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Unformatted text preview: Emotional Disturbance Emotional Terminology Terminology Terms vary greatly Typically combination of Typically Column A
•Emotional •Behavioral •Social •Personal Column B
•Disturbance •Disorder •Maladjustment •Handicap •Disability •Impairment Historical Foundations Historical Childhood mental illness 1st 1930s 1930s Focused attention on interventions Focused 1960s 1960s articulated – Bower – 1960 – established definition Bower incorporated into 1963 federal legislation PL88-164 PL88-164 Long, Morse & Newman – 1965 – publish Long, Conflict in Classroom Conflict Hewitt – 1968 – publish The Emotionally Hewitt Disturbed Child in the Classroom Disturbed IDEA Definitional Elements IDEA
Student exhibits 1 or more of the following Student characteristics which adversely affects a child’s educational performance educational An inability to learn not attributable to An intellectual, sensory or health factors intellectual, An inability to build or maintain satisfactory An relationships with peers or adults relationships Inappropriate types of behaviors or feelings Inappropriate under normal circumstances under A general, pervasive mood of unhappiness, or general, depression depression A tendency to develop physical symptoms & tendency fears associated with personal or school problems problems IDEA Definition: Evidence Requirements IDEA
Characteristics must be exhibited over Characteristics EXTENDED period of time (i.e., chronic) EXTENDED Behaviors or responses consistently Behaviors present across environments for more than 6 months months AND behaviors of concern differ significantly or “to AND a marked degree” beyond spectrum of “normal” or common behaviors or responses for age group group Educational performance must be affected Cannot be due to social maladjustment Social Maladjustment Social Exclusionary criteria Any conduct disorder under APA Any classification, adjudicated youth, delinquent or pre-delinquent delinquent Students demonstrating low moral Students reasoning resulting in antisocial behaviors & differences in attitudinal or affective responses Students who willfully choose not to Students conform to societal expectation conform Causal Factors Causal Frequently unknown or unidentifiable Typically complex & of multiple origin Psychopathologies Temperament or behavioral style Physical health Biological factors Family factors Environmental, Social & School factors School Factors School School failure Developmentally inappropriate Developmentally expectations & discipline Incongruity between home, school & Incongruity community norms & expectations community Curricular Issues Instructional Issues Assessment Assessment
Any assessment of nature & degree of disordered Any behavior is contextual & subjective behavior Varies with cultural & social norms or Varies expectations expectations Assessments must Assessments be completed by trained personnel across settings, times and conditions Assessments should include behavior rating Assessments scales, standardized intelligence, achievement & personality measures, formal and informal observational based measures. observational Functional Behavioral Assessments Functional Considers the function of behaviors within a Considers context context Should be part of any initial and re-evaluation of Should ED student ED Must be done across settings, contexts and over Must extended periods of time extended Must be completed by multiple personnel trained Must to Accurately define, observe, analyze and Accurately interpret behaviors interpret Accurately identify antecedents to behaviors Prevalence Prevalence Prevalence stats vary greatly True prevalence of mental illness in population True = 3 to 8 percent to School identification ranges from 8 % to 30% Over-identification Over-identification • minority (i.e. Black or Hispanic) males Asian male placement is on the rise • Low SES students % of students in ED higher in older age groups of (i.e., ages 12-17) (i.e., Characteristics Characteristics All demonstrate significantly deviant All behaviors from the norm behaviors Deviation ranges from mild to severe Mild = meets minimal DSM criteria Severe = meets all or exceeds criteria Degree to which functioning is impaired Physical danger posed to self or others Frequency & Chronicity of behavior Resistance of behavior to intervention Severity typically based on Characteristics Characteristics Demonstration of behaviors that interfere with Demonstration education common to students with ED are education Not responses to failure or academic Not frustration frustration Not socially common or learned behaviors Irrational, pervasive and consistent across Irrational, activities, settings and conditions activities, Inappropriate responses to stimuli or situation Age inappropriate Can be externalizing or internalizing Externalizing Behaviors Externalizing Overt, undersocialized Fighting, disobedience, destruction of Fighting, property, dominating others, being disruptive, “blowing up” easily, hitting, temper tantrums, refusing to follow directions, noisy/boisterous, bullying, cursing bullying, Lying, stealing, cheating, being Lying, uncooperative, staying out late, truancy, setting fires, alcohol & drug use, gang activity, passive noncompliance, “bad companions” passive Covert, socialized Internalized Behaviors Internalized Overt, undersocialized Anxious, shy, tense, sad or depressed, feelings Anxious, of inferiority, lacking self-confidence, cries easily, excessive worrying easily, Fearful, bashful, timid, aloof, hypersensitive, Fearful, easily hurt, self-conscious, prefers solitary activity activity Covert, socialized Required Readings Required NICHY ED Disability Fact Sheet - PDF located on Moodle LA Bulletin 1508 pp. 15 & 16 View “Testimony by Hershal Walker” – first person perspective View http://www.youtube.com/watch?v=BDghLewnDy4&feature=related http://www.youtube.com/watch?v=BDghLewnDy4&feature=related View “Torn: A Family’s Struggle with Bipolar Disorder” View http://www.youtube.com/watch?v=uHNsca8WBvI View “Cutting on Campus (College Health Guru)” http://www.youtube.com/watch?v=0pm9STdbx8I View “Dying to be Thin (College Health Guru)” http://www.youtube.com/watch?v=jENeKOdhpGo&NR=1 Howie Mandel's Lifetime Struggle Howie http://www.youtube.com/watch?v=9i4Dv5u6C6Y ...
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- Spring '11