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Emotional Impairments

Emotional Impairments. Presentation by: Danicia Braun Brian Buchek Alisha Caron Russell Olds ED 361/Beauchamp November 5, 2008. General Information. Emotional Impairment/Disturbance: Refers to a number of different, but related, social-emotional disabilities

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Emotional Impairments

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  1. Emotional Impairments Presentation by: Danicia Braun Brian Buchek Alisha Caron Russell Olds ED 361/Beauchamp November 5, 2008

  2. General Information Emotional Impairment/Disturbance: • Refers to a number of different, but related, social-emotional disabilities • Is classified under IDEA by several criteria including • An inability to exhibit appropriate behavior under ordinary circumstances • An inability to maintain relationships with peers or teachers • An inappropriate affect such as depression or anxiety • An inappropriate manifestation of physical symptoms or fears in response to school or personal difficulties

  3. General Information continued • Characteristics of EI must be observed over an extended period of time • Range of severity; disability may be temporary or permanent • Under IDEA: Does not include individuals characterized as socially maladjusted (e.g. juvenile delinquency)

  4. Causes • No known cause • Possible causes: • Biological Factors • Family Factors • School Factors • Cultural Factors

  5. Identification & Assessment • Difficult to objectively identify and classify • Reluctance to label a child “emotionally disturbed” • Traditional means of identification: • Teacher checklists • Parental checklists • Classroom behavioral observations • Tests of intelligence, achievement, and psychological status • Checklists are listings of frequently observed behaviors • Types & severity of problem behaviors • Direct Observations • In classes • On the playground • At lunch • In other parts of the school

  6. Characteristics: Social Behavior • Less mature or inappropriate social skills • Aggressive with peers and adults; may cause harm when playing or interacting with others • Act out in class • Does not respond appropriately to discipline from teachers • Oblivious to class and/or school rules • Have a higher risk for substance abuse Other students may: • Withdraw from others/appear socially isolated • Have symptoms of depression • Exhibit selective (or elective) mutism *Some students may attribute their behavioral or social problems to causes outside of themselves (e.g. “Teachers are out to get me”)

  7. Academic Characteristics • Often function two or more years below grade level in reading, math, writing, and spelling • Due to an inability to attend, listen, and learn in school • Lack social skills that are necessary for school success • Severe deficiencies in metacognitive skills, memory skills, and attention • Are more at-risk for dropping out of school • In other cases, students with emotional impairments exhibit average or better academic achievement

  8. Specific Emotional Disturbance Areas • Schizophrenia • Selective mutism • Failure to speak in selected circumstances • Aggression or acting-out • Conduct disorders • Depression, social withdrawal, psychosomatic disorders, anxiety disorders, self-mutilating behaviors • Excessive fears (or phobias)

  9. Classroom Accommodations • Establish an open, accepting environment • Clearly state class rules and consequences • Emphasize positive behaviors and program for success • Reinforce positive behavior • Supply extra opportunities for success • Be tolerant •  Use good judgment • Teach social skills • Teach self-control, self-monitoring, and conflict resolution • Teach academic survival skills • Teach positive attributions • Carefully select partners • Have alternative activities available • Design activity checklists • Use carefully selected peers as assistants • Have groups of “one” • Use behavioral contracts

  10. Works Cited Mastropieri, Margo A., Thomas E. Scruggs. The Inclusive Classroom: Strategies for Effective Instruction 3rd Edition. New Jersey: Pearson Education, Inc., 2007.

  11. Activity Group Assignments Group 1 Laura Jen Andrew Lucas Topic: Psychosomatic Disorders Group 2 Jade Timothy Alden Megan Topic: Schizophrenia Group 3 Paul Tiffany Rachel Topic: Conduct Disorders Group 4 Jessica Klamesha Kevin Tyler Topic: Depression

  12. Group Work Groups will be responsible for answering and recording responses to the following four questions: 1. Come up with a working definition of what the identified behavior is. 2. List some of the symptoms of the behavior. 3. Compare the behaviors identified for the diagnosis with our list of acceptable classroom behaviors. 4. Brainstorm how you as a peer group can be accepting/supportive of individuals that you may come in contact with who exhibit those behaviors?

  13. Directions Checklist • Have you completed all the questions? • Have you compiled your findings into legible notes? • Have you selected a speaker for your group? • Have you all INDIVIDUALLY written down your findings? • Did you find additional information or facts to share with the class? • Did everybody play an equal role within the group?

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