EDU223AA- Emotional Disabilities Midterm

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EDU223AA- Emotional Disabilities Midterm
2014-05-01 09:15:29
Emotional Disabilities Midterm

Midterm for EDU223AA Students with Emotional Disabilities Midterm
Show Answers:

  1. Define emotional and behavioral disorders.
    • The term "emotional or behavioral disorder" means a disability that is characterized by behavioral or emotional responses in school programs:
    • So different from appropriate age, cultural, or ethnic norms that the responses adversely affect educational performance, including academic, social, vocational, or person skills;
    • More than a temporary, expected response to stressful events in the environment;
    • Consistently exhibited in two different settings, at least one of which is school-related;
    • And Unresponsive to direct intervention applied in general education, or the condition of the child is such that general education interventions would be insufficient.

    The term includes such a disability that co-exists with other disabilities.

    The term includes a schizophrenic disorder, affective disorder, anxiety disorder, or other sustained disorders of conduct or adjustment affecting a child, if the disorder affects educational performance as described [in the first bulleted item].
  2. List the five characteristics of emotional disturbance found in the federal definition, according to IDEA
    • An inability to learn that cannot be explained by intellectual, sensory,or health factors;
    • An inability to build or maintain satisfactory interpersonal relationship 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.
  3. Discuss prevalence figures.
    Estimates of the prevalence of emotional or behavioral disorders vary from 0.5% to 20% or more of the school population.

    Some of this is due to the variety of definitions, methodology, social policy and economic factors.

    It is interesting to note that this group is considered to be underserved, yet young African American males are overrepresented in this category. Males are much more likely than females to be identified.
  4. Articulate key instructional approaches for education of students with emotional and
    behavioral disorders.
    • Effective Classroom Management
    • Routines
    • Opportunities for success
    • Reflection
    • Reduce the number of practice items
    • Vary interest activities (low/high)
    • Use age, grade, or ability appropriate materials
    • Vary activities and the pace
    • Implement token systems for rewards
  5. List and describe the six education environments for students with ED.
    • Gen Ed
    • Resource
    • Self-Contained
    • Separate School
    • RTC
    • Home/Hospital
  6. Describe four purposes of measurement.
    1. Select appropriate candidates

    2. Eligibility determination

    3. Determine appropriate education and related services.

    4. Outcomes Monitoring
  7. Identify the procedures for completing a functional assessment.
    • Identify the behavior & define it in terms that are:             
    • -specific             
    • -observable             
    • -measurable 
    • Identify times when student is:              
    • -most likely to engage in the behavior               -least likely to engage in the behavior    

    • factors or events that seem to contribute to student's problem behavior          
    • -specific immediate events/triggers (the stimulus that sparked the behavior)           -"setting events"
    • Interview
    • -teachers, parents, & caretakers
    • Observe student
    • in a variety of settings
    • Hypothesize
    • why the behaviors occur
    • Develop BIP- Behavior Intervention Plan
    • Implement BIP
    • track findings.
  8. Articulate identification tools used by teachers.
    • Peer nominations
    • Rating (peers, self, parents, teachers)
    • Interviews
    • Personality Measurement
    • Objective measurements
    • Projective Measurement
    • Observations
    • Check against IDEA
  9. Identify patterns of E&BD.
    • Depression 
    • Aggression
    • Relationship Problem
    • Impulsivity 
    • Anxiety
  10. Define prevalence figures for various patterns of E&BD.
    Defiance/Aggression 4%

    Depression 1%-15%
  11. Identify common mental health disorders associated with E&BD.
    • Hyperactivity
    • Anxiety
    • Depression
    • Defiance/aggression
  12. Identify the biological influences of E&BD.
    • Brain
    • Damage to the brain's physical structure.
    • Improper operation of some brain function, called brain dysfunction.

    • Heredity
    • Hereditary influences that can be studied through observation of individual genes and through the study of selected groups.

    Physical influences that impact the development of the brain.

    • Toxins
    • Ingestion of toxic substances in air, water, or food.
  13. Define and describe psychosocial risk factors for E&BD students.
    Family socialization patterns that include attachment, discipline styles, disruptions to child rearing and the family, parent conflict, and parents with E&BD.  Other considerations involve single parenting and child maltreatment.Peer relationships that are problematic. This is a common reason for school referral for consideration of E&BD.

    Community demographics such as high population density, poverty, inferior nutrition, poor medical care and welfare.

    Schooling can contribute to E&BD by causing or aggravating emotional and behavioral problems. Schooling can also improve a student's adjustment and reduce E&BD.
  14. Compare and contrast cognitive deficits vs. cognitive distortions.
    • Cognitive deficits
    • The student's inability to see the nature of a challenging problem situation, think of alternative ways to handle it, evaluate each alternative, and select one alternative method first.

    • Cognitive Distortion
    • The person's inaccurate and maladaptive perspectives about other people, himself, or impersonal environmental events. These inaccurate perspectives arise from errors in social information processing and mistaken beliefs.
  15. Articulate the relationship among psychological, social, and cultural influences on child
    Students who have a biologically-based predisposition to disorders are particularly susceptible to the effects of physical or psychosocial stressors.

    Temperament, as described by the textbook authors, is a biologically-based behavior tendency or style apparent in early childhood and can be a contributor to E&BD.
  16. Describe the psychodynamic theory as it relates to students with E&BD.
    In psychology, a psychodynamic theory is a view that explains personality in terms of conscious and unconscious forces, such as unconscious desires and beliefs.
  17. Social Discipline Approach
    • Helplessness
    • Attention seeking
    • Revenge
    • Power

    Students act out to meet one of these 4 needs. Educators must figure out the students' goal in the acting out behavior. Students must meet their goals through appropriate means.
  18. Person-Centered Approach
    • humanistic perspective
    • The goal of PCT is to provide clients with an opportunity to develop a sense of self wherein they can realize how their attitudes, feelings and behavior are being negatively affected.
  19. Reality Therapy Approach
    success identity based on: Power, Pleasure, Love & freedom.

    • Expect success
    • Correct nuisance misbehavior
    • Confront serious misbehavior
    • Enforce reasonable consequences
    • Hold class meetings to confront individual responsibility
  20. Psychoeducational Approach
    Self-awareness by teachers of their own reactions to maladaptive emotions and behaviors of students with E&BD.

    The use of caring as an intervention.

    The use of discipline as a source of helping students to develop more adaptive behaviors.

    Communicating expectations that all students will succeed.

    The need to move from external control by the teacher to student self-control.
  21. Identify the components of the "conflict cycle."
    1. Stressful incident

    2. Student's feelings

    3. Styles of socialization

    4. Student's observable Bx

    5. Environmental reactions

    6. Perceived Feedback
  22. psychodynamic intervention strategies.
    • Social discipline approach
    • Understand the students goal.
    • seperate the goal from the misbehavior
    • determine natural or logical consequences
    • provide encouragement 
    • hold class meetings

    • person centered
    • Establish trust
    • Anticipate triggers to limit misbx
    • Student own Bx and learning
    • Provide learning activities
    • Explore students' values
    • Build cooperation
    • Respectfully confront acts that shut down growth
    • Listen reflectively
    • Acknowledge achievements
    • Reality Therapy
    • Build Trust/Confidence
    • Identify BX
    • Evaluate bx
    • Set goals and plan how to achieve them
    • Commit to plan
    • No Excuses
    • Expect success

    • Psychoeducational approach
    • build proper adult-child relationships
    • Develop deep awareness of teacher's strengths and weaknesses.
    • Adopt pervasive attitude of helping others.
    • Caring as intervention
    • Discipline and emotional growth