The two day intensives
were interesting, engaging, inspirational, and enlightening. It has brought a sense of appreciation of
what was happening in the weekly face to face sessions. The sample BIP’s and the group discussion brought some clarity
to me with regards to completing the Behaviour Intervention Plan. I was about half way through my plan but I
had not done any interview with the parent.
Participating in the intensives caused me to subsequently complete that
aspect of the assessment. From the discussions it was reinforced that when students are meaningfully
engaged, the classroom is well managed.
For the classroom to be effective and run smoothly there needs to
be rules, routines, trust and student
ownership. Teachers should therefore engage students in
collaborating to create clear rules and discuss why rules are necessary.
Thursday, 30 April 2015
Thursday, 12 March 2015
Behaviour Management
The above graphic is an example of a behaviour chart that I use in my class. Each student's name is written on a cloud which forms a pocket on the wall. The stars describe the behaviour. Each day student starts the day with a green star (I am making responsible/respectable choices. Depending on the number of times students stay on green, they will be rewarded appropriately) Depending on his/her behaviour, he/she changes the star (YELLOW: My teacher is watching my behaviour. This is a warning. BLUE - My behaviour is unacceptable. Here student will face a consequence: meet with the teacher for conference, have a detention, stay in while the rest of the class is on break. Red -this is danger. Student 's parent(s) may be called in, student may have conference with the principal/education officer, or be suspended.) to show is making right choices. This system can be used with students with severe emotional and behavioural disorders since this multicoloured behaviour colour system breaks down behaviours into specific terms for the students. Student responsibility is promoted since it is the student who changes the star depending on the displayed behaviour.
A tracking sheet that is completed daily is used to track students' behaviour.
Professional Development
Participating in professional development activities is a method of growth. I believe that regardless of the grade, type of classroom or school setting, I should always be up to date with the most recent topics, policies ad news in regards to education by participating in and conducting professional development opportunities in order to enrich my knowledge of the field and make me a stronger facilitator of learning.
The following are some of the professional development I have been or am involved in
Teaching Philosophy
Working on the module Emotional and Behavioural
disorders it is my intention to use preventive and supportive behaviour
strategies more than corrective by conducting engaging lessons and clear
expectations. Recognizing how valuable teacher encouragement and motivation is
for personal motivation, I intend to motivate students while teaching them to
be intrinsically motivated through challenging yet supportive lessons and
assignments. To engage in the training
of young minds is full of challenges, frustrations, and responsibilities. It is a task that cannot be taken lightly and
it is full of excitement, wonder, and joy. Having completed training in
Dyslexia and Literacy and now working on Introduction to Special Education, I
strongly believe that all children can learn as long as they are “taught the
way they learn.” As a specialist teacher
it is imperative that I provide proper motivation, encouragement and direction for
the students placed under my care. I believe in staying relevant and keeping
abreast of learning, motivation, behaviour, and development theories in an
effort to relate to my students and challenge them to reach their full
potential. I believe that each student is unique and of inestimable value and they should feel accepted, valued, emotionally, physically, or socially, safe in my classroom. I should provide equal opportunities for these students to be educated alongside their non special education needs peers using ICT to provide differentiated learning. I further believe that the students I teach deserve my time and full attention in regards
to their education. It is important to me that my students, as
well as their parents, other teachers, administrators, and people in the
community, see me as someone they can approach, who will be fair and non-discriminatory.
Classroom organization is also a key concept to consider when teaching. If
students are in a classroom that is unorganized or set up in a way which
hinders learning, it is not a good situation for anyone. I try to make it my
business to find creative, new ways to have the room set up and to help my
students become interested in learning. I also believe that high energy levels and a
positive attitude from the teacher are key elements to a successful learning
environment.
Job Experiences
Grade 2 class teacher and Craft teacher (Seniors 1 - 3) at the Pigotts Primary School
Social Studies (Seniors 1 - 3), Home Economics, Craft teacher (Grades 6 to Senior 3) at the Potters Primary School
Grade 1, Kindergarten, Home Economics and Social Studies (Forms 1 - 3) Antigua and Barbuda Seventh-day Adventist School
Associate Director: Success Cocepts Iterational
Tutoring at the Antigua and Barbuda Centre for Dyslexia Awareness
Presently: Reading Specialist: Pares Primary School
Acting Principal (September - December 2014): Pares Primary School
After School Reading Coach
Social Studies (Seniors 1 - 3), Home Economics, Craft teacher (Grades 6 to Senior 3) at the Potters Primary School
Grade 1, Kindergarten, Home Economics and Social Studies (Forms 1 - 3) Antigua and Barbuda Seventh-day Adventist School
Associate Director: Success Cocepts Iterational
Tutoring at the Antigua and Barbuda Centre for Dyslexia Awareness
Presently: Reading Specialist: Pares Primary School
Acting Principal (September - December 2014): Pares Primary School
After School Reading Coach
Reflections/Assignments/Discussions
SPED275 EMOTIONAL
AND BEHAVIORAL DISORDERS OF CHILDREN
Initial Thought
Wow! This course has found me in a state of
disequilibrium. Because
of previous engagement I am not able to make the face to face and so I must
depend on colleagues or the tutor for information which I may get a bit late at
times; and then there will be backing up of assignments or lack of understanding
of what is to be done because I may not always get first hand information. I hope I get into a state of equilibrium just now :-)
February 9, 2015
Outline the major categories of emotional and behavioural
disorders
- Conduct disorder: a
group of behavioral and emotional problems in children and
adolescents. They have great difficulty following rules and behaving
in a socially acceptable way and are often viewed by other children,
adults and social agencies as "bad" or delinquent. Factors that
may contribute to a child developing conduct disorder, include brain
damage, child abuse or neglect, genetic vulnerability, school failure and
traumatic life experiences.
- Oppositional Defiant
Disorder: a childhood disorder
characterized by the frequent occurrence of at least four of the following
behaviors: losing temper, arguing with adults, actively defying or
refusing to comply with the requests or rules of adults, deliberately
doing things that will annoy other people, blaming others for his or her
own mistakes or misbehavior, being touchy or easily annoyed by others,
being angry and resentful, or being spiteful or vindictive.
- Attention Deficit Hyperactivity Disorder (ADHD): a common behavioural disorder that affects about 10%
of school-age children. These children act without thinking, are
hyperactive, and have trouble focusing. They may understand what's
expected of them but have trouble following through because they can't sit
still, pay attention, or focus on details.
- Emotional Disturbance and/or Behavioural Problems: a condition exhibiting one or more of the following
characteristics over a long period of time and to a marked degree that
adversely affects educational performance-
1. An inability to learn that cannot be
explained by intellectual, sensory, or health factors;
- Childhood Psychosis:
a serious brain illness accompanied by delusions or hallucinations, along
with an alteration in thought process. It encapsulates different
subgroups, the most common being schizophrenia and bipolar. Some
doctors think certain people are born with the possibility of getting
psychosis and it may be triggered by sad life events, injury, illness
or street drug use.. Antisocial
behaviours: hyperactivity, academic problems, poor interpersonal
relationship Aggressive behaviours: problem solving deficiencies,
resent Defiant behaviours: suspiciousness,
irritability
Cite examples of internalizing behaviours and externalizing
behaviours
Externalizing Behaviors Internalizing Behaviors Violates basic rights of others Exhibits painful shyness Violates societal norms or rules Is teased by peers Has tantrums Is neglected by peers Steals; causes property loss or damage Is depressed Is hostile or defiant; argues Is anorexic Ignores teachers' reprimands Is bulimic Demonstrates obsessive/compulsive behaviors Is socially withdrawn Causes or threatens physical harm to people or animals Tends to be suicidal Uses lewd or obscene gestures Has unfounded fears and phobias Is hyperactive Tends to have low self-esteem Has excessive worries Panics
http://www.education.com/reference/article/emotional-behavioral-disorders-defined/
List some of the characteristics of students with emotional and behavioural disorders
Academic characteristics
- Disrupts classroom activities
- Impulsive
- Inattentive, distractible
- Preoccupied
- Does not follow or appear to care about classroom rules
- Poor concentration
- Resistance to change and transitions in routines
- Often speaks out with irrelevant information or without regard to turn taking rules
- Demonstrates aggressive behavior
- Intimidates and bullies other students
- Regularly absent from school
- consistently blames others for their dishonesty
- Low self esteem
- Difficulty working in groups
- Demonstrate self injurious behavior
- Can not apply social rules related to others personal space and belongings
- Often manipulative of situations
Wow! This course has found me in a state of disequilibrium. Because of previous engagement I am not able to make the face to face and so I must depend on colleagues or the tutor for information which I may get a bit late at times; and then there will be backing up of assignments or lack of understanding of what is to be done because I may not always get first hand information. I hope I get into a state of equilibrium just now :-)
February 9, 2015
Outline the major categories of emotional and behavioural disorders
- Conduct disorder: a
group of behavioral and emotional problems in children and
adolescents. They have great difficulty following rules and behaving
in a socially acceptable way and are often viewed by other children,
adults and social agencies as "bad" or delinquent. Factors that
may contribute to a child developing conduct disorder, include brain
damage, child abuse or neglect, genetic vulnerability, school failure and
traumatic life experiences.
- Oppositional Defiant
Disorder: a childhood disorder
characterized by the frequent occurrence of at least four of the following
behaviors: losing temper, arguing with adults, actively defying or
refusing to comply with the requests or rules of adults, deliberately
doing things that will annoy other people, blaming others for his or her
own mistakes or misbehavior, being touchy or easily annoyed by others,
being angry and resentful, or being spiteful or vindictive.
- Attention Deficit Hyperactivity Disorder (ADHD): a common behavioural disorder that affects about 10%
of school-age children. These children act without thinking, are
hyperactive, and have trouble focusing. They may understand what's
expected of them but have trouble following through because they can't sit
still, pay attention, or focus on details.
- Emotional Disturbance and/or Behavioural Problems: a condition exhibiting one or more of the following
characteristics over a long period of time and to a marked degree that
adversely affects educational performance-
1. An inability to learn that cannot be
explained by intellectual, sensory, or health factors;
2. An inability to build or maintain
satisfactory interpersonal relationships with peers and teachers;
3. Inappropriate types of behavior or feelings
under normal circumstances;
4. A general pervasive mood of unhappiness or
depression; or
5. A tendency to develop physical symptoms or
fears associated with personal or school problems.
- Childhood Psychosis: a serious brain illness accompanied by delusions or hallucinations, along with an alteration in thought process. It encapsulates different subgroups, the most common being schizophrenia and bipolar. Some doctors think certain people are born with the possibility of getting psychosis and it may be triggered by sad life events, injury, illness or street drug use.. Antisocial behaviours: hyperactivity, academic problems, poor interpersonal relationship Aggressive behaviours: problem solving deficiencies, resent Defiant behaviours: suspiciousness, irritability
Cite examples of internalizing behaviours and externalizing behaviours
| |||||||||||||||||||||||||||
| http://www.education.com/reference/article/emotional-behavioral-disorders-defined/ |
List some of the characteristics of students with emotional and behavioural disorders
Academic characteristics
- Disrupts classroom activities
- Impulsive
- Inattentive, distractible
- Preoccupied
- Does not follow or appear to care about classroom rules
- Poor concentration
- Resistance to change and transitions in routines
- Often speaks out with irrelevant information or without regard to turn taking rules
- Demonstrates aggressive behavior
- Intimidates and bullies other students
- Regularly absent from school
- consistently blames others for their dishonesty
- Low self esteem
- Difficulty working in groups
- Demonstrate self injurious behavior
- Can not apply social rules related to others personal space and belongings
- Often manipulative of situations
What are the major political and social factors impacting how we treat individuals with EBD today?
Emotional and behavioural disorders do not just affect the individuals with these disabilities but parents, teachers and the society in general are affected. Whereas the externalizing behaviours are obviously noticeable, internalizing behaviours are more likely to go unnoticed and are more "socially acceptable" than externalizing behaviours which directly affect other people. Many of the children and youth who could quality for service under IDEA may not be identified and may not receive adequate supports to assist them with emotional and behavioural challenges they face both in and out of school settings. On the other hand, children and youth who are African American are disproportionately over identified as having EBD. Although students with disabilities are entitled to receive supports and services tied to their individual needs, very often minority students are educated in separate settings, subject to lower expectations, and excluded from educational opportunities. Research suggests that unconscious racial bias, stereotypes, inequitable implementation of discipline policies, and practices that are not culturally responsive may contribute to the observed patterns of identification and placement for many minority students.
Emotional and behavioural disorders do not just affect the individuals with these disabilities but parents, teachers and the society in general are affected. Whereas the externalizing behaviours are obviously noticeable, internalizing behaviours are more likely to go unnoticed and are more "socially acceptable" than externalizing behaviours which directly affect other people. Many of the children and youth who could quality for service under IDEA may not be identified and may not receive adequate supports to assist them with emotional and behavioural challenges they face both in and out of school settings. On the other hand, children and youth who are African American are disproportionately over identified as having EBD. Although students with disabilities are entitled to receive supports and services tied to their individual needs, very often minority students are educated in separate settings, subject to lower expectations, and excluded from educational opportunities. Research suggests that unconscious racial bias, stereotypes, inequitable implementation of discipline policies, and practices that are not culturally responsive may contribute to the observed patterns of identification and placement for many minority students.
My Reflection
Having gone through this activity, I am making an even greater effort to catch the students being good and reward appropriate behaviour consistently, using praise, points, bands with affirmations, gifts. Additionally, I am making use of the behavioural chart in my room and I am working with colleagues to ensure that the behaviour expectations are kept before the students and clear rules, routines and consequences are articulated.
Resources
February 12, 2015
challenges that might impede collaborative efforts between mental health and education agencies in services to children with mental health.
From observation, children and adolescents who are in need of treatment in the education system here in Antigua and Barbuda do not receive mental health services for various reasons. Challenges that might impede collaborative efforts between mental health and education agencies in services to children with mental illness may include shortage of mental health professionals. Antigua has a shortage of child psychiatrists and other child mental health specialists. The service may be offered at the Mount St. John Medical Centre but there is a lack of access to information and care because of lack of communication and awareness. The Powers that be seem not to communicate the availability of resources on one hand and on the other hand those who need the services are ignorant of the facts concerning the availability of the resources. There are children and youths who are involved in multiple systems such as the school, welfare division and the juvenile justice (Boys training school or home for girls). Whereas these systems exist, they function independent of each other. There is no collaborative effort. Furthermore, the Clareview Psychiatric hospital in Antigua has resources but because of the negative perception in the minds of the society in general, parents are afraid to take their children or youths there to receive the necessary help because of the stigma related to mental health disorders. An additional challenge presents itself when parents are unwilling to admit their children’s needs far less to engage in collaboration. Because there is no formal consultation and infrastructure in the immediate communities where the children and youth with mental illness function they pass through the system without their issues addressed.
Case Studies
- Read the case studies of Rhonda and
Earl and a write detailed responses using the dimensions of chronicity,
frequency and severity.
- Decide if you think the Freddie will qualify
for special educational services as EBD and explain your answer.
- Describe what you think Rhonda feels when
she walks into school each day.
Demographic information: 10 year old, third grade male
Social parameters: low socio-economic status, minority family
Behaviour: chronic - frequency:
sent to the principal's office on an average of three times per week.
Displayed externalizing behaviours:
involved in several fights including one serious (severity), yells at teacher:
“go to hell”, doesn’t turn in assignment or complete work in class; talks out
in class, no parental monitoring (not supportive of suggested disciplinary
methods)
Intellectual and Academic Functioning: Failed 2nd grade and may repeat 3rd grade; struggles with academics even
when he is attentive
Emotional state: gets into moods
Teacher: Mrs. Perkins describes him as
“sullen and hostile.” Although there is punishment (revoking privileges,
ignoring outbursts when necessary) there is no reward system for positive
reinforcement because teacher does not have time. She keeps notes and
talk with previous teacher and principal.
History: His reputation of difficult and
disruptive behavior preceded him to his new school.
Freedie
displays emotional disturbance disorder. His inappropriate manner of
relating to people (yelling to teachers, fighting), his inability to learn
which cannot be explained by intellectual factor (struggling with academics
even when he is attentive), his chronic aggressive behavior (“sullen and
hostile” defined by teacher, constant fights) in addition to his inability to
build or maintain satisfactory interpersonal relationships with peers and
teachers qualifies Freddie for special services. Report of behavioural
observations over a significant period of time and the teacher’s adequate
documentation and written analysis of the duration, frequency and intensity of
one or more of the characteristics of emotional and behavioral disorders can be
used as evidence.
Demographic information:
middle school student
Diagnosis:
emotional disturbance and a learning disability in reading and written
expression
Behaviour:
chronic – frequency: four physical altercations in a short while. Language is
often profane.
Externalizing behaviours: academic problems, poor interpersonal
relationships, irritable impulsive and uncontrolled, having a “short fuse”
Internalizing behaviours: lonely (seemingly has no true friends in
and out of school although she reports she is a part of a gang)
Intellectual
and Academic Functioning: low language
ability
Emotional
state: angry
Disordered behaviour: Oppositional
Defiant Disorder – Rhonda loses her temper, gets angry easily, resentful and
easily annoyed – “short fuse; she flies into a rage when daunted” She
defies/refuses to comply with requests/rules of adults – “her attitude toward school
and anyone in authority is poor. She does not complete assignment following the
given instructions. She deliberately does things to annoy people –
spiting on the vice principal.
Rhonda has already accepted
failure and when she walks into school each day, she feels disconnected and
hopeless in terms of academic outcomes. She also feels a sense of
marginalization in her school community – poor social adjustment makes her feel
unimportant. She definitely feels low self esteem - her external acts are
coming from an inner state of inferiority. She craves attention which is
a need for personal significance.
Demographic information: 9th
grade student
Diagnosis:
emotional disability and a learning disability in reading and written expression
Behaviour
Chronicity: history of inpatient hospitalization for
emotional difficulties since 9, four times in the year with length of stay up
to two months,
Externalizing
behaviours: causes or
threatens physical harm to people (assaulting peer and police, threatened to
kill mother, violates societal rules (stole knife from grandfather’s collection
and took it to school), emotional outbursts, truant
Internalizing
behaviours: attempted suicide, socially withdrawn
Intellectual
and Academic Functioning: borderline range of intelligence - below average cognitive
ability (generally an IQ of 70-85) with strength in Mathematics
Emotional
state: depressed
Disordered
Behaviour : Conduct
disorder – refusal to obey authority figure, truancy, Earl did not show
interest in daily activities when teacher informed him that he earned
reinforcement time he did not show joy, was he involved in class discussion
Concommittant
Disorder: attention
deficit hyperactivity disorder (ADHD) Earl’s
inattention (he did not complete assignments) impulsivity (emotional outbursts)
and his overactivity (walking around the
room, being nervous)
February 19, 2015
Preparation (Reflective Reading)
How can you
apply the key concepts in this reading to your own experiences and attitude to Life?
From the reading I have
a heightened sense of awareness and appreciation of the serious responsibility
as a facilitator of learning both as a parent and an educator. I am in
agreement that the parent and teacher should be acquainted with the
psychosomatic relationship where humans are concerned according to MH 128
(1905). Facilitators of learning “should study the influence of the mind upon
the body and of the body upon the mind, and the laws by which they are
governed.” Regardless of the socio
economic, religio-political persuasion of those that I teach and even my very
own persuasion, I have recognized that
God has endowed us all with intellectual faculties for personal blessing and
the blessing of humanity . A call is
made for me to know my purpose and to live in accordance with this purpose and
give birth to wonderful results in the process LS 275 (1915). Since I am
engaged in the training of children and youths I am obliged to know myself,
improve myself and think big while consistently staying in alignment with the governance of God.
References
White, Ellen G. (1900) Christ Object Lessons
Behaviour Recording
d. Items assembled duration recording
e. Being "on task" duration recording
f. Humming (decide whether it’s humming a tune or just uttering
"Hmm.") momentary time sampling/duration
recording
Think of other ways to keep track of
the number of occurrences of a behaviour and discuss them with a person of your
choice.
- Coloured Coconuts:Have a pocket coconut tree with
all students’ names on it. Beside each name have a pocket where either a red
(some sort of consequence decided and explained earlier.) Yellow (warning), blue (caution) or green (doing great/desired behavior)
coconut will be displayed. Students is
expected to have green coconut.
- Punch Out
Card: Each child receives a pad of
paper. Whenever they are performing well, helping out, etc., give them a punch
with a one hole hole-puncher. When students reach a certain number of punches,
they can pick from a box of prizes.
- Stoplight: Display on a classroom bulletin board a stoplight with four
colors: green, yellow, orange, and red. Surround the stoplight with numbered
pockets, one pocket for each student. Into each pocket, place a strip of green
paper. If a student breaks a class rule, replace the green paper with a yellow
paper. A second behavior problem on the same day, results in an orange paper.
When a student receives an orange paper, have him or her complete a Time Out
Record describing his inappropriate behavior and explaining how he plans to
correct it. Send the Time Out form home to parents to be signed and returned.
Severe discipline problems result in a red paper, which earns a phone call home
or a trip to the office. At the end of each day, everyone goes back to green. On
Friday, give every student who keeps his or her green paper all week a Bonus
Ticket. At the end of each semester, hold an auction and allow students to
spend their Bonus Tickets.
- Give Me Five: Discourage inattention by teaching students the "Give Me
Five" technique. Whenever you say, "Give Me Five," students go
through the following five steps:
- Eyes on the speaker
- 2. Quiet
- Be still
- Hands free
- Listen
- SLANT: Discourage
inattention, slouching, boredom by teaching students to SLANT. Whenever teacher
says, "SLANT" students are required to: Sit up, Lean forward, Ask and answer questions, Nod yes or know and Track the speaker/teacher (could also mean talk to teacher)
- Three Strikes!: Every Monday,
provide each student with three index cards with his or her name printed in
large letters on the blank sides of the cards. If a student misbehaves, he or
she writes, on the first line of the lined side of the card, the date and the
behavior, and drops the card into a fishbowl at the front of the room. Reward
students who still have three cards at the end of the week, and assign
consequences to those who have two, one, or no cards left. The next week, give
back students' cards back and start again. The cards also serve as a record at
report card or parent conference time.
February 23, 2015
Evaluation
for Intervention
- Identify the behaviour - what does it look like? How
often does it occur? How severe is it? Where does it occur and for how long?
- Determine the Function of the behaviour by using a
functional behaviour assessment
- Identify the data collection measure - Frequency
Data Collection Sheet, Antecedent Behaviour
- Select a Differential Reinforcement Procedure to
decrease or get rid of the problem behaviour
- Create the intervention plan – what replacement
behaviour to be taught, what reward system would be put in place, how would the
child be supported? Target behaviour: can read it and know exactly what to look for.
What is the ultimate goal of assessment? (2mks)
The ultimate goal of assessment is to gather information through students,
teachers, and other adults/parent report and direct observation about
a child’s behaviour (when behaviour occurs as well as the frequency) and to
analyse the information in an effort to use it to plan ways to help the child
change unwanted behaviours.
Assessment is an integral part of
instruction, as it determines whether or not the goals or objectives have been
met. Assessment inspires us to ask these hard questions: "Are we teaching
what we think we are teaching?" Are students learning what they are supposed
to be learning? Is there a way to teach the subject better, thereby promoting
better learning?" The ultimate goal
of assessment is to gather information about students in an effort to identify
strengths, decide what special educational support students need and then
provide explicit, systematic instruction/remediation in the specific deficit
area(s).
Describe the benefits of Functional behaviour assessment. (3 mks)
- Identifies the purpose of specific social or environmental factors responsible for certain behaviour.
- Helps IEP teams select interventions to directly address the challenging behaviour.
- Gives the student the opportunity to come up with a better way to have his needs met by involving him in the problem-solving process for addressing his challenging behaviour.
http://www.parentcenterhub.org/repository/steps/ accessed February 18, 2015
March 2, 2015
Major issues associated with identification and assessment of emotional and behavioural disorders in children
- Significant changes in feelings or behaviour
- Behaviour that is out of step with peers at a similar age and stage
- Persistent separation difficulties or attachment problems with family
- Being withdrawn, fearful, anxious or upset much of the time
- Poor-quality play that seems limited and repetitive
- Difficulty managing anger and frustration, frequent tantrums or aggression
- Difficulty in paying attention, following instructions and completing tasks
- Frequent defiance and refusal to follow instructions.
Tests and techniques are varied, however developmental histories, interviews, observations across settings, and behavioural checklists and rating scales are recommended, along with cognitive and achievement testing.
Reflection
I have identified a student to conduct my case study but I have a challenge. My challenge is that I am not in the classroom as such and the children I work with do not exhibit emotional and behavioural disorders. I am afraid that when I go to the classroom to observe the student will display her best behaviour. I will have to work around how to get to observe the student.
Questions
to Consider
2. How
have attitudes towards deviance changed throughout history?
Prior to the 18th
century there was quietness with regards to children. Then there were harsh and
inhuman approaches in dealing with with EBDs.
Because a need was seen for the treatment of individuals with emotional
and behavioural disorders, these individuals were segregated in asylums. Recognizing that this brought isolation and
maltreatment, they were provided with better living conditions and
humane treatment
and were treated in mental
hospitals. Scientific and humanitarian advances led to the identification of
the biological, or organic, pathology underlying EBDs and brought about a gradual acceptance of individuals who
are in need of professional attention.
The 1900’s saw advocacy, collaboration, research which have led to
rights and laws.
3. What
can we learn from historical descriptions in terms of our own dispositions
toward deviance?
Our religious beliefs may influence our
attitude as well as ignorance which could lead us to display unfavourable
attitudes to people who are challenged by emotional disorders. An increased understanding of the scientific
nature of the disorder leads to more humane attitudes.
4. What
role does superstition play in concepts of deviance? Do you think superstition
plays a role today?
Superstition has
to do with what one chooses to believe and it is still prevalent today since
people believe that some persons who exhibit emotional behaviours are possessed. We have seen in modern denominations
spiritual leaders try to “drive the evil spirit out of persons.” Different cultures accept different
behaviours and superstition as well as deviance may be found in every society
but the kind of deviance people generate depends on the moral issues they seek
to clarify. Persons can therefore
celebrate what superstition they want to and condemn what they do not want.
5. What
are the major political and social factors impacting how we treat individuals
with EBD today?
The establishment of
laws within the constitution that caters to the rights of all human including
those with emotional and behavioural disorders is a positive way forward. Governments, organizations such as United
Nations and UNICEF have put policies in place to direct how individuals are to
be treated. The establishment of social
systems such as schools and homes that cater to the psychological and emotional
needs of individuals in a least restrictive environment is an indication that
there is an understanding and a need to cater to the needs of individuals with
EBB. Courses to educate individuals
about the characteristics of these people and how to relate to them educate
them and their families also play a significant role.
History of EBD up to the 1600's
Early writings claimed that abnormal
behaviour was caused by a demon or a God who had taken possession of the person.
This approach held the view that if the person’s speech or behaviour had
religious or mystical significance they were occupied by a good spirit or a God
and was hence treated with awe and respect. On the other hand, if the person
was overactive, overexcited or his speech and behaviour was contrary to
religious teaching, he was thought to be possessed by an angry God or an evil
spirit. The primary treatment for abnormal behaviour was exorcism which
included the practice of magic, prayers, incantations, noise making and the
drinking of concoctions.
Hippocrates
He argued that the brain was the central
organ of intellectual activity and that mental disorders were due to pathology
of the brain. He also emphasized the role of heredity/genetic predisposition
and injuries to the head in the
development of mental disorders.
Hippocrates emphasized the role of
natural causes, clinical observation and brain pathology in the diagnosis and
treatment of mental disorders.
Hippocrates classified all mental
disorders into three categories: mania, melancholic and phrenitis. He gave
detailed descriptions of specific disorders under each category based on
thorough clinical observation of his patients.
Galen (A.D. 130-200) another Greek
physician of this era also made significant contributions underpinning the role
the nervous system plays in mental disorders. He also, took a scientific
approach to his study and divided psychological disorders into two categories:
physical and mental in nature. Among the causes that fell under these two
categories were injuries to the head, alcohol abuse, shock, fear, adolescence,
menstrual changes, economic reversals and disappointments in love.
Early
Middle Ages to the 1600’s (Segregation Phase) (B)
However, in Europe, scientific inquiry
into emotional and mental disorders was limited and the treatment of
psychologically disturbed persons was characterized more often by rituals and
superstition. For example, isolated rural areas were afflicted by outbreaks of
lycanthropy – a condition in which people believed that they were possessed by
wolves.
Management of the mentally disturbed was
left largely to the clergy. Monasteries served as refuges and places of
confinement. During this early part of the medieval period, the mentally
disturbed was treated with considerable kindness. Treatment consisted of
prayer, holy water, sanctification ointments, the breath or spittle of priests,
the touching of relics, visits to holy places and mild forms of exorcism. These
methods were often joined with vaguely understood medical treatments derived
from earlier physicians, mainly Galen (A.D. 130-200)
During this period, some mentally ill
persons were also punished as witches.
The Valencia mental hospital founded by
Father Juan Pilberto Jofre (Villasante, 2003) was probably the first asylum
established in Europe (Spain in 1409). Little is known about the treatment of
patients in this asylum. In 1547 the monastery of St. Mary of Bethlehem in
London (initially founded as a monastery in 1247; was officially made into an
asylum by Henry VIII. Its name soon was contracted to “Bedlam,” and it became
widely known for its deplorable conditions and practices. The more violent
patients were exhibited to the public for one penny a look, and the more
harmless inmates were forced to seek charity on the streets of London. These early asylums were primarily modifications
of penal institutions, and the inmates were treated more like beasts than like
human beings. This treatment continued through most of the eighteenth century.
March 5, 2015
Article Review
Subject:
Students (Behavior)
Intervention/treatment models
Review
Dr. Susan’s Profile page :http://theuniversitysingers.mona.uwi.edu/des/pages/sAnderson.htm
Topic 1: Characteristics of Behavior in Emotional Children
A general pervasive mood of unhappiness or
depression, a tendency to develop physical symptoms or fears associated with
personal or school problems, inappropriate types of behaviour or feelings under
normal circumstances, an inability to build or maintain satisfactory
interpersonal relationships with peers and teachers are characteristics included in the PL
94-142 (IDEA) definition of seriously emotionally disturbed. The dimensions of chronicity, frequency, and severity are essential in
determining whether behaviour is normal and the following is the PL 42-142
(IDEA) definition of emotional disturbance.
Chronicity is a dimension of disordered behaviour referring to "...Over
a long period of time...;" severity
is a dimension of disordered behaviour referring to "...Inappropriate
types of behaviour or feelings under normal circumstances" and frequency
is a dimension of disordered behaviour referring to "...To a marked
degree..." Current terminology associated with emotional disturbance is
best characterized by controversy, leading to different terms being used by
different state agencies. Inconsistency
in defining behaviour disorders is a primary reason for inaccuracy in estimates
of prevalence. Eli Bower did the
research upon which the federal definition of EBD is based, said that adding the term seriously to the term emotionally disturbed
was not a good idea, the crucial difference was that EBD children exhibited the
characteristics over a period of time and to a marked degree, all of the
characteristics in the definition could be observed in almost all
"normal" children at some point in time and the definition is
practical in an educational setting related to the federal definition.
Characteristics used in Bower's definition of emotionally disturbed can
be observed in almost all normal children to some extent at some time. The National School Board Association opposed
the name change from Emotional Disturbance to Emotional / Behavioural Disorders
because the new wording would imply that differences between emotions and
behaviour were important; the change would not adequately define those children
affected by the disorder; they feared change and really weren't interested in
the welfare of the children and the
new label would include too many children for treatment at too great an
expense. The Executive Committee of the Council for Children with Behavioural
Disorders identified difficulty in operationalizing
the definition; exclusion of social maladjustment; a variety of state definitions
exist, resulting in diverse identification procedures and Subjectivity in
clinical judgments of disturbance.
Because of the
theoretical stances represented in multidisciplinary teams, its members will
usually be in disagreement about whether the student has an emotional
disturbance. A majority of students with EBD fall in the low
average-range on intelligence measures. A
disproportionate number of African American Students have been identified as
having an emotional disturbance. Research
on teachers' tolerance ranges has led to the conclusion that the individual's
definition of behaviour disorders is subject to his/her attitudes. Teachers
working with school children who are classified as Emotionally Disturbed
statistically have the following attributes
- They
tend to be male.
- They
tend to be people of racial/ethnic minorities.
- The
are less well trained and educated than other special education teachers
- They
have a higher turnover rate than other special education teachers
Historical perspective, Identification, and assessment
Historical Perspective
The earlier part of the twentieth century
was marked by legislation requiring affirmative action towards persons with
disabilities, increased public awareness of mental health, recognition of
special education as a legitimate part of education and creation of the
American Orthopsychiatric Association. The
International Council for the Education of Exceptional Children was founded
with 12 charter members August 12, 1922.
Elizabeth Farrell was unanimously elected president at that first
meeting, and the Council adopted what it called its three "aims":
April 3, 2015
Having gone through this activity, I am making an even greater effort to catch the students being good and reward appropriate behaviour consistently, using praise, points, bands with affirmations, gifts. Additionally, I am making use of the behavioural chart in my room and I am working with colleagues to ensure that the behaviour expectations are kept before the students and clear rules, routines and consequences are articulated.
Resources
Resources
February 12, 2015
challenges that might impede collaborative efforts between mental health and education agencies in services to children with mental health.
From observation, children and adolescents who are in need of treatment in the education system here in Antigua and Barbuda do not receive mental health services for various reasons. Challenges that might impede collaborative efforts between mental health and education agencies in services to children with mental illness may include shortage of mental health professionals. Antigua has a shortage of child psychiatrists and other child mental health specialists. The service may be offered at the Mount St. John Medical Centre but there is a lack of access to information and care because of lack of communication and awareness. The Powers that be seem not to communicate the availability of resources on one hand and on the other hand those who need the services are ignorant of the facts concerning the availability of the resources. There are children and youths who are involved in multiple systems such as the school, welfare division and the juvenile justice (Boys training school or home for girls). Whereas these systems exist, they function independent of each other. There is no collaborative effort. Furthermore, the Clareview Psychiatric hospital in Antigua has resources but because of the negative perception in the minds of the society in general, parents are afraid to take their children or youths there to receive the necessary help because of the stigma related to mental health disorders. An additional challenge presents itself when parents are unwilling to admit their children’s needs far less to engage in collaboration. Because there is no formal consultation and infrastructure in the immediate communities where the children and youth with mental illness function they pass through the system without their issues addressed.
challenges that might impede collaborative efforts between mental health and education agencies in services to children with mental health.
From observation, children and adolescents who are in need of treatment in the education system here in Antigua and Barbuda do not receive mental health services for various reasons. Challenges that might impede collaborative efforts between mental health and education agencies in services to children with mental illness may include shortage of mental health professionals. Antigua has a shortage of child psychiatrists and other child mental health specialists. The service may be offered at the Mount St. John Medical Centre but there is a lack of access to information and care because of lack of communication and awareness. The Powers that be seem not to communicate the availability of resources on one hand and on the other hand those who need the services are ignorant of the facts concerning the availability of the resources. There are children and youths who are involved in multiple systems such as the school, welfare division and the juvenile justice (Boys training school or home for girls). Whereas these systems exist, they function independent of each other. There is no collaborative effort. Furthermore, the Clareview Psychiatric hospital in Antigua has resources but because of the negative perception in the minds of the society in general, parents are afraid to take their children or youths there to receive the necessary help because of the stigma related to mental health disorders. An additional challenge presents itself when parents are unwilling to admit their children’s needs far less to engage in collaboration. Because there is no formal consultation and infrastructure in the immediate communities where the children and youth with mental illness function they pass through the system without their issues addressed.
Case Studies
- Read the case studies of Rhonda and Earl and a write detailed responses using the dimensions of chronicity, frequency and severity.
- Decide if you think the Freddie will qualify for special educational services as EBD and explain your answer.
- Describe what you think Rhonda feels when she walks into school each day.
Demographic information: 10 year old, third grade male
Social parameters: low socio-economic status, minority family
Social parameters: low socio-economic status, minority family
Behaviour: chronic - frequency:
sent to the principal's office on an average of three times per week.
Displayed externalizing behaviours:
involved in several fights including one serious (severity), yells at teacher:
“go to hell”, doesn’t turn in assignment or complete work in class; talks out
in class, no parental monitoring (not supportive of suggested disciplinary
methods)
Intellectual and Academic Functioning: Failed 2nd grade and may repeat 3rd grade; struggles with academics even
when he is attentive
Emotional state: gets into moods
Teacher: Mrs. Perkins describes him as
“sullen and hostile.” Although there is punishment (revoking privileges,
ignoring outbursts when necessary) there is no reward system for positive
reinforcement because teacher does not have time. She keeps notes and
talk with previous teacher and principal.
History: His reputation of difficult and
disruptive behavior preceded him to his new school.
Freedie
displays emotional disturbance disorder. His inappropriate manner of
relating to people (yelling to teachers, fighting), his inability to learn
which cannot be explained by intellectual factor (struggling with academics
even when he is attentive), his chronic aggressive behavior (“sullen and
hostile” defined by teacher, constant fights) in addition to his inability to
build or maintain satisfactory interpersonal relationships with peers and
teachers qualifies Freddie for special services. Report of behavioural
observations over a significant period of time and the teacher’s adequate
documentation and written analysis of the duration, frequency and intensity of
one or more of the characteristics of emotional and behavioral disorders can be
used as evidence.
Demographic information:
middle school student
Diagnosis:
emotional disturbance and a learning disability in reading and written
expression
Behaviour:
chronic – frequency: four physical altercations in a short while. Language is
often profane.
Externalizing behaviours: academic problems, poor interpersonal
relationships, irritable impulsive and uncontrolled, having a “short fuse”
Internalizing behaviours: lonely (seemingly has no true friends in
and out of school although she reports she is a part of a gang)
Intellectual
and Academic Functioning: low language
ability
Emotional
state: angry
Disordered behaviour: Oppositional
Defiant Disorder – Rhonda loses her temper, gets angry easily, resentful and
easily annoyed – “short fuse; she flies into a rage when daunted” She
defies/refuses to comply with requests/rules of adults – “her attitude toward school
and anyone in authority is poor. She does not complete assignment following the
given instructions. She deliberately does things to annoy people –
spiting on the vice principal.
Rhonda has already accepted failure and when she walks into school each day, she feels disconnected and hopeless in terms of academic outcomes. She also feels a sense of marginalization in her school community – poor social adjustment makes her feel unimportant. She definitely feels low self esteem - her external acts are coming from an inner state of inferiority. She craves attention which is a need for personal significance.
Rhonda has already accepted failure and when she walks into school each day, she feels disconnected and hopeless in terms of academic outcomes. She also feels a sense of marginalization in her school community – poor social adjustment makes her feel unimportant. She definitely feels low self esteem - her external acts are coming from an inner state of inferiority. She craves attention which is a need for personal significance.
Demographic information: 9th
grade student
Diagnosis:
emotional disability and a learning disability in reading and written expression
Behaviour
Chronicity: history of inpatient hospitalization for
emotional difficulties since 9, four times in the year with length of stay up
to two months,
Frequency: walking around the room for
20 minutes
Severity: assaulting another student and the police
Externalizing
behaviours: causes or
threatens physical harm to people (assaulting peer and police, threatened to
kill mother, violates societal rules (stole knife from grandfather’s collection
and took it to school), emotional outbursts, truant
Internalizing
behaviours: attempted suicide, socially withdrawn
Intellectual
and Academic Functioning: borderline range of intelligence - below average cognitive
ability (generally an IQ of 70-85) with strength in Mathematics
Emotional
state: depressed
Disordered
Behaviour : Conduct
disorder – refusal to obey authority figure, truancy, Earl did not show
interest in daily activities when teacher informed him that he earned
reinforcement time he did not show joy, was he involved in class discussion
Concommittant
Disorder: attention
deficit hyperactivity disorder (ADHD) Earl’s
inattention (he did not complete assignments) impulsivity (emotional outbursts)
and his overactivity (walking around the
room, being nervous)
February 19, 2015
Preparation (Reflective Reading)
Book: Mind
Character and Personality Volume 1: Ellen G. White
How can you
apply the key concepts in this reading to your own experiences and attitude to Life?
Thoughts:
From the reading I have
a heightened sense of awareness and appreciation of the serious responsibility
as a facilitator of learning both as a parent and an educator. I am in
agreement that the parent and teacher should be acquainted with the
psychosomatic relationship where humans are concerned according to MH 128
(1905). Facilitators of learning “should study the influence of the mind upon
the body and of the body upon the mind, and the laws by which they are
governed.” Regardless of the socio
economic, religio-political persuasion of those that I teach and even my very
own persuasion, I have recognized that
God has endowed us all with intellectual faculties for personal blessing and
the blessing of humanity . A call is
made for me to know my purpose and to live in accordance with this purpose and
give birth to wonderful results in the process LS 275 (1915). Since I am
engaged in the training of children and youths I am obliged to know myself,
improve myself and think big while consistently staying in alignment with the governance of God.
As an educator,
challenges, struggles, conflicts are antecedents to my own development CT 20
(1913) and I am now in a position to encourage my students to embrace conflicts
and look for the seeds of development in those challenges. It is virtuous to bring everything to the
task at hand for the production of much fruit/outstanding outcomes. I have come to acknowledge that God works in
and through me to accomplish his good pleasures in my line of duty. I am in deed colabourer and cocreator with
God. Lifelong learning is a must for the
conscientious educators. A course like
this one is so timely. I must commend
USC and the government of Antigua and Barbuda for this initiative. I am learning to invest thought, time and
money instead of spending them. I expect
a return on my investment, a return where the outcome is concerned regarding my
own children and the children I train.
As colabourer with God I am required to serve with tact, empathy and
unconditional love where our children and youths are concerned. I have come to the engaging realization that
true education addresses the whole person so that our services and methods
should be designed in such a way that would facilitate this truth. To be in great demand in the world of
work/service, market place it is imperative for me to cultivate my God-given
powers COL 344 (1900). E.G. White in RH,
June 20, 1882. (HC 218.) assures me as
God’s servant, of spiritual resources to assist me in the execution of his work
on earth. I can testify to the
availability of spiritual resources that have come to my aid as I recall
facilitating classes with up to 44 students in Kindergarten with outstandingly
favourable results.
References
White, Ellen G. (1900) Christ Object Lessons
White, Ellen G. (1913) Counsels to Teachers
White, Ellen G. (1915) Life Sketches of Ellen G.
White. Pacific Press Publishing Association,
(275)
White, Ellen G. (1905) Ministry of Healing. The
Ellen G. White Publications, (128)
White, Ellen G. (1882) Review and Herald
Behaviour Recording
Questions
For which of the following would
frequency recording be appropriate? For which of the following would
duration recording or momentary time sampling be appropriate?
a. Incorrectly
pronounced words frequency recording
b. Homework assignments submitted frequency recording
c. Correct math
problems frequency recording
d. Items assembled duration recording
e. Being "on task" duration recording
f. Humming (decide whether it’s humming a tune or just uttering "Hmm.") momentary time sampling/duration recording
d. Items assembled duration recording
e. Being "on task" duration recording
f. Humming (decide whether it’s humming a tune or just uttering "Hmm.") momentary time sampling/duration recording
Think of other ways to keep track of
the number of occurrences of a behaviour and discuss them with a person of your
choice.
- Coloured Coconuts:Have a pocket coconut tree with all students’ names on it. Beside each name have a pocket where either a red (some sort of consequence decided and explained earlier.) Yellow (warning), blue (caution) or green (doing great/desired behavior) coconut will be displayed. Students is expected to have green coconut.
- Punch Out Card: Each child receives a pad of paper. Whenever they are performing well, helping out, etc., give them a punch with a one hole hole-puncher. When students reach a certain number of punches, they can pick from a box of prizes.
- Stoplight: Display on a classroom bulletin board a stoplight with four colors: green, yellow, orange, and red. Surround the stoplight with numbered pockets, one pocket for each student. Into each pocket, place a strip of green paper. If a student breaks a class rule, replace the green paper with a yellow paper. A second behavior problem on the same day, results in an orange paper. When a student receives an orange paper, have him or her complete a Time Out Record describing his inappropriate behavior and explaining how he plans to correct it. Send the Time Out form home to parents to be signed and returned. Severe discipline problems result in a red paper, which earns a phone call home or a trip to the office. At the end of each day, everyone goes back to green. On Friday, give every student who keeps his or her green paper all week a Bonus Ticket. At the end of each semester, hold an auction and allow students to spend their Bonus Tickets.
- Give Me Five: Discourage inattention by teaching students the "Give Me Five" technique. Whenever you say, "Give Me Five," students go through the following five steps:
- Eyes on the speaker
- 2. Quiet
- Be still
- Hands free
- Listen
- SLANT: Discourage inattention, slouching, boredom by teaching students to SLANT. Whenever teacher says, "SLANT" students are required to: Sit up, Lean forward, Ask and answer questions, Nod yes or know and Track the speaker/teacher (could also mean talk to teacher)
- Three Strikes!: Every Monday, provide each student with three index cards with his or her name printed in large letters on the blank sides of the cards. If a student misbehaves, he or she writes, on the first line of the lined side of the card, the date and the behavior, and drops the card into a fishbowl at the front of the room. Reward students who still have three cards at the end of the week, and assign consequences to those who have two, one, or no cards left. The next week, give back students' cards back and start again. The cards also serve as a record at report card or parent conference time.
Evaluation
for Intervention
Name and describe at least five factors that Special
NeedsTeachers should take into consideration, before intervention. (10 mks)
The Individuals with Disabilities Education Act
(IDEA), is a federal statute that provides guidelines and regulations for how
states and public agencies provide early intervention, special education, and
related services. Before Special Needs
Teachers provide intervention they should consider the following five factors but
not limited to
- Identify the behaviour - what does it look like? How often does it occur? How severe is it? Where does it occur and for how long?
- Determine the Function of the behaviour by using a functional behaviour assessment
- Identify the data collection measure - Frequency Data Collection Sheet, Antecedent Behaviour
- Select a Differential Reinforcement Procedure to decrease or get rid of the problem behaviour
- Create the intervention plan – what replacement behaviour to be taught, what reward system would be put in place, how would the child be supported? Target behaviour: can read it and know exactly what to look for.
The ultimate goal of assessment is to gather information through students,
teachers, and other adults/parent report and direct observation about
a child’s behaviour (when behaviour occurs as well as the frequency) and to
analyse the information in an effort to use it to plan ways to help the child
change unwanted behaviours.
Assessment is an integral part of
instruction, as it determines whether or not the goals or objectives have been
met. Assessment inspires us to ask these hard questions: "Are we teaching
what we think we are teaching?" Are students learning what they are supposed
to be learning? Is there a way to teach the subject better, thereby promoting
better learning?" The ultimate goal
of assessment is to gather information about students in an effort to identify
strengths, decide what special educational support students need and then
provide explicit, systematic instruction/remediation in the specific deficit
area(s).
Describe the benefits of Functional behaviour assessment. (3 mks)
- Identifies the purpose of specific social or environmental factors responsible for certain behaviour.
- Helps IEP teams select interventions to directly address the challenging behaviour.
- Gives the student the opportunity to come up with a better way to have his needs met by involving him in the problem-solving process for addressing his challenging behaviour.
http://www.parentcenterhub.org/repository/steps/ accessed February 18, 2015
http://www.parentcenterhub.org/repository/accommodations/ accessed February 18, 2015
http://benefitof.net/benefits-of-functional-behavioral-assessment/ accessed February 18, 2015March 2, 2015
Major issues associated with identification and assessment of emotional and behavioural disorders in children
- Significant changes in feelings or behaviour
- Behaviour that is out of step with peers at a similar age and stage
- Persistent separation difficulties or attachment problems with family
- Being withdrawn, fearful, anxious or upset much of the time
- Poor-quality play that seems limited and repetitive
- Difficulty managing anger and frustration, frequent tantrums or aggression
- Difficulty in paying attention, following instructions and completing tasks
- Frequent defiance and refusal to follow instructions.
Tests and techniques are varied, however developmental histories, interviews, observations across settings, and behavioural checklists and rating scales are recommended, along with cognitive and achievement testing.
ReflectionI have identified a student to conduct my case study but I have a challenge. My challenge is that I am not in the classroom as such and the children I work with do not exhibit emotional and behavioural disorders. I am afraid that when I go to the classroom to observe the student will display her best behaviour. I will have to work around how to get to observe the student.
Questions
to Consider
1. What
factors seem to influence how we have historically treated individuals with
emotional or behavioural disorders?
Spiritual: the
belief that people showing signs of behavioral disturbance were possessed by
evil spirits.
Humanitarian: goes against the spiritual approach and suggest that
behavioural disorders are the result of
cruelty, stress, or poor living conditions
Scientific: Physical illness as proposed by Hippocrates, particularly
pathology in the brain “emphasizing the importance of heredity as well as
actual injury to the head.”
2. How
have attitudes towards deviance changed throughout history?
Prior to the 18th
century there was quietness with regards to children. Then there were harsh and
inhuman approaches in dealing with with EBDs.
Because a need was seen for the treatment of individuals with emotional
and behavioural disorders, these individuals were segregated in asylums. Recognizing that this brought isolation and
maltreatment, they were provided with better living conditions and
humane treatment
and were treated in mental
hospitals. Scientific and humanitarian advances led to the identification of
the biological, or organic, pathology underlying EBDs and brought about a gradual acceptance of individuals who
are in need of professional attention.
The 1900’s saw advocacy, collaboration, research which have led to
rights and laws.
3. What
can we learn from historical descriptions in terms of our own dispositions
toward deviance?
Our religious beliefs may influence our
attitude as well as ignorance which could lead us to display unfavourable
attitudes to people who are challenged by emotional disorders. An increased understanding of the scientific
nature of the disorder leads to more humane attitudes.
4. What
role does superstition play in concepts of deviance? Do you think superstition
plays a role today?
Superstition has
to do with what one chooses to believe and it is still prevalent today since
people believe that some persons who exhibit emotional behaviours are possessed. We have seen in modern denominations
spiritual leaders try to “drive the evil spirit out of persons.” Different cultures accept different
behaviours and superstition as well as deviance may be found in every society
but the kind of deviance people generate depends on the moral issues they seek
to clarify. Persons can therefore
celebrate what superstition they want to and condemn what they do not want.
5. What
are the major political and social factors impacting how we treat individuals
with EBD today?
The establishment of
laws within the constitution that caters to the rights of all human including
those with emotional and behavioural disorders is a positive way forward. Governments, organizations such as United
Nations and UNICEF have put policies in place to direct how individuals are to
be treated. The establishment of social
systems such as schools and homes that cater to the psychological and emotional
needs of individuals in a least restrictive environment is an indication that
there is an understanding and a need to cater to the needs of individuals with
EBB. Courses to educate individuals
about the characteristics of these people and how to relate to them educate
them and their families also play a significant role.
History of EBD up to the 1600's
Early writings claimed that abnormal
behaviour was caused by a demon or a God who had taken possession of the person.
This approach held the view that if the person’s speech or behaviour had
religious or mystical significance they were occupied by a good spirit or a God
and was hence treated with awe and respect. On the other hand, if the person
was overactive, overexcited or his speech and behaviour was contrary to
religious teaching, he was thought to be possessed by an angry God or an evil
spirit. The primary treatment for abnormal behaviour was exorcism which
included the practice of magic, prayers, incantations, noise making and the
drinking of concoctions.
Hippocrates
A different view to the cause and
treatment of abnormality was developed by the Greek (461-377 B.C). This new school of thought was spearheaded by
the famous Greek physician, Hippocrates (460-377 B.C). He postulated that
mental illnesses were not caused by possession by demons or Gods, but were
caused by natural, biological causes.
He argued that the brain was the central
organ of intellectual activity and that mental disorders were due to pathology
of the brain. He also emphasized the role of heredity/genetic predisposition
and injuries to the head in the
development of mental disorders.
Hippocrates emphasized the role of
natural causes, clinical observation and brain pathology in the diagnosis and
treatment of mental disorders.
Hippocrates classified all mental
disorders into three categories: mania, melancholic and phrenitis. He gave
detailed descriptions of specific disorders under each category based on
thorough clinical observation of his patients.
Another paradigm developed in this era
that sought to explain personality/temperament is the doctrine of the four
humors. This doctrine underscored four different personality types: the
sanguine, the phlegmatic, the choleric and the melancholic.
As treatment for behaviour abnormality,
Hippocrates recommended practical forms of treatment such as change of diet,
abstinence from alcohol, celibacy, sobriety, exercise and changes in social
interactions.
Greek
and Roman Thought
Greek and Roman physicians who came
after continued Hippocrates’ work. They
too highlighted the importance of practical and medical forms of treatment for
mental behaviours. One major type was the use of pleasant surroundings as a
form of therapy. In this approach, patients were provided constant activities
such as parties, walks, dances, rowing along the river and musical
surroundings. Physicians of this time
also made use of a wide range of therapeutic measures to include dieting,
massage, hydrotherapy, gymnastics, education as well as other less desirable
methods such as bleeding, purging and mechanical restraints.
Galen (A.D. 130-200) another Greek
physician of this era also made significant contributions underpinning the role
the nervous system plays in mental disorders. He also, took a scientific
approach to his study and divided psychological disorders into two categories:
physical and mental in nature. Among the causes that fell under these two
categories were injuries to the head, alcohol abuse, shock, fear, adolescence,
menstrual changes, economic reversals and disappointments in love.
Early
Middle Ages to the 1600’s (Segregation Phase) (B)
The principles developed by Hippocrates
and his peers of earlier times were preserved and practiced through the Middle Ages (A.D 500 to A.D.
1500), predominantly by the Islamic countries of the region. Several Islamic
countries established mental hospitals which delivered humane treatment for
their patients.
However, in Europe, scientific inquiry
into emotional and mental disorders was limited and the treatment of
psychologically disturbed persons was characterized more often by rituals and
superstition. For example, isolated rural areas were afflicted by outbreaks of
lycanthropy – a condition in which people believed that they were possessed by
wolves.
Management of the mentally disturbed was
left largely to the clergy. Monasteries served as refuges and places of
confinement. During this early part of the medieval period, the mentally
disturbed was treated with considerable kindness. Treatment consisted of
prayer, holy water, sanctification ointments, the breath or spittle of priests,
the touching of relics, visits to holy places and mild forms of exorcism. These
methods were often joined with vaguely understood medical treatments derived
from earlier physicians, mainly Galen (A.D. 130-200)
During this period, some mentally ill
persons were also punished as witches.
The Valencia mental hospital founded by
Father Juan Pilberto Jofre (Villasante, 2003) was probably the first asylum
established in Europe (Spain in 1409). Little is known about the treatment of
patients in this asylum. In 1547 the monastery of St. Mary of Bethlehem in
London (initially founded as a monastery in 1247; was officially made into an
asylum by Henry VIII. Its name soon was contracted to “Bedlam,” and it became
widely known for its deplorable conditions and practices. The more violent
patients were exhibited to the public for one penny a look, and the more
harmless inmates were forced to seek charity on the streets of London. These early asylums were primarily modifications
of penal institutions, and the inmates were treated more like beasts than like
human beings. This treatment continued through most of the eighteenth century.
March 5, 2015
Article Review
Subject:
Student Teachers
Students (Behavior)
Intervention/treatment models
Students (Behavior)
Intervention/treatment models
Author: Susan R. Anderson, PhD
Pub Date: July 2012
Publication:
Name: American International Journal of Contemporary
Research. http://www.aijcrnet.com/journals/Vol_2_No_7_July_2012/4.pdf accessed February 20, 2015
Issue:
Date: July, 2012 Source Volume: 2 Source
Issue: 7
Topic: Psycho-Educational Processes as Strategies
for Students Presenting with Emotional and Behavioural Disorders
Geographic:
Geographic Scope: Jamaica, Caribbean
Review
The article Psycho-Educational Process as strategies
for students presenting with Emotional and Behavioral Disorders was authored by
Professor Susan R. Anderson (University of the West Indies Mona, Jamaica) and
published in American International Journal of Contemporary Research; an open
access, peer-reviewed and refereed multidisciplinary journal.
The objective of this study was to
sensitize teachers to be more aware of the presence of these psycho-social and
handicapping condition within the classroom and the paramount urgency of
addressing appropriately these challenges. According to the author, “the
Jamaican teaching/ learning situation is woefully unprepared to cater to the
needs of these children” and I must say that the same holds true for
Antigua. Every child should encounter a
pleasant classroom environment so that he can productively execute his class
assignment thus maximizing on his fullest potential and consequently producing
a relevant productive child who will in turn make a significant contribution to
peer group.
I, as a teacher should strive to empathize and
understand each student in my class and seek to acquire the necessary technique
to decrease the social deviance and low performance of an emotional behavioral
disorder a student may exhibit.
Literature was adequately reviewed and supported
with the appropriate citations. Hypotheses were well defined and easy to
comprehend. It is also noted that although there is no definite definition for
the conceptual terms emotional and behavioral disorders, for the paper it was
defined as “a disability that is characterized by behavioural or emotional
responses in school programmes so different from the appropriate age, cultural,
or ethnic norms that the responses adversely affect educational performance,
including academic, social, vocational or personal skills”. The published
writing appraisal provided a justification for the author’s supporting that
psycho education a technique that must be implemented to deal with emotional
behavioral disorders.
Professor Anderson indicated that the specimen were
Jamaican school children. The qualitative research approach was implemented
with the help of eight teachers who were trained to recognize EBD. Urban and
inner-city students were employed to be observed for EBD by these teachers. In
my estimation due to the coherent substantial sufficiency of the detailed by-
weekly shared strategies and discussions conducted amongst these teacher and
verbatim transcription done to maintain accuracy this literature can be
confidently replicated.
This published writing is consistent with the view
that once teachers are educated as to what are the signs that may trigger the
various EBDS and the techniques to combat them; also children in the classroom
find their environment and their work to be positively energy channelled and
understand how to work with others to achieve common goals. Hence the results
were clearly supported by the supposition.
One may conclude from this study that once teachers
empathize and understand their students’ verbal and non-verbal communication
both stake holders would achieve positive changes. The student’s grades will
improve and teacher confidence level would be boost as she now sees her
effectiveness. Technological integration is a vital technique which a child with
EBD will embrace whole-heartedly because it encourages learning and interaction
without being condemned in a personal manner. Using a mixture of the various
techniques with measure of flexibility will reproduce favourable relevant
results. Families, educational
psychologist, special educators and literacy specialist can collaboratively
combine their effort to implement the appropriate method to each child.
Hence the author’s direction for future research,
implication of results, empirical findings and existing theory to my knowledge
matched the existing report.
Dr. Susan’s Profile page :http://theuniversitysingers.mona.uwi.edu/des/pages/sAnderson.htm
American
International Journal of Contemporary Research (AIJCR)
http://www.aijcrnet.com/
Topic 1: Characteristics of Behavior in Emotional Children
A general pervasive mood of unhappiness or depression, a tendency to develop physical symptoms or fears associated with personal or school problems, inappropriate types of behaviour or feelings under normal circumstances, an inability to build or maintain satisfactory interpersonal relationships with peers and teachers are characteristics included in the PL 94-142 (IDEA) definition of seriously emotionally disturbed. The dimensions of chronicity, frequency, and severity are essential in determining whether behaviour is normal and the following is the PL 42-142 (IDEA) definition of emotional disturbance. Chronicity is a dimension of disordered behaviour referring to "...Over a long period of time...;" severity is a dimension of disordered behaviour referring to "...Inappropriate types of behaviour or feelings under normal circumstances" and frequency is a dimension of disordered behaviour referring to "...To a marked degree..." Current terminology associated with emotional disturbance is best characterized by controversy, leading to different terms being used by different state agencies. Inconsistency in defining behaviour disorders is a primary reason for inaccuracy in estimates of prevalence. Eli Bower did the research upon which the federal definition of EBD is based, said that adding the term seriously to the term emotionally disturbed was not a good idea, the crucial difference was that EBD children exhibited the characteristics over a period of time and to a marked degree, all of the characteristics in the definition could be observed in almost all "normal" children at some point in time and the definition is practical in an educational setting related to the federal definition. Characteristics used in Bower's definition of emotionally disturbed can be observed in almost all normal children to some extent at some time. The National School Board Association opposed the name change from Emotional Disturbance to Emotional / Behavioural Disorders because the new wording would imply that differences between emotions and behaviour were important; the change would not adequately define those children affected by the disorder; they feared change and really weren't interested in the welfare of the children and the new label would include too many children for treatment at too great an expense. The Executive Committee of the Council for Children with Behavioural Disorders identified difficulty in operationalizing the definition; exclusion of social maladjustment; a variety of state definitions exist, resulting in diverse identification procedures and Subjectivity in clinical judgments of disturbance.
Social
Considerations are of great importance when identifying emotional
disturbance. Socio economic
level, gender, racial/cultural group and age level are sociological parameters that guide
our expectations for individuals' behaviour.
Sociological parameters, variation in
individuals' tolerance ranges for behaviour, differences in the theoretical
models from which professionals operate and differences in terminology associated
with emotional problems are factors influencing our personal concepts of
deviance. Researchers have proposed behaviour typical of boys tends
to be labelled as disordered; teachers see boys' behaviour problems as more
disturbing; girls tend toward withdrawn and internalizing behaviour and boys
tend to show conduct problems rather than personality problems. The
internalizing and externalizing factors have been found to have a positive
association, perhaps indicating a common general underlying factor among
individuals with EBD. The internalizing
factor includes Somatic complaints, social withdrawal, and fears and
externalizing factor includes disobedience, delinquency, and overactivity. With regard to the
internalizing/externalizing dichotomy research support these two
behaviour styles reflect the interaction of environmental and biological
factors; there is a clear and positive association between the two types of
profiles; females tend to be internalizers, while males tend to be
externalizers and internalizers
are more problematic for teachers because behaviours are difficult to measure. Historically, externalizers have been identified as emotionally/behaviourally
disordered at a higher rate than internalizers.
Because of the
theoretical stances represented in multidisciplinary teams, its members will
usually be in disagreement about whether the student has an emotional
disturbance. A majority of students with EBD fall in the low
average-range on intelligence measures. A
disproportionate number of African American Students have been identified as
having an emotional disturbance. Research
on teachers' tolerance ranges has led to the conclusion that the individual's
definition of behaviour disorders is subject to his/her attitudes. Teachers
working with school children who are classified as Emotionally Disturbed
statistically have the following attributes
- They tend to be male.
- They tend to be people of racial/ethnic minorities.
- The are less well trained and educated than other special education teachers
- They have a higher turnover rate than other special education teachers
Historical perspective, Identification, and assessment
Historical Perspective
Early
beliefs from
such ancient civilizations as those of Greece, Rome, India, and Egypt believed that behavioural deviates were possessed by
demons. These beliefs were most likely
the result of humans' attempts to maintain some control over their environment.
This concept eventually disappeared only to resurface again in the Middle Ages where there was an increase
in abnormal behaviour and there was strong belief in demonology. The mentally ill were treated harshly and
accused of witchcraft. Philosophers
and physicians such as Hippocrates and Plato provided theories which allowed
movement away from superstition and toward scientific inquiry. Hippocrates placed mental illness on the
same footing as other medical disorders by highlighting the belief that the
mentally ill are genuinely suffering, and therefore to be treated like other
sick persons rather than as moral degenerates.
Plato believed that interpretation of dreams provided insight into
personality. The scientific explanations
of causes of mental disorders which had been proposed by the Greeks were
expanded and improved. French Physician Philippe Pinel was known for
removing the chains from mental patients during the 1700s. Dorothea Dix was responsible for penal
and mental health reforms and the establishment of 32 mental hospitals during
the 1800s. Jean
Itard, a physician during the mid-1700s is best remembered today for teaching
the "wild boy of Averyon" speech and social skills. In the
mid-twentieth century, services for students with EBD lagged behind those for
other special population because of limited understanding of etiology and
appropriate intervention. Parents were
reluctant to become advocates. Because
of confusion over definition of EBD there was lack of direction among educators
and established and effective intervention techniques were lacking.
The transition phase
(1700s-1800s) was known for children being recognized as individuals with
rights. Clifford Beers having recovered
from a mental breakdown, founded the National Committee for Mental Hygiene and
campaigned for better conditions in the treatment of the disturbed wrote a Mind
that Found Itself. Towards the end of the nineteenth century
Sigmund Freud and several European neurologists began actively investigating
the causes of mental illness with the determination to change forever the
understanding of mental illness.
During
the early 1900s, the White House Conference on Child Health and Protection; the
Creation of the Council of Exceptional Children; the Creation of the National
Committee for Mental Hygiene and the creation of a department of special
education within the U.S. of education occurred.
The earlier part of the twentieth century
was marked by legislation requiring affirmative action towards persons with
disabilities, increased public awareness of mental health, recognition of
special education as a legitimate part of education and creation of the
American Orthopsychiatric Association. The
International Council for the Education of Exceptional Children was founded
with 12 charter members August 12, 1922.
Elizabeth Farrell was unanimously elected president at that first
meeting, and the Council adopted what it called its three "aims":
·
To
unite those interested in educational problems of "special children."
·
To
emphasize the education of "special children" rather than his/her
identification.
·
To
establish professional standards for teachers in the field of special
education.
·
Wickman's 1928 monograph
"Children's Behavior and Teacher's Attitudes," touched off a 30-year
controversy concerning whether teachers should adopt mental health clinicians'
attitudes toward behaviour. The distinguished
psychiatrist, Bender established classrooms for disturbed children at Bellevue
Hospital in New York in 1935. The League
School, a model day school program in New York City, was founded by Fenichel. Following World War II, parents of children with
disabilities became more visible as the federal government provided greater
resources to returning veterans. The
basis development of services for students with EBD following World War II
included a Parents’ Advocacy Network.
During the 1960s a number
of books were published. The book,
Conflict in the Classroom represented the first attempt to integrate the widely
divergent views of psychodynamic, psychoanalytic, and behavioural theory. Cruickshank, in 1961 wrote a book detailing
specific classroom procedures for education of hyperactive and brain damaged
children. Haring and Phillips wrote a
book in 1962, Educating Emotionally Disturbed Children which provided explicit
instructions for establishing public school classroom for children with EBD using
behavioural principles and a structured environment. In the Mid 1960s, Hewett
designed the engineered classroom where specific hierarchical educational goals
were established, the environment was highly structured to ensure success, an
elaborate reinforcement system was instituted to provide motivation and
activities centres and specific times for specific subjects were
instituted. Project Re-ED, the NIMH, funded pilot
residential schools for students with emotional/behavioural disorders, which
was based in the philosophy that all of the child’s social systems must be
taken into account if the treatment is to be effective was headed by
Hobbs.
Research of the 1970s
provided a definitive course of instructional methodology for educating
children with EBD. Bower and Lambert's
work establishing a screening instrument for emotional handicaps provided the
basis for the definition of emotional disturbance used in PL 94-142. The Education for All Handicapped Children
Act of 1975 (P.L. 94-142) provided that all children with disabilities ages 5
to 18 must be provided a free, appropriate education. The impetus for the establishment of special
education programs was the passage of compulsory education laws. Rehabilitation Act of 1973 (PL 93-112) is the
legislation known for requiring affirmative action toward persons with
disabilities by employers and administrators receiving federal funds. Mills vs. Board of Educationon of District of
Columbia (1971) was important because it laid the groundwork for P.L 94-142. Public law 94-142 (Education for All
Handicapped Children Act, 1975) provided a free appropriate education for all
children with disabilities; required multidisciplinary planning; required an
individual education plan (IEP) and has guided the direction of special
education since its passage in 1975. The
most important provision of the Americans with Disabilities Act (ADA) passed in
1990 is that it prohibits both private and government employers from
discrimination against qualified persons with disabilities. The main goal of the NCLB Act was to
establish a level of academic proficiency in core subject areas by 2013-2014. Specific criticisms of the No Child Left
Behind Act of 2001 (NCLB) focus on unreasonable and costly testing mandates, unreasonable
expectations for performance and school accountability for special education
students, lack of funding and Federal intrusiveness. The major conflict between NCLB and IDEA 2004
could be summarized as IDEA mandates individualized programming while NLB requires
a standard curriculum.
Identification and Assessment
Characteristic included in the IDEA
definition of seriously emotionally disturbed include the following five
possible manifestations: inappropriate
types of behaviour or feelings under normal circumstances; an inability to
build or maintain satisfactory interpersonal relationships with peers and
teachers, an inability to learn that can’t be explained by intellectual,
sensory, or health factors, a tendency to develop physical symptoms or fears associated
with personal or school problems and a general pervasive mood of unhappiness or
depression. Students
who are socially maladjusted are sometimes eligible for special education if
they otherwise meet criteria for EBD. To
qualify for special education services, a student must meet criteria for a
specific disability and demonstrate educational need. Response to intervention (RTI) should be
considered prior to eligibility determination.
Prereferral interventions are based on the perspective that children
operate in multiple systems and behaviours should be viewed within the larger
context.
Reasons a thorough developmental history essential to the
assessment of EBD include consideration of medical issues that might impact
school functioning, documentation of duration, severity and chronicity of
problem behaviours, consideration of family or situational factors that may
impact social, emotional and behavioural functioning. When a referred
student is diagnosed with a psychiatric disorder by a professional outside of
the school setting, the IEP team must consider comorbitity when making
eligibility determinations. Comorbidity
might best be defined as the coexistence
of two or more diagnosable disorders in the same individual. Other disabilities that may coexist with EBDs
include ADHD, ADD, autism, Language disorder. According
to IDEA 2004, parent involvement in the multidisciplinary IEP team is mandated. Nondiscriminatory testing as a procedural
requirement of IDEA refers to the responsibility of local education
agencies to ensure that identification procedures are not culturally or
racially biased.
Behavioural observations are important in
the EBD assessment because understanding of the context of behaviours can aid
in the development of interventions. Selection of specific instruments and
techniques for the assessment of EBD is usually left to the discretion of
assessment personnel such as school psychologists. Tests or techniques
typically used to assess for EBD include the SEDS-2 (Social-emotional Dimension
Scale), BES-2 (Behaviour Evaluation Scale), and the SAED (Scales for Assessing
Emotional Disturbances). They all
provide rating scales based on federal criteria for EBD. Advantages of rating scales for eligibility
decision makers include leading to discovery of problems for one teacher as
opposed to problems across teachers, information from several teachers using
the same questions can be compared for each child, somewhat objective measures
focusing on observable behaviour and helping to satisfy the requirement for
multiple sources of information. Best
practices for use of behaviour rating scales interpreting the results with reference
to informants’ experiences with the child, considering the reliability and
validity of the measures, selecting tests based on a large nationally
stratified sample and seeking input from multiple informants and settings. A specific purpose behavior rating scale
might be selected by school assessment professionals when Referral concerns
indicate particular types of emotional/behavioral problems that require further
exploration. Characteristics of the Achenbach System of
Empirically Based Assessment include Emphasis on cross-informant assessment,
along with interview and observation tools.
Projective assessment techniques refer to tests and procedures which
Elicit an individual's inner feelings and conflicts through response to
ambiguous stimuli. In interpreting
results from assessment for EBD, the competent examiner should probably consider
the convergent validity of information gathered through multiple approaches. Techniques such as human figure drawings,
kinetic family drawings, thematic apperception methods, and face-to-face
interviews with students may help to build rapport while eliciting information
during the assessment process.
April 3, 2015
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