Workshop #3 xlearners.wordpress Rachel Karlsen

1. Workshop #3http://xlearners.wordpress.comRachel Karlsen Learning goals/discussions: Define/discuss characteristics and accommodations for students with Emotional and Behavioral Disorders (EBD) Define/distinguish between Autistic Spectrum Disorders and Pervasive Development Disorders; characteristics and accommodations Define/discuss time, space and classroom management

2. Approximate Schedule • 6:00-6:45 Greeting, quickwrite, highlights, reactions to readings/discussion, assignments due, books! • 6:45-7:00 Posters on Wall (questions for midterm) • 7:00-7:40 Guest Speaker Presentation • 7:40-8:00 Video…Learning Disabilities • 8:00-8:30 Break • 8:30-9:45 Presentations, EBD, ASD, Time/Space notes • 9:45-10:00 Exit Papers, Group scores, share take aways, questions

3. Focus Questions for teaching students with EBD: • What characteristics, causes and percentage of students in your class would you expect to have prevailing EBD? • What is the general education teacher’s role in identification and assessment of students with EBD? • What characteristics of teacher-student relationships enhance positive outcomes for students with EBD?

4. Focus questions for teaching students with ASD • What are autism spectrum disorders (ASD) and what disabilities are included in this category? • What are the most prevalent characteristics of children with ASD? • What types of assessments are done to identify students with ASD? • What general instructional accommodations would you consider for students with an ASD? • What might you do to assess a student with ASD who engages in severe challenging behavior?

5. Scheduled Workshops Workshop #1: December 6 Workshop #2: December 13 Workshop #3: January 3 Workshop #4: January 10 Workshop #5: January 17 Workshop #6: January 24 Workshop #7: January 31

6. Guest Speaker (7:00) • Eric English • Middle/High School Behavior Teacher Questions: • How do you incorporate technology into teaching students with behavior issues? • How do you communicate with general education teachers? • How can general education teachers support your students? • What is the role of a staff/instructional assistant? • How can general education teachers support a behavior teacher? • What are some ideas for dealing with behavioral issues in a general education classroom? • What is the role of a behavior teacher in the education of a student with behavior issues? • What happens if the goals of an IEP are not met?

7. Inspirational WPC reading: Acts 28:16, Acts 28:30-31 “When we entered Rome, Paul was allowed to stay by himself with the soldier who was guarding him…” “And he stayed two full years in his own rented quarters and was welcoming to all who came to him.” It is an expectation of our culture that truly successful adults will eventually find a way to own property. However, the “American Dream” is changing for many. Point for Prayer: How do you measure success?

8. Greeting Galatians 6:11 (NIV) “See what large letters I use as I write to you with my own hand!” Job 5:7 (NIV) “Yet man is born to trouble as surely as sparks fly upward.” • Prayer? Favorite quote/Bible verse? • Anything special this week?

9. Quickwrite: Thoughts, reactions, implications for teaching, esp. students with special needs. • “The having of wonderful ideas is what I consider the essence of intellectual development….There are two aspects to providing occasions for wonderful ideas.  One is being willing to accept children’s ideas.  The other is providing the setting that suggests wonderful ideas to children – different ideas to different children – as they are caught up in intellectual problems that are real to them.”  Eleanor Duckworth, 1996

10. Reactions/Reflections/Ideas you would like to try in your classroom • Chapter 8: Teaching Students with Emotional and Behavioral Disorders • Chapter 9: Teaching Students with Autism Spectrum Disorder/PDD • More article: Digital Stories Targeting Social Skills for Children with Disabilities • Journals…

11. Books! • Inspire: Connecting with Students to Make a Difference (by: Lee J. Colan, Ph. D.) • Joey Pigza Loses Control (by: Jack Gantos) • What Great Teachers Do Differently (by: Todd Whitaker) • ADHD Living Without Brakes (by: Martin L. Kutscher, MD) • Learning with a Visual Brain in an Auditory World (by: Ellyn Lucas Arwood, Ed.D. and Carole Kaulitz, M.Ed.)

12. File folder • Important moments (purple): Use to record thoughts, ideas, etc. (take with or leave) • Exit sheet (yellow): toward end of class~fill out (leave in file) • Presentation Evaluation: (orange) score your group members for practice and feedback, average

13. Accommodations and Evidence of Learning in students with disabilities • Temporary Disabilities: Physical • Technology example (prezi) student with EBD/social goals joemanjilian@yahoo.com jriz0018 student with ADHD/math goalshanstarrynight@yahoo.com hsah0021

14. Assignments due tonight Workshop #3 • Mid-Term exam handed out last week-need another copy? • (due next Workshop #4) • Reflection journal (at least 3 pages, APA style) • Learning teams presentation: lesson plan (intro, class participation activity, information, conclusion),topics: a. Emotional/behavioral disorders, b. Autistic Spectrum disorder, c. Pervasive Development Disorder d. Time, space and classroom management ideas • Read chapters 8 and 9 • Read More, C. (2008) • Prepare to discuss EBDs and Autism

15. Final presentation (Case Study) • CHOOSE TOPIC TONIGHT, IF READY • About 10 to 15 minutes • Intro/Concl • Diagnosis/behavior/treatment • Teaching techniques • Annotated reference/handout for each person in class • Disability from any category • Physical • Psychological • Learning • Developmental • Other

16. Final paper (same topic as presentation) • 8 to 10 pages, APA • Diagnostic criteria • Behaviors associated with criteria • School’s legal responsibility • Assessments that would aid student • Helpful teaching techniques and tips • Ideas to assist and educate parents of disabled children • Least Restrictive Environment • Create a hypothetical Case Study, which combines these components

17. Case Study Example: TBI http://www.nvcc.edu/home/elanthier/methods/case-study-samples.htm • Phineas Gage • railroad worker in 1848 • accident at work. • forcing gun powder into a rock with a long iron rod • gun powder exploded. • iron rod shot through cheek and out through top of head • damaged frontal lobe. • did not appear very hurt. • memory and mental abilities were intact • could still speak and work. • personality totally changed (ill-tempered, dishonest) • drove coaches; worked on a farm

18. Assignments due next meeting Workshop #4 • Choose topics for final paper/presentation • Read chapters 10 and 11 (change to match syllabus to new textbook) • Read Curtis, S. E. (2005) • Midterm Exam (anyone need questions?) • Discussion topics next week: • Developmental Disorders • Physical Disabilities • Health impairments and TBIs

19. Posters on Wall • Directions: • Write ideas to answer each of the questions on sticky notes and attach to poster. 1. Compare and contrast IDEA 2004 (PL 108-442) with NCLB (107-110) and the ADA (PL 101-336). 2. You have a student in your classroom that you suspect has a Learning Disability. Beginning with the referral and ending with placement, explain the necessary steps according to the IEP process. 3. Of all of the disabilities, students with EBD are often referred to as “the most difficult to educate.” Why might this statement be correct? 4. Pervasive Development Disorders offers the widest spectrum of conditions among any disability. Support this claim using what you have learned in this semester.

20. Presentations • Emotional/ Behavioral Disorders • Autistic Spectrum Disorders • Pervasive Development Disorders • Time, space and classroom management ideas Score group mates. I will give average of all scores. Your evaluation sheet will not be given to group mates. If you choose to not participate, I will assume 100%.

21. Video • How Difficult Can This Be? • Discuss

22. Definitions of Behavioral and Emotional Disorders • There is no clear line between those who have and those who do not have emotional and behavioral disorders. • Emotional disorders or behavioral disorders refers to students whose behavior falls considerably outside the norm, is chronic in nature, and is socially or culturally unacceptable (Hallahan, Kauffman, & Pullen, 2009). • Several definitions of EBD exist but the two most prevalent are the federal government and the Council for Children with Behavioral Disorders (CCBD) definitions.

23. Federal Definition v CCBD Definition Federal Definition CCBD Definition Advocates of definition feel it couches EBD in school, age, and ethnic/cultural contexts and focuses on early identification and intervention Definition incorporates the idea that students can have more than one disability – co-morbidity • Uses the term emotional disturbance in its criteria for placement • Critics of definition find it vague and ambiguous • A large concern is the exclusion of students who are socially maladjusted, but not emotionally disturbed is dangerous

24. Prevalence of Students with EBD • Prevalence varies depending on the criteria used to classify students. • Current reports show EBD in the general population range from 6% to 10% in the school-age population (Kauffman & Landrum, 2009) • 50% of referrals for special services occur in the elementary grades, and peak with students in early teens

25. Prevalence of Students with Disabilities in Juvenile Correction • Survey reveals 33.4% of all youth in juvenile justice were identified and received special education services • 47.8% of these students were identified as EBD • 38.6% of these students were identified as SLD • These students exhibited significant difficulties in reading and writing as well as social and emotional difficulties

26. Types and Characteristics of EBD Externalizing Behaviors Internalizing Behaviors Fear Immaturity Tenseness Withdrawal Worry • Conduct disorders • Acting out • Aggression • Tantrums • Bizarre behaviors

27. Types of Anxiety Disorders

28. Mood Disorders • Depression – involves prolonged and persistent feelings of dejections that interferes with life functioning • Bi-polar disorder – characterized by extreme mood swings • Mood swings can vary in terms of frequency and degree • Causes can come from genetic, environmental, or a combination

29. Defiance • Oppositional defiant disorder (ODD) – students who habitually question authority, intentionally misbehave and ignore rules, are temperamental and negative, and blame others for their actions, and social and academic progress is inhibited (Hommersen, Murry, Ohan, & Johnston, 2006). • Usually occurs with mood or conduct disorders • ODD often occurs before the age of 8 and exacerbates with age

30. Conduct and Aggression • Conduct disorders – students who are consistent in ignoring the rights of others and are cruel, destructive, deceitful, or truant

31. Socialized Aggression • Antisocial behavior – involves acts that can cause mental and physical harm to others and to their property. • Socialized aggression – a term used to refer to students who routinely engage in antisocial behavior. • Socialized aggression is associated with group behavior.

32. Gangs • Students attracted to gangs due to desire for companionship, acceptance, success, or perception of safety because of membership • Law enforcements categorizes gangs in four groups: • Delinquent youth gangs • Turf-based gangs • Crime-oriented gangs • Violent hate gangs

33. Five Types of Aggression(Lancelotta & Vaughn, 1989)

34. Immaturity • Immature students are identified by teacher when they show little interest in schoolwork • Immature student is usually overly dependent on parents and caregivers and have difficulty being responsible members of a group • Behaviors include: • Lack of perseverance • Failure to finish tasks • Short attention span • Poor concentration • Frequent daydreaming or preoccupation

35. Causes of EBD • Biological • Environmental • Home conditions • Community conditions

36. Response to Intervention for Students With EBD • Tier 1 RTI – involves implementation of: • Explicit teaching of rules and consequences, use of research-based universal strategies for general classroom management, and universal screening • Tier 2 (secondary) – are typically small group interventions that provide students with: • Self-control, self-monitoring, social, and self-management skills they need to benefit from universal strategies • Tier 3 (tertiary) – begin with a comprehensive functional behavior assessment (FBA)

37. Critical Steps in Designing an Effective FBA (Shippen, Simpson, & Crites, 2003) • Defining the target behavior in behavioral terms. • Collecting and monitoring the target behavior through ongoing data collection. • Recording the events and behaviors that precede and follow the target behavior. • Developing a hypothesis of the conditions under which the target behavior occurs. • Developing an intervention plan that considers the antecedents and reinforcers.

38. Teaching Guidelines and Accommodations • Changing behavior • Resolving conflicts and promoting self-control • Teaching self-monitoring skills • Teaching self-management skills • Teaching social skills • Using social learning strategies • Implementing school-based wraparound • Adapt instruction

39. Benefits of Teaching Self-Monitoring Skills • It is practical and takes little extra time on the teacher’s part. • It can be used to improve a variety of academic and social skills. • Is uses monitoring systems, such as charting progress that provide students with evidence of improved behavior. • It provides more immediate feedback. • It increases students’ independence and helps them be responsible for their own behavior. • It facilitates communication with parents. • It encourages individual improvement rather than competition across students.

40. Steps to Developing a Self-Management Plan • Teacher and student identify and agree on behavior to be changed. • Identify when and where the behavior most frequently occurs. • Establish realistic goals for changing the behavior. • Identify a timeline showing how long the plan will be in effect. • Identify reinforcers and consequences. • Self-evaluate the success of the program each day.

41. Elements of a Successful Wraparound System (Eber & Keenan, 2004) • Use services that are based in the community. • Individualize supports and services and base them on student strengths. • Use culturally appropriate practices. • Involve families as active members. • Collaborate with family, child, agencies, and community services to create plan and provide services as a team. • Investigate flexible use of resources and funding. • Involve collaborative team in establishing goals and evaluating outcomes. • Maintain a strong commitment to the wraparound system.

42. Definitions of ASD/Asperger Syndrome and PDD • Pervasive Developmental Disorder (PDD) is a diagnostic category used by the APA to describe five related disabilities: • Autism • Rett Syndrome • Childhood Disintegrative Disorder • Asperger Syndrome • Pervasive Development Disorder – Not Otherwise Specified • Autism Spectrum Disorder (ASD) is a term to describe a subgroup of PDD, namely autism and Asperger syndrome.

43. Autism • Autism is a developmental disability that typically appears during the first 3 years of life. • In order to diagnose a child with autism features must be documented in three areas: • Six or more combinations of the following: • Impairments in social interactions • Impairments in communication • Stereotypical behavior • Onset before age 3

44. Asperger Syndrome • Asperger syndrome is the next most common PDD. These students have impairments in social skills, abstract thinking, and the ability to relate to and identify emotions but have normal IQs and extensive verbal abilities.

45. Diagnosis of Asperger Syndrome • Asperger syndrome is diagnosed by documenting behaviors in six different areas: • Qualitative impairment in social interactions • Stereotypical behavior such as abnormal preoccupation with one or more areas of interest or focus, inflexible adherence to routines or rituals, and stereotyped motor mannerisms • Presence of an impairment in a social, occupational, or vocational area • No clinically significant delay in language • No clinically significant delays in cognition, self-help, adaptive skills, or curiosity about the environment • Must not meet the criteria for schizophrenia

46. Rett Syndrome • A child diagnosed with Rett syndrome must have normal prenatal and perinatal development, normal psychomotor development for the first 5 months, and normal head circumference. • Child must exhibit normal development in the following areas until a loss of skills occurs between 5 and 48 months:

47. Childhood Disintegrative Disorder • Child must have a normal pattern of development through age 2 • Between age 2 and 10 child demonstrates a regression of skills in two of the following areas:

48. Characteristics of Students with ASD/Asperger Syndrome • Social skills: • Do not interact with other people in a typical fashion (National Research Council, 2001) • Have difficulty seeing the world from the perspective of another person • Have difficulty regulating their emotions

49. Characteristics of Students with ASD/Asperger Syndrome • Communication skills: • Many children with autism do not talk at all (National Research Council, 2001) • Those who develop language use it in unusual ways • Body language rarely matches what students are saying • Have difficulty expressing wants and needs

50. Characteristics of Students with ASD/Asperger Syndrome • Repetitive behaviors and routines: • Many students with autism engage in repetitive behaviors and routines (National Research Council, 2001) • Some tend to insist on sameness or consistency in the environment • May be preoccupied with very specific interests