Supporting the Academic Success of Students With Emotional, Behavioral, or

Mental Disorders

An introduction to the NAMI Resource Manual

This presentation is a guide to help you become more knowledgeable about the needs of a student with an emotional, behavioral, or mental disorder so you are better prepared to create a school environment conducive to his or her academic success.

This is merely an overview. More detailed information is found in the NAMI Resource Manual.

Guide to the NAMI Resource Manual

Section 1 – Introduction to SED & IDEA Questions and Answers about IDEA Fact Sheet on Emotional

Disturbance Treatment of Children with

Emotional Disorders Questions Often Asked by Parents

About Special Education Services

Guide to the NAMI Resource Manual

Section 2 – Accommodations, Interventions, and Modifications Cognitive Dysfunction Disorders of Written Expression Accommodations and

Interventions Accommodating Students with

Depression and Bipolar Disorder Interventions for Chronic Behavior

Problems Pitfalls in Behavior Modification

Plans

Guide to the NAMI Resource ManualSection 3 – Fact Sheets on Various

Disorders Anorexia Nervosa and Bulimia Anxiety, Obsessive Compulsive

Disorder Asperger Syndrome ADHD Depression and Bipolar Disorder Co-Occurring Substance Abuse Schizophrenia Suicide Tourette’s Syndrome

Guide to the NAMI Resource Manual

Section 4 – Additional Resources Internet Resource List of Federal

Agencies, Advocacy and Professional Organizations, and Academic Centers

Resource Guide to Books and Audiovisual Resources and Organizations Concerned with Brain Disorders in Children and Adolescents

Indiana Statewide Disability Information

Local/Community Resources

You are encouraged to share this information with parents so they can learn how to support their child’s education both in the classroom and at home.

All parts of this manual are considered masters for you to copy and distribute to parents and others on the teaching team.

Please include author and/or publication information as it appears on the article or fact sheet.

1 in 10 children and adolescents have a mental illness severe enough to cause impairment.

Only 1 in 5 of these children receive any treatment.

For nearly half of the children who do receive services, the school was the only provider.

Untreated mental illness among youth

leads to school failure.

50% of students labeled with emotional or behavioral disorders drop out of high school.

Only 42% of those who remain in school graduate with a diploma.

Untreated mental illness among youth

leads to unemployment.Only 60% of youth with

mental illnesses are employed a year after leaving high school.

Untreated mental illness among youth leads to entrance into the

criminal justice system.65% of males and 75% of

females in the juvenile justice system have at least one psychiatric diagnosis.

Untreated mental illness among youth can lead to

suicide. Suicide is the 3rd leading cause of death among children ages 10 – 19

Acute psychiatric illness is the single most common and dangerous trigger for suicide.

90% of youth who died by suicide were suffering from depression or another diagnosable and treatable mental illness at the time of death.

Nearly as many teens die from suicide as all natural causes combined.

Another 520,000 children require medical services each year as a result of suicide attempts.

Investing in early identification and intervention for serious emotional disturbances helps children graduate and lead independent and productive lives.

Identifying these youth must become a major public health effort.

Schools are the ideal place for this to occur.

Children with serious emotional, behavioral or mental disorders need:

Parents, teachers and school staff who understand how SED impacts learning

Appropriate accommodations, modifications, and interventions in the classroom

Children who have been hospitalized

have a crucial need for: Parents, educators, and medical

professionals who understand how the illness affects learning

Reduced stress Some children may need time in a

therapeutic day school or residential treatment center while treatment options are explored.

Parents Need:

To understand how their child’s brain disorder may impact school functioning and learning

To know the educational options available

To know their child’s rights under IDEA and ADA

Parents Also Need:

To understand how to work with school staff to develop the necessary accommodations and school placement their child needs to benefit from his or her education

To understand how to support their child’s education both in the classroom and outside of the classroom

Medical Professionals need:

To understand how brain disorders can impact school functioning and learning

To understand that some accommodations may be necessary and to know how to provide supportive documentation

Educators and School Staff Need:

To become knowledgeable about what to expect of a student with a brain disorder

To understand how symptoms of the child’s brain disorder may impact school functioning and learning

To understand what accommodations are needed to allow the child to learn in the least restrictive environment where the child can experience success

Educators and School Staff Also Need:

To know how to gauge the student’s capacity for learning during various phases of the illness, treatment, and recovery

To know what medications the child is taking, the possible side effects, and how medications may impact school performance

Definition of Emotional DisturbanceA condition exhibiting one or more of the

following characteristics over a long period of time and to a marked degree that adversely affects his or her educational performance: An inability to learn which cannot be

explained by intellectual, sensory or health factors

An inability to build or maintain satisfactory interpersonal relationships with peers and teachers

Inappropriate types of behavior or feelings under normal circumstances

A general pervasive mood of unhappiness or depression

A tendency to develop symptoms or fears associated with personal or school problems

Any or all of which adversely affects educational performance

Educational Implications

Educational programs for children with an emotional disturbance need to include:

Help with: Mastering academicsDeveloping social skillsIncreasing self-awareness, self-

control, and self-esteem Emotional and behavioral support

Cognitive DysfunctionChildren with psychiatric disabilities

may experience problems with the ability to:

Pay attention Remember and recall Information Process information quickly Respond to information quickly Think critically, categorize and

organize information Problem solve

Remediation Techniques Compensatory Strategies Adaptive Approaches

For more specific information, please refer to the Handbook, “Dealing with Cognitive Dysfunction Associated with Psychiatric Disabilities”, in Section 2 of the NAMI Resource Manual.

Cognitive Dysfunction can be treated with:

Accommodations for Impaired Concentration, Focus, and

Memory Provide hard copies of all notes and

board work Assist with focusing or remaining

on-task Monitor for complete assignment

record and that necessary materials are packed

Provide extra set of books at home

More Accommodations for Impaired Concentration,

Focus, and Memory Allow extended time on

homework/projects Reduce homework – eliminate

homework during periods of instability

Provide testing accommodations Break down large assignments into

small pieces and conference regularly to help keep on schedule

Accommodating Writing Difficulties

Encourage keyboard training Use tape recorder Use a scribe Don’t penalizefor handwriting or

spelling errors Allow extra time Provide paper copies of notes

For more information on Disorders of Written Expression, please refer to the article, “Why Johnny and Jenny Can’t Write”, in the NAMI Resource Manual.

Children returning to the classroom from a period of hospitalization are often on new medications, many times on two, three or more medications.

All medications to treat psychiatric illness have potential side effects that are likely to affect stamina, focus, and mood.

If the child is newly diagnosed, he or she may go through a number of medication changes and adjustments.

Common Medication Side Effects Thirstiness, frequent urination,

diarrhea, stomach cramps, nausea. Children on lithium may need a water bottle at their desk.

Some children may need a permanent restroom pass.

Hand tremors Cognitive dulling Fatigue or sleepiness Hunger and significant weight gain Visual blurring

Children with Psychiatric Disabilities may have significant sleep disturbances, which can make arriving to school alert and on time very difficult.

Children may experience several hours of irritability or dysphoria, fuzzy thinking or “cobwebs”, and somatic complaints such as stomach aches and headaches upon awakening in the morning.

Accommodating Sleep Disturbances

Late arrival Less demanding subjects 1st and 2nd

periods Test taken at best time for

functioning Movement to overcome sleepiness Brightly lit area Assistance last period to catch up on

anything missed early in the day

In-School Counseling

Peer relationships Self-advocacy Study, organizational, time-

management, test taking skills Strategies to monitor symptoms Help coping with feelings of

frustration Anger management skills

Permission to Leave Room

When child is unable to cope and needs to get away

Predetermined safe place & safe person

Predetermined discreet signal to allow for a graceful exit

Consider a permanent pass Stay with child if suicidal ideation is

expressed

Behavior Intervention Plan & Modified Discipline

Consequences should not be incorporated as part of initial plan

Even positive consequences may lead to frustration if the child is unable to comply

Be proactive – prepare the environment, get accommodations and modifications in place

There is no empirical evidence to support applying consequences to “rage attacks”

Reconsider school policy of suspensions for “rage attacks”

Other Accommodations

Preferential Seating Remediation and Accommodations for LDs Resource Room – especially 1st & last

periods Match student’s need/learning style with

teacher Prepare for upcoming changes in routine

Added Adult Supervision

In high stress places – cafeteria, bus, recess

1:1 if in frequent trouble due to their symptoms

Extra support for transitions Peer interactions Getting started and staying focused on

tasks

For more suggestions for Accommodations and Modifications for children with Emotional, Behavioral or Mental Disorders, please refer to the following articles in Section Section 2 of

the NAMI Resource Manual:

“List of Appropriate School-Based Accommodations and Interventions”

“Accommodating Students with Mood Lability”

“Interventions for Chronic Behavior Problems”

“Pitfalls in School-Based Behavior Modification Plans”

Are a disease of the brain

Are not caused by poor parenting

Are not a defect in character

Are chronic

Brain Disorders

But…

Brain Disorders are Treatable

For further information about this resource or other

available resources from NAMI, please contact

NAMI Indiana (317) 925-9399(800)677-6442

www.namiindiana.org