mental retardation, giftedness, and ebd

Mental Retardation, Giftedness, and Emotional Behavioral Disorder

Lizamarie Campoamor-Olegario

Core Features of Abnormal Behavior (Mental Illness)

• Maladaptive Behavior– maladaptive to one’s self

• inability to reach goals and

• to adapt to life’s demands

– maladaptive to society • interferes, disrupts social group functioning

• Loss of ability to control – thoughts, behaviors, or feelings adequately

• Mental Disorder– Significant impairment in psychological

functioning

Disability %

• Specific learning disabilities 51.1• Speech/Lang. impairments 20.8• Mental retardation 11.6• Serious emotional disturbance 8.7• Visual impairments .5• Autism .5• Deaf-blindness < 0.1

Mental retardation

Mental Retardation

• Intellectual Disability– Politically more correct

• Significantly sub-average Intelligence– benchmark is below 70 IQ

• Onset before age 18• Affects about 1% of general population• Note: Cannot use IQ alone to diagnose

MR

Mental Retardation

• Significant impairment in at least 2 adaptive skills areas:– Daily Living Skills

– Personal Social Skills

– Occupational Skills

– Communication

– Self-Care

– Home Living

– Social Skills

– Community Use

– Self-Direction

– Health and Safety

– Functional Academics

– Leisure

– Work

Categories of Mental Retardation

• Mild (IQ 70-50)– About 85% of persons with MR

– Focus on basic academics

– Good vocational prognosis

– Can achieve success at about the 6th grade

– MA is upto 12 yrs old only

Categories of MR

• Moderate (IQ 35-50)– Focus on self-help skills,

low-level vocational training, sheltered workshops

– Some independence possible


• Severe (IQ 20-35) & Profound (IQ < 20)– Custodial care - basic living skills


Causes/ Risk Factors

• Mild MR: socio-cultural and family environment

• Socio-Cultural Conditions– Poverty, homelessness, overcrowding,

stressful living conditions, nutritional insufficiency

• Family Environment– Parents who are immature, mentally ill,

abusive, or criminal; poor child discipline; severe marital or relationship problems


• More severe MR: genetic and other organic factors

• Heritability of intelligence - 50% • Prenatal infections and toxic substances

– Fetal alcohol syndrome or milder fetal alcohol symptoms

– Fetal addiction/ drug use

– Smoking

– Exposure to lead and mercury

– Untreated maternal high blood pressure or diabetes


• Infections (TORCH)– Toxoplasma infection (toxoplasmosis)

• mostly associated with cats, undercooked meats

– Other infections• Hepatitis B, syphilis, and the virus that causes

chicken pox, herpes zoster.

– Rubella/ German measles

– Cytomegalovirus/ mononucleosis

– Herpes simplex, sexually transmitted disease

• Birth injuries: hypoxia, intracranial hemorrhage


• Head traumas: shaken baby syndrome• Chromosomal Abnormalities

– Phenylketonuria (PKU)• inability to metabolize

phenylalanine

– Turner’s syndrome (XO)• females having a single

x chromosome

– Down’s syndrome or trisomy 21


– Klinefelter’s syndrome• xxy appears in the

23rd chromosome in males

– XYY • abnormally large aggressive males who may

become aggressive criminals

– trisomy 13 (Palau’s syndrome)

– trisomy 18 (Edward’s syndrome)

– Triple x, – 1:1000 to 2000 females


• Metabolic and Other Birth Defects– Biotinidase deficiency– Galactosemia– Homocystinuria– Maple Syrup Urine Disease (MSUD)– PKU (phenylketonuria)– Tyrosinemia– Congenital Hypothyroidism– Sickle cell disease – Toxoplasmosis– Duchenne muscular dystrophy

“Behavioral” Difficulties

• Environmental– inappropriate school setting

– bullying

– social outcast

– domestic violence

– physical/ sexual abuse

– insecure family situation

– loss of important caregivers/ supports

• Medical– seizures

– other undiagnosed medical illnesses

“Behavioral” Difficulties

• Psychiatric Illness– Much higher incidence

than for general child population

– 27% to 71% of children with MR have one or more co-morbid psychiatric diagnoses

– Prevalence is underestimated

– Psychopathology is more likely to cause

IEP Goals and Objectives

• Focus on habilitation – i.e., skills for successful adult living

• “…daily life, citizenship, and future career”

• Emphasize Functional Academics– remember: prompts, additional direct

instruction & extra guided practice

• Functional Practice Activities – address skill areas for adult expected

outcomes


• Functional reading– Signs, newspapers, magazines, menus,

schedules, phone book, advertisements, directions, labels

• Functional writing– Shopping list, notes, email, letters, job

application, forms, messages

• Functional math– Purchasing, budgeting, comparison

shopping, banking, using a credit card, food preparation, measurement, time


• Improving General Work Habits– Attendance and punctuality

– Work completion & quality

– Working with others

– Following directions

– Working at a satisfactory rate

– Accepting supervision

– Demonstrating occupational safety skills

Inclusion of student with Severe Disabilities

• Six Principles– Parental involvement essential

– Students with MR can receive positive academic and learning outcomes

– Students with MR realize acceptance, interactions, and friendships

– Positive outcomes accrue to students without disabilities (e.g., Educating Peter)

– Collaborative efforts between school personnel is essential for success

– Curricular adaptations are vital

giftedness

What is “Gifted?”

• Traditional Definition– IQ > 130

– Top 2.2% of Population

– Superior mental ability requiring differentiated instruction/curriculum

• Problems– IQ testing culturally biased, difficult/costly

to administer

– More expansive definition needed to provide services for children who may not fit into traditional idea of giftedness

What is “Gifted?”• Contemporary Definitions

– Gardner’s Multiple Intelligences

– Sternberg’s Triarchic Theory• Analytic Giftedness

– Intellectual Abilities/ Problem Solving

• Synthetic Giftedness– Creativity/ Insightfulness/

Intuition

• Practical Giftedness– Applying above to everyday

situations

• Definitions vary

Giftedness Can Be Seen Through Any of These

• Can operate on multiple brain channels simultaneously and process more than one task at a time

• Has a passionate interest in one or more topics, and would spend all available time learning more about that topic if he or she could

• Is able to deal with concepts that are too complex and abstract for age peers

Giftedness Can Be Seen Through Any of These

• Learns new material faster, and at an earlier age, than age peers

• Remembers what has been learned, making review unnecessary.

Some early signs of giftedness• Abstract reasoning &

problem-solving skills • Advanced progression through

developmental milestones • Curiosity • Early & extensive language development • Early recognition of caretakers

(for example, smiling) • Enjoyment and speed of learning • Excellent sense of humor • Extraordinary memory

Some early signs of giftedness

• High activity level • Intense reactions to noise, pain, or

frustration • Less need for sleep in infancy • Long attention span • Sensitivity and compassion • Perfectionism • Unusual alertness in infancy • Vivid imagination

(for example, imaginary companions)

Skills demonstrated by gifted and average children

Gifted Average

Recognized Letters by Age 2 56% 33%

Recognized First Word by Age 2 31% 15%

Sight Read Easy Reader by Age 4 50% 22%

Sounded Out New Words by Age 4 42% 13%

Solved a 20-Piece Puzzle by Age 3 81% 49%

Showed an Interest in Time by Age 2 24% 5%

Told Time in Hours by Age 5 61% 28%

Counted to Ten by Age 3 52% 24%

High Degree of Math Understanding 40% 8%

Comparison of Gifted Children and Bright Children

A Bright Child: A Gifted Learner:

Knows the answers Asks the questions

Is interested Is highly curious

Is attentive Is mentally and physically involved

Has good ideas Has wild, silly ideas

Works hard Plays around, yet tests well

Answers the questions Discusses in detail, elaborates

Comparison of Gifted Children and Bright ChildrenA Bright Child: A Gifted Learner:

Top group Beyond the group

Listens with interest Shows strong feeling & opinions

Learns with ease Already knows

6-8 repetitions for mastery

1-2 repetitions for mastery

Understands ideas Constructs abstractions

Enjoys peers Prefers adults


Grasps the meaning Draws inferences

Completes assignments

Initiates projects

Is receptive Is intense

Copies accurately Creates a new design

Enjoys school Enjoys learning

Absorbs information Manipulates information


Technician Inventor

Good memorizer Good memorizer

Enjoys sequential presentation

Thrives on complexity

Is alert Is keenly observant

Is pleased with own learning

Is highly self-critical

Other Characteristics of the Gifted

• First-borns and only children more likely to be identified as gifted

• Children of gifted parents• Visual-spatial learners

more prevalent • Approx. 1/6 of gifted children have some

sort of co-morbid learning disability– Dyslexia, ADHD, Central Auditory

Processing Disorder

– making identification difficult


• More likely to be introverted than general population

• Asynchronous development– May be advanced in one or more areas and

behind in another

– Exacerbated by heightened emotional intensity often found in gifted children

• Csikszentmihalyi’s “Flow” Theory


• “Overexcitabilites”• Too creative” for

IQ tests

Issues gifted children and adolescents face

• Understanding and accepting what it means to be gifted

• Evaluating one’s life relative to different measures of success

• Recognizing the difference bet. “better at” & “better than.”

• Coping with the frustration of having too many options

Issues gifted children and adolescents face

• Overcoming the barriers of others’ expectations (No matter how well they do, there is always someone telling them they could have done better)

• Understanding the concept of asynchronous development (Being a child with the intellectual ability of an adult.)

• Becoming an advocate for one’s own self-interests.

• Understanding the role of socialization.

Things Parents Can Do…

• Evaluate your parenting style – focus on positive aspects of behavior

– allow for unstructured time

– balance permissiveness with authority.

• Discipline doesn't have to be negative• Provide an enriched environment• In order to avoid stress, children need to

– be physically fit and learn to relax

– learn to break tasks into manageable bites

– need to have positive role models

Things Parents Can Do…

• Creativity requires a nurturing, expressive climate

• Help your child learn critical thinking, problem solving, and study skills

• Make learning fun

Things that Hinder Creativity in Gifted Children

• Insisting that children do things the "right way"

• Pressuring children to be realistic, to stop imagining

• Making comparisons with other children• Discouraging children's curiosity

Problems Associated with Characteristic Strengths

Strengths Possible Problems

Acquires and retains information quickly.

Impatient with slowness of others; dislikes routine and drill; may resist mastering foundational skills; may make concepts unduly complex.

Inquisitive attitude, intellectual curiosity; intrinsic motivation; searching for significance.

Asks embarrassing questions; strong-willed; resists direction; seems excessive in interests; expects same of others.

Ability to conceptualize, abstract, synthesize; enjoys problem-solving and intellectual activity.

Rejects or omits details; resists practice or drill; questions teaching procedures.

Problems Associated with Characteristic StrengthsStrengths Possible Problems

Can see cause--effect relations.

Difficulty accepting the illogical-such as feelings, traditions, or matters to be taken on faith.

Love of truth, equity, and fair play.

Difficulty in being practical; worry about humanitarian concerns.

Enjoys organizing things and people into structure and order; seeks to systematize.

Constructs complicated rules or systems; may be seen as bossy, rude, or domineering.



Large vocabulary and facile verbal proficiency; broad information in advanced areas.

May use words to escape or avoid situations; becomes bored with school and age-peers; seen by others as a "know it all."

Thinks critically; has high expectancies; is self-critical and evaluates others.

Critical or intolerant toward others; may become discouraged or depressed; perfectionistic.

Keen observer; willing to consider the unusual; open to new experiences.

Overly intense focus; occasional gullibility.



Creative and inventive; likes new ways of doing things.

May disrupt plans or reject what is already known; seen by others as different and out of step.

Intense concentration; long attention span in areas of interest; goal-directed behavior; persistence.

Resists interruption; neglects duties or people during period of focused interests; stubbornness.

Sensitivity, empathy for others; desire to be accepted by others.

Sensitivity to criticism or peer rejection; expects others to have similar values; need for success and recognition; may feel different and alienated.



High energy, alertness, eagerness; periods of intense efforts.

Frustration with inactivity; eagerness may disrupt others' schedules; needs continual stimulation; may be seen as hyperactive.

Independent; prefers individualized work; reliant on self.

May reject parent or peer input; non-conformity; may be unconventional.

Diverse interests and abilities; versatility.

May appear scattered and disorganized; frustrations over lack of time; others may expect continual competence.

Problems Associated with Characteristic StrengthsStrengths Possible Problems

Strong sense of humor.

Sees absurdities of situations; humor may not be understood by peers; may become "class clown" to gain attention.

Adapted from Clark (1992) and Seagoe (1974)

Famous gifted people

• Albert Einstein – was always at the top of his class

– but hated school because of strict rules and rote learning

– one of his greatest works, the theory of relativity

• Thomas Alva Edison – greatest inventor of all time

light bulb and the phonograph

– teachers complained his inattentiveness

Famous gifted people

• Leonardo Da Vinci – the quintessential Renaissance Man

– an engineer and a painter, a mathematician and a musician, a writer and an architect

– had more talent than his masters, but he owed his learning to them

School Factors that Fail Gifted Students (Hansen & Toso, 2007)

• Lessons that don't engage their interests • Lack of meaningful relationships with

teachers • Detachment from classmates

– A gifted child is still a child

– Acceptance from those around them

• Economic Status• Interpersonal Relationships

– Giftedness does not always come with a high social aptitude

School Factors that Fail Gifted Students (Hansen & Toso, 2007)

• Experience of Loss– death of one family member or the divorce

of parents Isolation

• Isolation– Gifted students that fall behind don't

associate with the group of high achievers

Strategies for Teaching Gifted and Talented Students

• Create alternative activities that go beyond the regular curriculum.

• Work with students to design an independent project that they would be interested in completing for credit.

• If possible, involve students in academic competitions in your area.

• Create tiered assignments, which have different expectations for different levels of learners.

Common Myths

• Gifted students do not need help. • The social and emotional development of

the gifted student is at the same level as his/her intellectual development.

• Gifted students need to serve as examples to others, and they should always assume extra responsibility.

• Gifted students are naturally creative and do not need encouragement.

Emotional behavioral disorder

Emotional & Behavioral Disorders (EBD)

• a condition in which behavioral or emotional responses of an individual are so significantly different in degree and/ or kind from his/her generally accepted age appropriate, ethnic, or cultural norms


• adversely affect performance in one or more areas– self-care

– social relationships personal adjustment

– academic progress

– classroom behaviors

– work adjustment


• The child/ youth demonstrates four (4) or more of the following:– An inability to establish or maintain

satisfactory relationships with peers or adults

– A general mood of unhappiness– Inappropriate behavior or

feeling under ordinary conditions


– Continued difficulty in coping with the learning remedial intervention

– Physical symptoms or fears associated with personal or school problems

– Difficulties in accepting the realities of personal responsibility accountability

– The behavior is a danger to himself, other people, or property


• All five of these qualifiers must exist: – Behavior significantly different in

degree and/ or kind from applicable normative data

– Behavior is adversely affecting educational performance in one or more areas Behavior is not a transient response to stressors in the student’s environment


– Behavior persists after intervention and support

– Behavior is displayed in multiple environments, one of which must be in school

A Note on Terminology• No generally agreed-on definition • Variety of terms:

– emotionally disturbed– socially maladjusted– psychologically disordered– emotionally handicapped– Psychotic– serious emotionally disturbed

• The term behavior disorder is currently and more frequently being used by many professional and parents

Prevalence of EBD

• 2% of the school-age population (USDOE estimate)

• More males than females• Older students identified more than

younger• Poverty appears to double the risk of

EBD• African American males are

overrepresented

Causes of Emotional Disorders

• Biological Factors– genetic, neurological, or

biochemical

– prenatal drug exposure

• Environmental Factors– (a) an adverse early rearing

environment

– (b) an aggressive pattern of behavior displayed on entering school

– (c) social rejection by peers.

Causes of Emotional Disorders

• Family– child abuse

– disrupted

• Society– impoverished

environment, including poor nutrition

– a sense of frustration and hopelessness

Classification of EDB (DSM-IV)

• Disruptive or externalizing behavior– attention-deficit

hyperactivity disorder

– conduct disorder

– oppositional defiant disorder

• Emotional or internalizing behavior– anxiety

– Depression

Classification of EDB (DSM-IV)

• Other disorders that do not fit into this classification system– Autism

– Schizophrenia

– Eating disorders

Externalizing behavior disorders

• Conduct disorder (disruptive behavior)– a repetitive and persistent

pattern of behavior in which the basic rights of others or major age-appropriate societal norms or rules are violated, as manifested by the presence of three or more of the following criteria in the past 12 months, with at least one in the past 6 months:

Externalizing behavior disorders: Conduct Disorder

• Aggression to people or animals– often bullies, threatens, or intimidates

– often initiates physical fights

– has used a weapon that can cause physical harm to others (bat, brick, broken bottle, knife, gun, etc.)

– has been physically cruel to people

– has been physically cruel to animals

– has stolen while confronting a victim (e.g., mugging, purse snatching, extortion, armed robbery)

– has forced someone into sexual activity


• Destruction of property– has deliberately engaged in fire setting w/ the

intention of causing serious damage

– has deliberately destroyed another's property (other than setting fire)

• Deceitfulness or theft– has broken into someone else's home,

building, or car

– often lies to obtain goods or favors or to avoid obligations

– has stolen items of nontrivial value without confronting a victim (shoplifting, forgery, etc.)


• serious violation of rules– often stays out at night despite parental prohibitions,

beginning before age 13– has run away from home overnight at least twice while

living in parental or parental surrogate home (or once without returning for a lengthy period)

– is often truant from school, beginning before age 13.

– The disturbance in behavior causes clinically significant impairment in social, academic or occupational functioning.

– If the individual is age 18 years or older, criteria are not met for antisocial personality disorder.


• Oppositional defiant disorder (ODD)– less severe form of Conduct disorder.

– a pattern of negativistic, hostile, and defiant behavior lasting at least 6 months, during which 4 or more of the following are present:

• often loses temper• often argues with adults• often actively defies or refuses to comply with

adult's requests or rules• often deliberately annoys people• often blames others for his or her mistakes or

behavior.• is often touchy or easily annoyed by others


• is often angry and resentful

• is often spiteful or vindictive

– The disturbance in behavior causes clinically significant impairment in social, academic, or occupational functioning.

– The behaviors do not occur exclusively during the course of a Psychotic or mood disorder.

– Criteria are not met for Conduct Disorder, and, if the individual is 18 years or older, criteria are not met for Antisocial Personality Disorder.

Internalizing behavior disorders

• Anxiety disorders – General Anxiety

• anxiety and excessive worry most of the time, present six months or more

• lives in a state of constant nervousness

• usually overreact to any type of stress

• have trouble making decisions and when they actually do, this usually causes additional worries

– Panic Attack

Internalizing behavior disorders: Anxiety Disorders

– Phobias • fear of a specific stimulus or a situation

sufferer usually knows that the fear is irrational but cannot do anything about it

– Obsessive-Compulsive Disorders (OCD)• know that their behavior is irrational and repugnant

but are unable to resist• Obsession: persistent intrusion of unwelcome thoughts,

images, or impulses that cause anxiety (repeated doubts, requirements to have things in a specific order, etc.)

• Compulsion: an irresistible urge to carry certain acts or rituals that reduce anxiety (hand washing, checking, praying, counting, repeating words silently, etc.)

Examples of Obsessions


– Post-Traumatic Stress Disorder (PTSD) • can develop following exposure to an extremely

traumatic event or series of events in a child’s life, or witnessing or learning about a death or injury to someone close to the child

• symptoms must occur within one month after exposure to the stressful event

• responses include flashbacks, guilt, intense fear, helplessness, difficulty falling asleep, nightmares, persistent re-experiencing of the event, numbing of general responsiveness, or increased arousal.

• may repeat their experience in daily play activities, or may lose recently acquired skills, such as toilet training or expressive language skills.

http://www.iandodds.co.uk/index.php?showimage=80


• Mood/ Affective Disorders – disturbances of normal

mood– Bipolar disorders

• formerly known as manic-depression

• patient experiences swings from depression (extreme sadness) to mania (extreme happiness) with no discernable external cause


– Depressive disorders• major depressive disorder - in a depressed mood

for most of the day, nearly everyday or has lost interest or pleasure in all, or almost all activities for a period of at least 2 weeks

• individual experiences major depressive episode and depressive characteristics, such as lethargy and hopelessness, for at least 2 weeks and of the nine (9) at least two (2) must be present


– i. depressed mood most of the day– ii. reduced interest or pleasure in all or most

activities– iii. significant weight loss or gain, or significant

decrease or interest in appetite– iv. trouble sleeping or sleeping too much– v. psychomotor agitation or retardation– vi. Fatigue or loss of energy– vii. Feeling worthless or guilty in an excessive or

inappropriate manner– viii. Problems in thinking,

concentrating, or making decisions– ix. Recurrent thoughts of suicide or

death


– Dysthymic disorder • generally more chronic (continuing in a long time

or recurring) and has fewer symptoms than major depressive disorder

• symptoms:– i. no major depression episode during the first 2

years– ii. depressed mood for at least 2 years not broken

by normal mood more than two months– iii. two or more of these six symptoms must be

present: poor appetite or overeating, sleep problems, low energy or fatigue, low self-esteem, and feeling of hopelessness

Low Incidence Disorders

• occur very infrequently but are quite serious when they do occur

• Schizophrenia– 1 percent of the general population

over the age of 18

– characterized by loss of contact with environment and personality changes

– involves bizarre delusions (such as believing one's thoughts are controlled by the police)

– hallucinations (such as voices telling one what to think)

Low Incidence Disorders– "loosening" of associations (disconnected

thoughts)– Incoherence, disorganized speech– Subtypes of schizophrenia

• a. disorganized schizophrenia: individual has delusions and hallucinations that have little or no recognizable meaning – hence, labeled disorganized

• b. catatonic schizophrenia: characterized by bizarre motor behavior, which sometimes take a form of a completely immobile stupor

• c. paranoid schizophrenia: characterized by delusions of reference, or grandeur, and persecution

• d. undifferentiated schizophrenia: characterized by disorganized behavior, hallucinations, delusions, and incoherence


• Eating Disorders– Anorexia nervosa:

the relentless pursuit of thinness • Person refuses to maintain normal

body weight for age and height

• Weighs 85% or less than what is expected for age and height

• In women, menstrual periods stop. In men levels of sex hormones fall.

• often includes depression, irritability, withdrawal, and peculiar behaviors such as compulsive rituals, strange eating habits, and division of foods into "good/safe" and "bad/dangerous" categories

Low Incidence Disorders– Bulimia nervosa:

the diet-binge-purge disorder • Person binge eats

• Feels out of control while eating

• Vomits, misuses laxatives, exercises, or fasts to get rid of the calories

• Diets when not bingeing. Becomes hungry and binges again

• Believes self-worth requires being thin

• May shoplift, be promiscuous, and abuse alcohol, drugs, & credit cards

• put up a brave front, but often depressed, lonely, ashamed, and empty inside


– Binge eating disorder • The person binge eats frequently and

repeatedly

• Feels out of control and unable to stop eating during binges

• May eat rapidly and secretly, or may snack and nibble all day long.

• Feels guilty and ashamed of binge eating

• Has a history of diet failures

• Tends to be depressed and obese.

• may eat for emotional reasons: to comfort themselves, avoid threatening situations, and numb emotional pain


• Eating Disorders– Pica

• the persistent eating of nonnutritive materials for at least a month (cloth, string, hair, plastic, plaster paint, etc.)

• nearly all girls

– Rumination disorder• repeated regurgitation and rechewing of food

• Onset is typically around adolescence and may be associated with a stressful event

http://www.kelsopetz.com/eat_frog.jpg


• Tic Disorders– stereotyped movements or vocalizations that

are involuntary, rapid, and recurring over time

– may take the form of eye blinking, facial gestures, sniffing, snorting, repeating certain words or phrases, or grunting.

– includes Tourette Syndrome


• Tourette’s Disorder – occurs in approximately 4-5 individuals per

10,000

– includes both multiple motor tics and one or more vocal tics, which occur many times per day, nearly every day, or intermittently throughout a period of more than one year.


• Selective Mutism – formerly called Elective-Mutism

– persistent refusal to talk in typical school, social, or work environments

– usually occurs before the age of five, but may not be evaluated until a child enters school for the first time


• Adjustment Disorders – emotional or behavioral symptoms that

children may exhibit when they are unable, for a time, to appropriately adapt to stressful events or changes in their lives

– must occur within three months of a stressful event or change, and last no more than six months after the stressor ends

– marked distress, in excess of what would be expected from exposure to the event(s), or an impairment in social or school functioning.

Some key components of effective schools

• Consistency of rules, expectations, and consequences across the school

• Cultural sensitivity• High level of supervision in all school

settings• High levels of parent and community

involvement

Some key components of effective schools

• Positive school climate• School-wide strategies for resolving

conflict• Strong feelings of identification and

involvement on the part of students• Well utilized space and lack of

overcrowding

What to Teach Students with EBD

• The student may be enrolled in three or more alternate courses:– self care

– social relationships

– personal adjustment

– anger management

– anxiety reduction

– behavior control

Ten components to a preventive discipline program

1. Inform pupils of what is expected of them

2. Establish a positive learning climate

3. Provide a meaningful learning experience

4. Avoid threats

5. Demonstrate fairness

6. Build and exhibit self-confidence

Ten components to a preventive discipline program

7. Recognize positive student attributes

8. Time the recognition of student attributes

9. Use positive modeling

10. Structure the curriculum & classroom environment

• Students with emotional disorders do well in educational programs that stress positive behavior management, self-direction, and the development of interpersonal skills.

Famous People with Mood Disorders

• Britney Spears: bipolar unconfirmed• Harrison Ford: depression • Abraham Lincoln: depression• Brooke Shields: postpartum depression

Famous People with Mood Disorders

• Jim Carrey: depression• John Denver:

depression• Diana Princess of

Wales: depression and bulimia nervosa

• Ludwig Van Beethoven: bipolar disorder

• Vincent van Gogh: bipolar disorder

mental retardation, giftedness, and ebd

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