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Los Angeles Unified School District Division of Special Education

Los Angeles Unified School District Division of Special Education. Schools for All Children. Emotional Disturbance. Donnalyn Jaque-Antón Associate Superintendent. Emotional Disturbance. Overview. Definition Impact of disability Assistance with academic tasks behaviors social skills

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Los Angeles Unified School District Division of Special Education

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  1. Los Angeles Unified School District Division of Special Education Schools for All Children Emotional Disturbance Donnalyn Jaque-Antón Associate Superintendent

  2. Emotional Disturbance

  3. Overview • Definition • Impact of disability • Assistance with • academic tasks • behaviors • social skills • Positive behavior support • Behavior support plan • Strategies

  4. Definition • "...a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's 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.

  5. Definition (cont.) • Inappropriate types of behavior or feelings under normal circumstances. • A general pervasive mood of unhappiness or depression. • A tendency to develop physical symptoms or fears associated with personal or school problems." [Code of Federal Regulations, Title 34, Section 300.7(c)(4)(i)]

  6. Impact of Disability • Academic • Skill deficits • Trouble beginning tasks • Difficulty maintaining attention • Problems completing tasks

  7. Impact … Behavior • Externalizing – Acting out • Aggression • Defiance • Disruption • Fighting • Internalizing - Withdrawing • Isolation • Self abuse • Depression • Anxiety • Interaction with others (making and keeping friends) • Coping strategies • Reading social cues

  8. Academic Tasks - Assistance • Provide clear, specific directions • Use curricular interventions • Tasks at student’s academic level • Assignments broken into smaller parts • Breaks given as needed • Student strengths utilized to learn new material • Opportunities for choice making

  9. Externalizing & Internalizing Behaviors – Assistance • Listen to/observe student and make adjustments • Teach relaxation techniques • Teach alternate behaviors

  10. Social Skills - Assistance • Teach social skills proactively • Break skills down into parts • Teach, model, practice and reinforce skills • Teach self-regulating skills

  11. Individual Behavior Support Plan • A-B-C • Antecedent – Behavior - Consequence • Communicative Intent (purpose of the behavior) • To get or get away from… • Sensory, Escape, Attention, Tangible • Replacement behavior • What the should the student do instead? • Must serve the same purpose • Reinforcement • How, when, how often will student be reinforced?

  12. Proactive vs. Reactive Strategies • Proactive • Teach new behaviors • Reinforce appropriate behavior • Emphasize positive expectations • Reactive • Does not promote new learning • May stop the behavior momentarily • Emphasize negative consequences

  13. How Can Support Be Provided? • Unconditional positive regard for the student • Teach appropriate behavior and social skills • Positive reinforcement for appropriate behavior • Prompts (visual, auditory, gesture, picture) • Frequent positive check in with school staff • Schedules • Peer support • Signal transitions

  14. Resources • Durand, V. Mark. Severe Behavior Problems. New York: Guilford Press, 1990. • House, Samm N. Behavior Intervention Manual. Columbia, MO: Hawthorne Educational Services, 2002. • Janney, Rachel, and Snell, Martha E. Behavioral Support. Baltimore: Brookes Publishing, 2000. • McCarney, Stephen, Wunderlich, Kathy, and Bauer, Angela. Pre-Refferal Intervention Manual, 2nd edition. Columbia, MO: Hawthorne Educational Services, 1993. • McGinnis, and Goldstein, Arnold P. Skillstreaming in the Elementary School Child. Champaign, IL: Research Press. • O”Neill, Robert, Horner, Robert, Albin, Richard, Sprague, Jeffrey, Storye, Keith, and Newton, J. Stephen. Functional assessment of Program Development for Problem Behavior, 2nd edition. New York: Brooks/Cole Publishing, 1997. • Wright, Diana Browning, Gurman, Harvey. Positive Intervention for Serious Behavior Problems. Sacramento: California Department of Education, 2001.

  15. Our lives are not determined by what happens to us but by how we react to what happens, not by what life brings to us, but by the attitude we bring to life. A positive attitude causes a chain reaction of positive thoughts, events and outcomes. It is a catalyst, a spark that creates extraordinary results. ―Anonymous

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