BY: SALLY HART, LSSP 817-408-4061

SALLY.HART@GRANBURYISD.ORG

ED and AU in the School Setting

Emotionally Disturbed (ED)

Means a condition exhibiting one or more of the following characteristics over a long period of time (more than 6 months) and to a marked degree that adversely affects a child’s educational performance

(a) An inability to learn that cannot be explained by intellectual, sensory, or 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. (e) A tendency to develop physical symptoms or fears associated with personal or school problems

Emotional disturbance includes schizophrenia. It does not apply to a child who is socially maladjusted unless the child has been found to have an emotional disturbance. Not due to a medical condition or conduct disorder.

ED is NOT!

Social Maladjustment -Lack of exposure to school setting-Culture and lifestyle factors

Conduct Disorder -Aggression against people or animals-Property destruction-Lying or theft-Serious rule violation

Behavior caused by a medical condition

Characteristics for Eligibility of ED

(a) An inability to learn that cannot be explained by intellectual, sensory, or health factors.-student is not making academic progress but has an average IQ, no learning

difficulties and no health concerns

(b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. -student does not have friends, friendships are abnormal or not appropriate, not able to connect with any school staff

(c) Inappropriate types of behavior or feelings under normal circumstances. - student is aggressive, has anger problems, problems with impulse control, maladaptive feelings or behaviors, not able to control their feelings or behavior

(d) A general pervasive mood of unhappiness or depression. - student demonstrates unhappiness or depression across settings, deep internal struggle, affects the student’s ability to experience enjoyment

(e) A tendency to develop physical symptoms or fears associated with personal or school problems

- anxiety issues that are related to a school or a personal problem and not a medicalcondition

Impact of Disability

Academic -Skill deficits-Trouble beginning tasks-Difficulty maintaining attention -Problems completing tasks- Difficulty retaining information

Behavior a) Externalizing (acting out)b) Internalizing (withdrawing)c) Interaction with others (making and keeping

friends)

General Behavior Recommendations for Students with ED

Classroom Management - Identify 3 – 5 clear, concise , positively stated rules (taught, modeled, practiced, reinforced)-Reinforce appropriate behavior-Predictable schedule/environment/routine-Active monitoring-Provide corrective feedback privately-Avoid power struggles between student and staff-Use curricular interventions Assignments broken into smaller parts and modified

Breaks given as neededStudent strengths utilized to learn new materialOpportunities for choice making

-Teach relaxation techniques-Teach alternate behaviors-Teach social skills proactively (Teach, model, practice and reinforce skills)-Teach self-regulating skills-Creating situations where the student can succeed and avoiding situations where the student is likely to fail

Strategies continued

Teach expected behavior (tell, show, practice) Encouraging expected behavior (incentives) (social praise) Discouraging problem behavior (clear consequences) Visual reminders and cool down areas /break cards Focus on proactive strategies and not reactive strategies

Proactive Reactive

- teach new behaviors -does not promote new learning -reinforce appropriate behavior -may stop the behavior momentarily -emphasize positive expectations -emphasize negative consequences - point systems -planned ignoring -modeling -loss of activities & privileges-behavior contracts -punishment

Individualized Behavior Support

Functional Behavior Assessment (FBA) - Antecedent-Behavior-Consequences- Function of behavior (attention, control, escape, sensory)

Behavior Intervention Plan -Target behaviors and replacement behaviors -Structured plan to follow

Reinforcement Survey or Interest Inventory - Find proper rewards or reinforces

Behavior Contracts or Behavior Charts - Individualized and get student buy in

My Contract: Name: Date: These are my goals: 1.I will not speak in a baby voice. 2.I will not touch other students inappropriately. 3.I will follow teacher directions and requests. These are my consequences if I don’t meet my goals: - No choice of extra rewards or activities - Phone call/Email home - Possible Visit to offi ce or office referral These are my rewards/reinforcers if I meet my goals:

- Play a game with preferred adult - Free time to do activity of choice - Earn reward - Extra time to do science activity - Good note home

Signatures:

Name: ________________________ Date: __________

I will get a sticker if I have 12/ 18 .

I will get a reward if I have no .

Breakfast/ Morning meeting

Lunch

Writing

Recess

Restroom Restroom

Specials Walk to/ f rom Lunch/ recess

Restroom

Story/ naptime

Walk to/ f rom specials

Restroom

Math Stations

Work Stations

Restroom/ wash hands f or lunch

Restroom

Story/ pass out stuff

Pack up/ Go Home

Behavior Contract Effective Dates: From to Student will receive a (+) mark on his chart each 15 min when he does the following:

Remains awake in class, with his head up off of his desk Responds appropriately to teacher requests/directives

Student’s day is broken down into nineteen 15 min sections from 7:45 to 2:45. When Student has 3 out of the 6 possible (+) marks in the morning he will receive a sticker for his chart and one of the following rewards:

Computer time – 10 minutes Choose a prize from the Treasure Box Positive visit with a preferred adult

When he has 4 out of 7 in the next grouping of 15 minute sections he will have a sticker for his chart and the following reward:

Computer time – 10 minutes Choose a prize from the Treasure Box Positive visit with a preferred adult

Lastly, when he receives 3 out of 6 (+) in the remaining section he will have a sticker for his chart and be able to participate in the following additional activity:

Computer time – 10 minutes Choose a prize from the Treasure Box Positive visit with an adult

Bonus: If Student is able to obtain 2 out of the 3 possible rewards during the day he may earn the opportunity to either:

Play Legos with a preferred adult for 15 minutes Play Sorry with a preferred adult for 15 minutes

The student, Student, helped create this agreement. He understands and agrees to the terms of this behavior contract. Student Signature: The teachers and mother also agree to carry out their parts of this agreement. Student will receive (+) or (-) marks on his behavior chart when he fulfills his goals. The rewards agreed upon will then be completed when he is able to achieve his goal. Teacher Signature:

Parent Signature:

  Monday Tuesday Wednesday Thursday Friday

7:45-8:00          

8:00-8:15          

8:15-8:30          

8:30-8:45          

8:45-9:00          

9:00-9:15          

 Total from 1st Section

  Sticker? (3/6)

 Sticker? (3/6)

 Sticker? (3/6)

 Sticker? (3/6)

 Sticker? (3/6)

9:25-9:40          

9:40-9:55          

9:55-10:10          

10:10-10:25          

10:25-10:40          

10:45-11:00          

11:00-11:15          

 Total from 2nd Section

  Sticker? (4/7)

 Sticker? (4/7)

 Sticker? (4/7)

 Sticker? (4/7)

 Sticker? (4/7)

11:15-11:25 (10 minutes)          

11:30-11:45          

11:45-12:00          

1:55-2:10          

2:10-2:25          

2:25-2:45 (20 minutes)          

 Total from 3rd Section

  Sticker? (3/6)

 Sticker? (3/6)

 Sticker? (3/6)

 Sticker? (3/6)

 Sticker? (3/6)

Daily Total Stickers (2 stickers = Reward) (2 stickers = Reward) (2 stickers = Reward) (2 stickers = Reward) (2 stickers = Reward)

Positive Reinforcement Systems

Mystery motivators SpinnersToken Systems Treasure Box Connect the Dot Charts

Autism Spectrum Disorder in the School Setting

The student has a developmental disability significantly affecting verbal communication.

The student has a developmental disability significantly affecting nonverbal communication

The student has a developmental disability significantly affecting social interaction

Other characteristics associated with autism that the student manifests: Engagement in repetitive activities and stereotypical movements. Resistance to environmental changes or change in daily routine. Unusual responses to sensory experiences.

- Must be negatively affecting the students educational performance- A student may not be considered a student with Autism if the child’s

educational performance is adversely affecting do to an Emotional Disturbance

Strategies for AU Students

Structured Schedule Warning of changes in routine Social skills trainingVisuals reminders of expected behavior

/schedule/token board Non verbal cuing systemSocial Stories (personalize) Reduce distracting stimuli Speech therapy Group counseling vs individual

Visuals

Rewards

Computer Time

Prize from the Treasure Box

Positive visit with an adult

Play a game with an adult

Pay Attention and stay awake

Sit down correctly in chair

Do not put your head down or sleep

Listen to teacher

Do your classwork

Quiet Voice

I may get excited in class when I am happy or when I get a question right.

It is ok to be happy and excited, but I have to keep my voice at a low level.

I am not allowed to scream or raise my voice in class or anywhere else at school.

Communication is key

Consistency between home and school on the behavior strategies and reinforcements

Open line of communication both ways

In home Training

Related service counselor at school and outside counselor

Resources

www.interventioncentral.orgwww.speakingofspeech.com www.cindysautisticsupport.comwww.do2learn.comwww.thewatsoninstitute.orgwww.freeprintablebehaviorcharts.com

The Tough Kid Book and Toolbox (Practical Classroom Management Strategies) by: Ginger Rhode, William Jenson, & Kenton Reavis

The Parent’s Guide (Solutions to Today’s Most Common Behavior Problems in the Home) by Stephen McCarney & Angela Bauer