CH+6_EBD.doc - Name Date ID Guided Notes 4344 Emotional...

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Name Date: ID#___ Guided Notes- 4344 Emotional Disturbance Note: Guided notes are completed (typed) before class using the text & hand-written notes added in class. Smith, T.E.C., Polloway, E.A., Patton, F. R., & Dowdy, C. A. (2008). Teaching students with special needs in inclusive settings (6 th Ed.). Boston, MA: PEARSON/Allyn and Bacon. Disability and Abbreviation 1. IDEA definition a. Emotional and behavioral disorder: the term means exhibiting one or more of the following characteristics over a long period of time and to a marked extent, which adversely affects educational performance: b. An inability to learn which cannot be explained by intellectual, sensory, or health factors. c. An Inability to build or maintain satisfactory relationships with peers and teachers. d. Inappropriate types of behaviors or feelings under normal circumstances. e. A general pervasive mood of unhappiness or depression; or f. A tendency to develop physical symptoms or fears associated with personal or school problems. 1. 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. 2. Identification and Eligibility Bower federal definition characteristics: 1. Inability to learn 2. Relationship problems 3. Inappropriate behavior 4. Unhappiness or depression 5. Physical symptoms or fears. Evaluation of EBD students should be done because: 1. Identification 2. Assessment of intervention purposes 3. Eligibility for special services Teachers play a crucial role in identifying these students. Teachers need to be aware of characteristics of EBD and monitor student’s behavior closely. Once a student has been identified as possibly having EBD they are referred for formal evaluation. Some of the assessment techniques used to identify these students are: Clinical interviews
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Observation Rating scales Personality tests Neurological exams Strength-based assessment is based on the idea that all students have strengths, and if a student is tested for their strengths as well as their weaknesses it may help in motivating them in area where they struggle. These students and their families are more likely to embrace a treatment that includes some focus on strengths.
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