Text to Speech Programs
• create text to speech are great
for students who are auditory
learners, struggling readers, or
have visual impairments.
• allows the students to listen to
the text while following along
with the reading
Smartboards
• a great way to provide engaging
lessons and
differentiated instruction.
• student who needs physical
movement can be asked to perform a
specific task with the smartboard.
• provides them with the physical
movement, kinesthetic learning and a
visual reinforcement of the content
Thank you!