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Students With Behavioural Exceptionalities By: Kayla, Jenessa, Cristina & Diana . Video http://www.youtube.com/watch?v=c-KC9tkn0_Y&feature=related. What is Behaviour ?
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A learning disorder characterized by specific behaviour problems over such a period of time, and to such a marked degree, and of such a nature, as to adversely affect educational performance, and that may by accompanied by one or more of the following:
1) an inability to build or to maintain interpersonal relationships2) excessive fears or anxieties3) a tendency to compulsive reaction4) an inability to learn that cannot be traced to intellectual, sensory, or other health factors
Behavioural Disorders, Emotionally/Behaviourally Disturbed or Behavioural ExceptionalitiesWhat Should It Be Called?In the USA in 1975- ‘seriously emotionally disturbed’In 1997 it was changed- ‘emotionally disturbed’In Canada, the terminology varies by province.In Ontario, the term ‘behavioural exceptionality’ is used.
Continue…Social and cultural conditions influence our understanding of ‘normal behaviour’ and ‘behavioural exceptionalities’. Even in a single school, wide differences can exist. The same behaviour may be seen as disruptive by one teacher, and normal by another.To create a common ground of understanding, Mental Health professionals tried to organize behaviour exceptionalities by classification, but consensus is limited. Teachers have a more common understanding.
5 to 1. Recently there have been increases in girls over boys, both in identified behaviour and in crime.
Speech and Language
(label based on who was writing on the subject)
- Unrealistic and unnatural standards for acceptable behaviour
- Behaviour is a result of how a student is treated
- Adolescents, and students from lower income families report a greater number and a
variety penalties for their behaviour. Students from high income response to the same
situation are seen as acceptable responses.
- An students that is identified changes the opinion of the teachers, peers.
- Hard to escape history less students being identified students not receiving the appropriate support.
- Student involved in a crime – educational disruption –moved through custody settings, and schools (varied educational approaches).
- Being moved around does not allow for continuity and make the situation worse for the student.
- Canadian law does not allow the teacher rights to the knowledge of student’s involvement of a crime, although is could be important information for the well-being of the teacher and other students.
- Drugs to manage behaviour – moral and ethical values violated by chemically altering a person’s natural function.
Thought - Drug therapy puts the responsibility of teachers and parent on chemicals.
Thought- drug therapy will lead to drug abuse later in life – no evidence
Drug Therapy can have psychological effects (self esteem)
Positive outcome--- decrease impulsivity and improve concentration
More drug therapy, less drugless therapy
Ritalin prescription increase 460% from 1991 to 1997
- Behavioural disorder within the individual.
- Teacher is part of a mental health team
- Develop warm supportive atmosphere in which the student may overcome his inner turmoil
- Acceptance and toleration, at the expense of direct instruction and acquisition of academic skills
- A.K.A. Psychoeducational approach- practical classroom outcomes
-Decline in the use of this approach – does not improve academic achievement and limited evidence that it helps behaviour.
- Students are a product of their environment (family, school, neighbourhood, and community)
- Teachers are expected to instruct the student in social and interpersonal environment skills.
- School also attempts to modify the school environment to meet the needs of the student.
1) create behaviours that currently do not exist
2) maintain behaviours that are established
3) eliminate inappropriate behaviours
concrete e.g. food, toys
absteract e.g. checks, stars, coupons that can be traded for something. (token
- Reinforcerspaired with social reinforcer (praise, smile) so the token reinforcer can be phased out.
AD/HD or attention deficit/hyperactivity disorder is diagnosed by medical practitioners by looking at 3 symptoms.
1. The inability to sustain attention at age-appropriate level.
2. Impulsivity which the student does things without considering consequences, and often repeats the behaviour.
3. Hyperactivity which the student engages in non-purposeful movement and activity that is usually not age appropriate, and often at an accelerated level.
However, professional educators see the same symptoms every day in students who are not identified as AD/HD.
Summarize the case.
What approaches/strategies would you use if you were the classroom teacher?
Present in 10 minutes.
A teacher who is effective with ‘regular’ students is usually more effective with ‘behavioural’ students.
1.Teachers’ Gateway to Special Education
2. American Academy of Child and Adolescent Psychiatry
3. Canadian Attention Deficit Disorder Research
4. Children and Adults with Attention Deficit
5. Focus Adolescent Services
Caring and Safe Schools in Ontario http://www.edu.gov.on.ca/eng/general/elemsec/speced/Caring_Safe_School.pdfSupportive Behaviour Management http://behaviourmanagement.ning.com/Behaviour Management Sitehttp://www.behavioradvisor.com/Positive Behaviour Intervention & Supports http://www.pbis.org/