Serious+Emotional+Disturbance

 // Christ discerned the possibilities in every human being. He was not turned aside by an unpromising exterior or by unfavorable surroundings. He called Matthew from the tollbooth, and Peter and his brethren from the fishing boat, to learn of Him. // // The same personal interest, the same attention to individual development, are needed in educational work today. Many apparently unpromising youth are richly endowed with talents that are put to no use. Their faculties lie hidden because of a lack of discernment on the part of their educators. In many a boy or girl outwardly as unattractive as a rough-hewn stone, may be found precious material that will stand the test of heat and storm and pressure. The true educator, keeping in view what his pupils may become, will recognize the value of the material upon which he is working. He will take a personal interest in each pupil and will seek to develop all his powers. However imperfect, every effort to conform to right principles will be encouraged. // Education pgs. 232-233



 **//Vignette: Serious Emotional Disturbance //** Josh is an 8 year old 2nd grader that has been diagnosed with a conduct disorder. When he started school in 1st grade, his teachers noted that Josh had difficulties transitioning from one subject to another. He would often cry when told to put away his materials and sometimes throw major tantrums. Frequently he had to be removed from the classroom for the safety of his peers and preservation of classroom property. Josh repeatedly had meltdowns when he did not understand schoolwork as well. His teachers also noted that he did not have many friends and refrained from social interactions. Josh’s parents (just recently divorced) reported that they did not experience the behaviors at home. He is the youngest of 3 children and hit all of his developmental milestones. He had never been enrolled in any formal school setting until the 1st grade. Towards the end of the 1st grade, Josh was given a psychological evaluation and it was determined that he had Oppositional Defiant Disorder (ODD). An IEP was developed that included behavioral goals, rewards and consequences, and much communication with home. A place was set aside in the classroom where Josh could cool-down when frustrated. Josh’s teachers were trained on how to de-escalate volatile situations and a resource person was designated where Josh could go before he experienced a meltdown. Since diagnosis, Josh’s behavioral outbursts have decreased and his social interactions have gotten demonstrably better. He has an organizer on his desk that tells him the order of the day. If Joshua begins to feel frustrated he has the option of going to a quiet space in the room for 2 minutes as long as he raises a red card and the teacher approves. He is allowed to use the card 3xs per day. If he does not use the card at all for the day, he gets to call home with his teacher to inform his parents. 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-- · An inability to learn that cannot be explained by intellectual, sensory, or health factors; · An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; · Inappropriate types of behavior or feelings under normal circumstances; · A general pervasive mood of unhappiness or depression; or   · A tendency to develop physical symptoms or fears associated with personal or school problems.
 * **What is Serious Emotional Disturbance? **

SeriousEmotionalDisturbance

//A helpful perspective… // []media type="youtube" key="3_q1ovK71QM" height="314" width="382" align="center" || SeriousEmotionalDisturbance || · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">inability to learn which cannot be explained by intellectual, sensory, or health factors · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">inability to build or maintain satisfactory interpersonal relationships with peers and teachers · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">inappropriate types of behavior or feelings under normal circumstances · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">general pervasive mood of unhappiness or depression · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">tendency to develop physical symptoms or fears associated with personal or school problems · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Defiant · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Impertinent · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Uncooperative · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Irritable · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Attention seeking · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Negative · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Hypersensitive · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Hyperactivity (short attention span, impulsiveness) · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Aggression/self-injurious behavior (acting out, fighting) · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Withdrawal (failure to initiate interaction with others) · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Retreat from exchanges of social interaction · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Excessive fear or anxiety · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Immaturity (inappropriate crying, temper tantrums, poor coping skills) · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Learning difficulties (academically performing below grade level)
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Prevalence **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">: ~8-13% of school aged children in the U.S. Boys may outnumber girls 3.5-1
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Describe Characteristics of Students **

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">SeriousEmotionalDisturbance || · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Don Hellison’s Social Development or Social Responsibility Model · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Wechsler IQ Series · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Walker and McConnell Scale of Social Competence and School Adjustment · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Woodcock-Johnson Psycho-Educational Battery
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">How is this disability identified? **

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">SeriousEmotionalDisturbance || · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Resource Rooms · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">General Education settings · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Group homes · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Residential placements
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">How do these learners receive their education? **

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">SeriousEmotionalDisturbance || · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Display appropriate authority · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Explain class goals on 1st day and routine to be followed · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Discuss goals often with each student, develop a contract what student must do to achieve goal, relate goals to the group goals · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Keep simple class rules, set as few as possible to obtain order · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Clearly explain consequences of not following the rules, or regulations and the rewards for following them as well · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Allow students to be involved in the consequence process, post in the room or allow them to take part in making them. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Demonstrate consistency in enforcing rules and providing feedback. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Target behaviors that need to change and define components of these behaviors · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Learn what triggers emotional/behavioral outbursts · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Observe, chart and analyze behaviors to change · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Social skills training · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Select and apply specific strategies to achieve behavior changes (i.e. start and stop signals, routines for transitions, techniques for forming groups, strategies for coping with disruptive behaviors) · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Periodically evaluate progress toward changing an individual’s behaviors and revise their behavior change plan · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Allow individuals to feel safe by task analyzing and structuring activities to assure personal mastery · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Promote vicarious feelings of mastery by watching and listening to models who look successful and appear to be having fun · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Use personal persuasion by significant others · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Provide counseling or psychotherapy that teaches cognitive control of anxiety and fear
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">What are best educational practices? **

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">[] media type="youtube" key="Ru_VbYzR6Vw" height="314" width="382" align="center"

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">SeriousEmotionalDisturbance ||
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Accommodations: **

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Develop consistent behavior expectations. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Functional Behavioral Assessments · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">IEPs · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Behavioral Intervention Plans · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Involve the student in setting academic and personal goals. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Engage in role playing situations. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Communicate with parents so that strategies are consistent at home and school. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Set limits and boundaries. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Apply established consequences immediately, fairly and consistently. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Acknowledge and reinforce acceptable behavior. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Avoid confrontation and power struggles. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Provide a highly structured classroom environment. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Clearly post rules and expectations. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Establish a quiet cool off area. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Provide and teach opportunities for the student to use self-control/self-monitoring techniques to control behavior. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Teach self-talk to relieve stress and anxiety. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Teach and provide time for relaxation techniques. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Establish cues as reminders for inappropriate behavior. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Redirect to avoid situations that may increase anxiety levels. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Remain calm and aware of your body language when addressing the student. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Provide a positive and encouraging classroom environment. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Use a study carrel to limit distractions. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Use visually stimulating material for assignments/learning presentations. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Use specialized technology and software. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Develop and use behavior contracts. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Give frequent feedback.

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">SeriousEmotionalDisturbance ||
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Inclusive Practices: **

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Training school personnel on the nature and range of behavioral disorders. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Making other students aware of potential challenges and educating them on appropriate responses · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Making a space available for ‘meltdowns’ · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Training the class on appropriate ways to get attention · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Differentiate Instruction · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Make students aware of transitions ahead of time · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Cues for transitions · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Limit unstructured time · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Seat students in the front · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Pair students with peers that demonstrate good behavior · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Structure the class for self-discipline · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Make rules specific and few · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Establish positive and negative consequences for behavior · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Act-out potential scenarios

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">SeriousEmotionalDisturbance ||
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Provide a continuum of severity or extent possible in youngsters: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">Can be mild to extremely severe.

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">SeriousEmotionalDisturbance ||
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Special Challenges for General Education : **

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Learning and administering IEP stipulations · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Learning and administering Behavioral Intervention Plans · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Maintaining classroom control in the event of a meltdown

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">SeriousEmotionalDisturbance ||
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Accommodations: Assistive Technology PDF **

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Point Sheets · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Behavior charts · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Dry erase boards · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Clipboards · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">3-ring binders · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Manila file folders · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">photo albums · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Laminated PCS/photographs · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Highlight tape · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Tape recorder · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Language Master · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Overhead projector · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Timers · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Calculators · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Voice output devices · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Video cameras · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Computers and adaptive hardware

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">SeriousEmotionalDisturbance ||
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Wraparound Service if any: **

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Case management · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Psychotherapy · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Support groups for parents · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Boys and Girls Club · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Sports involvement

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">SeriousEmotionalDisturbance || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt;">Both. Children with autism or Asperger’s syndrome will live with their disorder for their entire lives. Many of the serious emotional disturbance spectrum disorders can be managed with support, psychotherapy and sometimes with psychotropic medication. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">SeriousEmotionalDisturbance || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt;">Can very negatively affect home. Parents may experience guilt as they search for the cause of the disturbance. Feelings of frustration and anger at the child may pervade the home as well. There may be a disruption in family life if emotional outbursts, stealing, lying, and other behaviors become out of control. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">SeriousEmotionalDisturbance ||
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Impact: Is this a school issue or life issue - Why? **
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Impact: How does this affect home? **
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Name of someone who has achieved greatness: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt 0.25in;">Ernest Hemingway (bipolar) was an American author and journalist. His distinctive writing style, characterized by economy and understatement, influenced 20th-century fiction, as did his life of adventure and public image. He produced most of his work between the mid-1920s and the mid-1950s. He won the Nobel Prize in Literature in 1954. Hemingway's fiction was successful because the characters he presented exhibited authenticity that resonated with his audience. Many of his works are classics of American literature. He published seven novels, six short story collections, and two non-fiction works during his lifetime; a further three novels, four collections of short stories, and three non-fiction works were published posthumously.

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">SeriousEmotionalDisturbance || <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt;">Jamaican-born Lena McCalla Njee is currently a special education teacher at Augusta Street Pre-School in the Irvington School District in New Jersey, teaching children with autism and other disabilities from 2005 to the present. <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt;">Last month, she was named teacher of the year for the Irvington School District in New Jersey, and is now in the running for teacher of the year for the state and the country. <span style="display: block; margin: 0in 0in 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">SeriousEmotionalDisturbance || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt;">Remain calm, give clear, concise directions, be firm, have high but attainable expectations. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">SeriousEmotionalDisturbance ||
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Name of a teacher who overcame this or is helping a child overcome it **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">.
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">What can you do to make a difference for the child? **
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">What can you do to support parents? **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt;">Suggest respite care, intensive case management services, and multi-agency treatment plans. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">SeriousEmotionalDisturbance || <span style="font-family: Times New Roman; line-height: 200%; margin: auto 0in auto 0.5in; text-indent: -0.5in;">Sullivan, A. L. (2010). Preventing Disproportionality: A Framework for Culturally Responsive Assessment. Communique, 39(3), 1,. Retrieved from EBSCOhost.

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