Chapter 6

Teaching Students with Special Needs in Inclusive Settings, 6eSmith, Polloway, Patton & DowdyISBN: 0138007845

© 2012, 2008, 2004 Pearson Education, Inc.

All rights reserved.

6-1

Chapter Six

Teaching Students with

Emotional and

Behavioral Disorders

Teaching Students with Special Needs, 6eSmith, Polloway, Patton & Dowdy



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i. The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked extent, which adversely affects educational performance:

(A) An inability to learn which cannot be explained by intellectual, sensory, or health factors;(B) An inability to build or maintain satisfactory 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 symptoms or fears associated with personal or school problems.

Federal Definition




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Federal Definition cont’d

ii. The term includes children who are schizophrenic. The term does not include children who are socially maladjusted unless it is determined that they are seriously emotionally disturbed.




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Assessment Procedures Behavioral Checklist

Clinical Interviews

Observations

Rating Scales

Personality Tests

Neurological Examinations




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Functional Behavioral Assessment

Defined as “an analysis of the contingencies responsible for behavioral problems”

(Malott, Whaley, & Malott, 1997, p. 433).

A functional assessment helps teachers better understand disruptive behaviors which can lead to more effective interventions.




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Manifestation of the Disability

Under IDEA 2004 guidelines, educators must determine whether the behavior in question was caused by, or has a direct and substantial relationship to the child’s disability, or if the behavior was the direct result of the school’s failure to implement the IEP.

The purpose of this mandate is to prevent the misapplication of disciplinary actions to students whose disability is directly related to their misbehavior.

Does the student possess requisite skills to engage in an appropriate alternate behavior?




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Demographic Data

As many as ten times more boys than girls are identified.

African-American students are almost twice as likely to be identified as might be predicted.

Living in poverty, single-parent households, and level of education of head of household are other distinguishing demographics.




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Educational Environment

Approximately 54% of all students identified as E/BD will spend most of their time in general education classrooms.

Students with E/BD are less likely to be

included in general education classrooms

than students with other types of disabilities.




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Causation and Risk Factors

Biological Family

School Related Factors

Cultural Influences




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Characteristics of students with EBD

Behaviorally disruptive

Non-compliant

Aggressive

Verbally abusive

Social skills deficits




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Academic Achievement Students with EBD

Fail more courses in school Are retained more frequently More likely to be absent from school Have lower grade point averages Drop out of school more frequently Les likely to graduate high school Have a pattern of underachievement

Reading Math Language Development




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Postsecondary and Adult Outcomes

High school dropout rates (although they are improving)

High rates of unemployment Low rates of post-secondary education Poor community adjustment Higher rates of participation in violence-related

activities Higher rates of contact with police, arrests,

and incarceration




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Effective Inclusive Practices

Challenges: Many EBD students aren’t identified early. Incongruence exists between student needs and

instructional practices used. Teachers are inadequately prepared. Services are fragmented. Zero-tolerance climate. Behaviors exhibited are associated with exclusive

practices.




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Promoting Inclusive Practices

Use programs in which peers act as buddies or tutors.

Focus on positive behaviors and providing reinforcements.

Use good-behavior games where all students work together to earn them rewards.

Promote student-teacher relationships.




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Secondary School Considerations

1. Meaningful relationships

2. Rigorous curriculum with academic support

3. Learning opportunities that are relevant and interesting to the student

4. Attention to more than academic skills

5. Active involvement of students and families in transition planning




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Problems in Social Skills Instruction

Only about half of students with E/BD benefit from social skills training.

Problems with generalization across settings have been noted in research.

To facilitate generalization, school-wide instruction, modeling, and reinforcement of appropriate social behaviors should be provided.

Greater success is obtained when the focus is on teaching specific social skills such as:

Social problem solving Social interaction Cooperation




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Instructional Adaptations(Wehby and colleagues (1998))

Providing appropriate structure and predictable routines

Establishing a structured and consistent classroom environment

Establishing a consistent schedule with set rules, consequences, and clear expectations




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Instructional Adaptations (Wehby and colleagues (1998))

Fostering positive teacher-student interactions with adequate praise and systematic responses to problem behaviors

Frequently implementing instructional sequences that promote high rates of academic engagement

Creating a classroom environment in which seatwork is limited and sufficient time is allotted for establishing positive social interactions




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Components of an Effective Positive Behavioral Support Program

Specialized individual behavior support for students with chronic behavior problems

Specialized group behavior support for students without-risk problem behavior

Universal group behavior support for most students




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Behavioral Intervention Plan

Required for students: whose behaviors impede their learning

or the learning of others who put peers at risk because of their

behaviors with disabilities for whom serious

disciplinary action is being taken who are dismissed from school for more than

ten days for misbehavior




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Steps in the Behavioral Intervention Planning Process

Collect background information Conduct functional behavioral assessment (FBA) Determine whether the behavior is related to the

student’s disability Determine specific goals Develop intervention strategies Implement the plan and evaluate its effectiveness Use information from the implementation of the

intervention to revisit the assessment information




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Physical Adaptations

Arrange traffic patterns to lessen contact and disruptions.

Arrange student desks to facilitate monitoring of students at all times.

Physically locate students with disruptive tendencies near the teacher’s primary location.

Locate students away from stored materials they find tempting.

Create spaces where students can do quiet work.

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