Emotional Behavioral Disorder

Emotional Disorders: Behavioral problems, frequently internal, exhibited by difficulties in expressing emotions evoked in normal everyday experiences.

Behavioral Disorders: Conditions in which the emotional or behavioral responses of individuals significantly differ from those of their peers and seriously impact their relationships.

Characteristics:

· Hyperactivity (short attention span, impulsiveness);

· Aggression/self-injurious behavior (acting out, fighting);

· Withdrawal (failure to initiate interaction with others; retreat from exchanges of social interaction, excessive fear or

· anxiety);

· Immaturity (inappropriate crying, temper tantrums, poor coping skills); and

· Learning difficulties (academically performing below grade level).

Strategies:

- Get to know your students

- Develop classroom rules

- Watch for triggers

- Be positive

- Lean to your team

- Learn a variety of styles: such as behavior charts, and point sheets.

Accommodations/Modifications:

• Taking turns, working with partner, following directions.
• Working in group or with others.
• Displaying appropriate behavior toward peers and adults.
• Increasing positive relationships.
• Demonstrating positive verbal and nonverbal relationships.
• Showing interest and caring.
• Settling conflicts without fighting.
• Displaying appropriate affect

Technology Resources:

http://www.wrightslaw.com/info/discipl.index.htm

http://www.cec.sped.org/AM/Template.cfm?Section=Behavior_Disorders_Emotional_Disturbance

Communication Disorders

Communication Disorders

Definition: any of a number of disorders, as autism or deafness that partially or totally prevents verbal or written expression or comprehension.

Characteristics: difficulty following directions, attending to a conversation, pronouncing words, perceiving what was said, expressing oneself, or being understood because of a stutter or a hoarse voice.

Strategies:

• Maintain contact with student.
• Allow students to tape lectures.
• Encourage and assist in facilitation of participation in activities and discussions.
• Model an atmosphere of acceptance and understanding in the classroom.
• Be a good listener.
• Allow more time for the student to complete activities.
• Place the student within reasonable distance from the instructor to meet their needs.
• Anticipate areas of difficulty in access and involve the student in doing the same. Together, work out alternate procedures while trying not to disengage the student from the activity.
• If appropriate, provide assistance, but also provide positive reinforcement when the student shows the ability to do something unaided.
• Use a peer-buddy system when appropriate.
• Encourage classmates to accept the student with communicative problems.
• An atmosphere conductive to easy and good interactive communication should be established and maintained in the classroom.
• Encourage and assist in facilitation of participation in activities and discussions.

Accommodations/Modifications:

· For students who cannot use the computer because of other physical limitations in their hands or arms, explore avenues for obtaining adaptive access software, (including Unicorn keyboards), special switches, Power Pads, eye controlled input systems, touch screens, footmice, and other special equipment

• Provide and interpreter (signed English or American Sign Language) to those who require another form of communication.

· Students with communication disorders should be encouraged to discuss their functional difficulties and needs in private during the first week of classes and to talk about ways to compensate.

Technology resources:

http://www.as.wvu.edu/~scidis/text/comm.html

Vision Loss

Vision Loss

Partial or complete loss of vision.

Strategies

· Let student know where you are

· Speak to class upon entering or leaving

· Use names to identify people

· Use descriptive words: Straight/forward

· Describe visual occurrences important to learning

· Give verbal notice of events, meetings and assignments

· Don’t pet guide dog

· Have an orderly, well organized classroom

Accommodations/Modifications

· Guide dog

· Braille test, text book, tactile models

· Audiotapes

· Sighted narrator

Environmental Resources

· Sit close to visual object associated lesson

· Stand away from window when instructing

· Organized, dependable classroom

· No sharp edges, loose cords or anything else sticking out

Technology Resources

· Voice input device for computer

· Braille keyboard, label maker, ect.

· Magnifying devices, screen reader, low vision projector screen

· http://www.makoa.org.computers.htm

· http://www.as.wvu.edu/~scidis/vision.html

· http://primaryschool.suite101.com

Hearing Loss

Hearing Loss

Partial or complete loss of hearing.

Strategies

· Face student when speaking, allow time for interpretation.

· Don’t talk while writing on white board

· Get attention of student before communication

· Outline schoolwork/schedule visually

· Use visual aids

· Short, concise instruction

· Introduce the interpreter to the class

· Always have an emergency plan

Accommodations/Modifications

· Captioned films and videos

· Translate auditory materials

· Interpreter

· Audiologist

· Kinesthetic symbols

· Note taker

· Audible alarms made visual

Environmental Resources

· Avoid sitting student in high traffic areas

· Have student sit where class and teacher are visible

· Eliminate background noise

· Instruct from a well-lighted area of the room

Technology Resources

· Augmentative communication devices

· Hearing aids

· Captioned videos

· http://www.harriscomm.com

· http://www.as.wvu.edu/~scidis/hearing.html#sect0

Attention Deficit Hyperactivity Disorder

Attention Deficit Hyperactivity Disorder

Definition: Attention Deficit/Hyperactivity Disorder (ADHD) is a group of chronic disorders that begin in childhood and sometimes last into adult life.

Strategies: Help the student get organized. Make it simple.

In the classroom, try the following:

· 3-ring binder

· Clip inside the front cover

· 3-hole punch the handouts

· Color code the dividers

§ Blue – Parent needs to sign

§ Red – Homework due tomorrow

§ Yellow – New assignments (due in future)

· Special zipper pouch or “stuff” box

· Helper activities such as:

§ Teacher errands

§ Custodial helper

§ School office helper

§ Cafeteria helper

§ Library Aide

Suggestion sheet for home:

Prepare a suggestion sheet for parents to use at home.

Accommodations/Modifications: Assist the child with extra energy by providing something to keep them busy.

Ø Slinky

Ø Bean bag

Ø Stress ball

Ø 18 inch piece of string or yarn

Ø Physical activity

Ø Allow child to move in classroom to do seat work

o Stand at desk

o Stand at lectern

Technology Resources:

www.cdc.gov/ncbddd/adhd

www.webmd.com/add-adhd/default.htm

www.aap.org/healthtopics/adhd.cfm

www.chadd.org/

Environmental Resources:

Children with ADHD can be successfully managed in a classroom with a set structure, clear rules and consistency in punishment.

Keep the room clear of clutter.

Help the student stay focused by tuning in to his/her needs and cues.

Traumatic Brain Injury

Traumatic Brain Injury

Definition

Traumatic brain injury (TBI) is a complex injury with a broad spectrum of symptoms and disabilities. The impact on a person and his or her family can be devastating. The purpose of this site is to educate and empower caregivers and survivors of traumatic brain injuries. This site aims to ease the transition from shock and despair at the time of a brain injury to coping and problem solving.

Many children with TBI will exhibit characteristics of learning and or behavioral disabilities. Some areas of difficulty may include all or some of the following items:

• Difficulty with logic, thinking and reasoning
• Slower to respond, react and complete activities and tasks
• Difficulty focusing attention
• Physical limitations
• Inappropriate social behaviors
• Difficulty remembering
• Frequently puzzled or challenged by grade level work
• Difficulty learning
• It is believe that TBI has a profound effect on new learning even though previous learning may remain in tact
• Never underestimate the potential for growth and development
• Some TBI children will have speech and language deficits

Strategies

· Become informed, work with the parents to understand as much as you can about the child

· Exercise patience and lower your expectations

· Set the student up for success

· Repeat instructions, directions as needed and provide one direction at a time

· Allow the student more time to complete tasks and reduce the workload if needed

· Activities/tasks requiring the student to concentrate for long periods of time should be avoided

· It's important to remember that the student takes a longer amount of time to process information

· Be sure to have consistent routines and rules

· Keep distractions to a minimum

· Remember to assess this student with an approach that will meet his/her needs - i.e., additional time, more observation etc.

· Make sure the IEP is in place and that it is flexible - a working document.

· Each child with TBI is unique in needs.

· The child may require a modified schedule and or a behavioral plan

· The child may need direct support in organizational strategies

Accommodations/Modifications

Modifications? Accommodations or Interventions? Here's a checklist of strategies to help you with the inclusional classroom which will assist in meeting the needs of all students.

___ Special needs students are within close proximity to the teacher or the teacher's assistant.

___ I have procedures that are well understood by students to keep noise levels at an acceptable level. The Yacker Tracker is a worthwhile investment.

___ I have a special carrel or private location for test-taking and or seatwork for those requiring 'free of distractions' to enable success.

___ I have eliminated as much clutter as I can and keep distractions to a minimum.

___ I never present instructions/directions orally alone. I always provide graphic organizers, written or graphical instructions also.

___ Clarifications and reminders are given regularly as needed.

___ Needy students have agendas which I regularly have them, and myself refer to. Home/school communication is in place for those students requiring it.

___ Work is organized into workable 'chunks'.

___ My classroom expectations are clearly understood as are my consequences for inappropriate behaviors.

___ Extra assistance is provided when needed through a peer or myself.

___ Praise for 'catching them doing it right' occurs regularly.

___ Use of behavior contracts to target specific behaviors is in place.

___ My students are aware of my cueing and prompting system which helps them stay on task.

___ I never begin instructions/directions until I have my classe's undivided attention.

___ I allow additional 'wait' time for my special needs students.

___ I provide my special needs students with regular, ongoing feedback and always promote their self-esteem.

___ Do all of your learning experiences promote learning?

___ Do you provide activities that are multi-sensory and take into consideration learning styles?

___ Do you let your special needs students repeat instructions/directions?

___ Do you modify and or shorten assignments to ensure success?

___ Do you have methods to enable the student to have text written to him/her and can they dictate their answers?

___ Do you provide opportunities for cooperative learning? Working together in groups often helps to clarify misconceptions for learning delayed students.

Technology Resources

Assistive technology can come in many different forms, ranging from simple, homemade devices like indoor ramps to complex electronic equipment like voice recognition programs. Some of the most popular types of assistive technology for TBI include:

• Braille readers and embossers
• computer-related equipment and programs, including screen readers (that read aloud the words on a computer screen) and personalized keyboards
• motorized wheelchairs
• sip-and-puff systems, devices a TBI patient can control through inhalations and exhalations
• vision aides, including glasses, contacts and special computer monitors

Environmental Resources

The most important thing to keep in mind when dealing with someone with TBI is to have an environment that is consistent and non-confusing. Repetition is a vital too in the formation of a safe and consistent environment.

Autism Spectrum Disorder

Autism Spectrum Disorder

Definition

The autism spectrum, also called autism spectrum disorders (ASD) or autism spectrum conditions (ASC), with the adjective autistic sometimes replacing the noun autism, is a spectrum of psychological conditions characterized by widespread abnormalities of social interactions and communication, as well as severely restricted interests and highly repetitive behavior.

Strategies for Teachers Working with Students with Autism Spectrum Disorder

· Role play/model situations (so students can see instead of just being told)

· May also video tape so students can see

· Be consistent

· Make sure to keep expectations the same, every time someone is inconsistent it takes 8 times of being consistent to “undo” the inconsistency

· Foreshadow changes in Schedules

· Make it visual by using a symbol or writing it down

· Use “rules” to enforce concepts

· Many students are rule orientated but don’t overuse rules, for example you may say the rule in _____ grade is that you stand in line with your hands at your side.

· Match Student work time to their performance time

· If they are able to attend a task for approximately 15 minutes have that much work for them to do (not a lot more or less)

· Use alternatives to writing in order to demonstrate competence

· May use magnetic words/letters, word processing device, dictating responses, or use symbols

· Teach Social Skills as part of curriculum

· Remember there is no such thing as “common sense”

· Understand cycle of tantrums/meltdowns and try to prevent

· If you know something is going to set them off, don’t do it, teach student how to handle situation before putting them in it

· Schedule in down time

· May be a 30 second “break” or a 15 minute break depending on student, could be sensory or just a walk

· Have realistic expectations

· Not everyone is social all of the time, not everyone is on task all of the time!

· Success builds Success

· Start a new skill in an area of success first

· Share success between home and school

· Focus activities on turn taking/ self-management

· Use visuals to assist (ex. Wait card)

· Pick a goal and focus on one for each activity

· Is the goal the academic content, independence, or socialization

· Maintain Structure

· Try to stay as consistent as possible with a routine

· Offer Choices when possible

· If two assignments need to be complete give student the choice of which one to do first

· Use a variety of stimuli in lessons

· Use visuals and hands on materials when possible

· Understand the function of a behavior

· Look for the reason behind the behavior, not just the behavior itself

· Use social stories, role playing, or videotaping to make abstract concepts concrete

· Try to think of picturing things in your mind or giving a definition of something, if you can’t you need to make it more concrete (ex. Showing what emotions look like, having a wait card, showing what “there” is)

· Teach in a variety of settings for generalization

· Introduce a new skill in a variety of places so that the student can see it applies to more than one setting

· Match visual supports with verbal instruction

· Example: hold up a math book when telling class to get out book, write page numbers on board

· Allow for “wait time” to receive a response

· Average processing time is 30-60 seconds, repeating won’t improve comprehension, you need to “wait”

· Use If/Then and First/Then statements

· Example: First complete your math then it’s recess

· Autism is a reason, never an excuse

· Look for the function of a behavior and go from there!

· LESS IS MORE when it comes to verbal

· Even is a student is very verbal, talking too much creates anxiety and makes thing more difficult

· Stay Positive

Accommodations/Modifications

Classroom Modifications

Making a visual boundary on a table/area that many students share.

Divide large classroom into stations or areas. This gives visual boundaries and direction to students. The students know what to expect in each area.

Academic Modifications

Use a matching activity to complete various tasks. From getting help with a problem to completing a sentence diagram. The matching activity provided a visually stimulating task accomplishment exercise.

Schedule Modifications

Schedule the day with a visual calendar that includes pictures of various tasks. The student will be able to visualize the completion of their tasks. The tasks could be academic related or even basic life skill related.

Technology Resources

"Low" Technology: Visual support strategies which do not involve any type of electronic or battery operated device - typically low cost, and easy to use equipment. Example: dry erase boards, clipboards, 3-ring binders, manila file folders, photo albums, laminated PCS/photographs, highlight tape, etc.

"Mid" Technology: Battery operated devices or "simple" electronic devices requiring limited advancements in technology. Example: tape recorder, Language Master, overhead projector, timers, calculators, and simple voice output devices.

"High" Technology: Complex technological support strategies - typically "high" cost equipment. Example: video cameras, computers and adaptive hardware, complex voice output devices.

Environmental Resources

See classroom environment modifications above.

Sources for Handbook

http://www.specialed.us/