Chapter 7&8Understanding Students with EBD and ADHD

Understanding Students with Emotional Behavioral Disorders EBD is an umbrella term and several

disabilities are categorize underneath it. The types of disabilities can be characterized as internal vs. external

Internal: Anxiety, PTSD, Depression External: Oppositional Defiant Disorder,

Conduct Disorder

Why are internal forms of EBD are more difficult to notice??

What are the differences between ODD and CD?? ODD children are defiant against authority

figures, such as parents and teachers. They often lose their temper easily and have a record of office referrals. Usually diagnosed at younger age

Individuals with CD are those who intentionally violate the rights of others: use of aggression, vandalism, stealing and etc. “Callous and lack of empathy”- DSM-V ODD can manifest into CDhttps://www.youtube.com/watch?v=THsIP7pM9Oc

Reactive Attachment Disorder (RAD)Rare, but usually diagnose in young children who have not developed healthy attachments to their parents A. Consistent patterns of inhibited emotion or

emotional withdrawn behaviors Ex. Minimally seeks comforts or responds to comfort in distress

B. Persistent social and emotional disturbance. Ex., unexplainable fluctuation in mood and lack positive affect

C. Child has experienced pattern of inconsistent care, resulting in behaviors found in Criterion A.

**Children with RAD are hyper aware of changes in their environment. Many engage in self-injurious behaviors and self-deprecating speech

Reactive Attachment Disorder (RAD)

http://abcnews.go.com/2020/video/rad-explaining-reactive-attachment-disorder-34667787

https://www.youtube.com/watch?v=Ktz1fCq8Um4

So then… what’s the fundamentally difference between RAD and ODD or CD???

Nondiscriminatory Evaluation Process for Students with EBD Teacher/Parent observation Screening Prereferral Stage Referral Determination

Nondiscriminatory Evaluation Process for Students with EBD

Observations: Teacher and Parent- Questions to consider: Do they require one-on-

one assistance? Difficulties with following instructions? Incomplete work? Aggressive behaviors? Withdrawal behaviors? Must occur in more than one setting

Screening: Assessment Measures1. Group Intelligence Tests: Most EBD students score in the low to below average range. May not accurately depict students intelligence

Nondiscriminatory Evaluation Process for Students with EBD

Screening cont’d-2. Group achievement test: The student performs below peers or scores lower than would be expected. May not be true reflection of student’s ability b/c of difficulties with staying on task or in-class attendance3. Vision and hearing screening: Results do not explain behavior

Nondiscriminatory Evaluation Process for Students with EBD

Pre-referral Process Teacher implements suggestions from

school-based team: Collects additional data to progress monitor. The student is not responsive to reasonable adaptations of the curriculum and positive behavior-support techniques.

Referral is made as a result

Evaluation Procedures and standards- Individualized IQ test: Ensures that cultural differences are taken into consideration.- Scale of assessing EBD: Valid and reliable tests to measure range of emotion AND behavior. Typically aligned with IDEA and DSM.- Assessments of strengths- Level of social skills, self-esteem, personality or adjustment- Anecdotal record: Students problem has persisted throughout life. Record supports its occurrence in more than one area.- CBM: Student often experiences difficulty in one or more academic area- Direct Observation: Difficulty relating to peers or adults and in adjusting to school or classroom structure/routine

Nondiscriminatory Evaluation Process for Students with EBD

DeterminationThe nondiscriminatory evaluation team determines that the student has EBD and needs special education and related services

An IEP plan is then created to address specific needs of the child

DESIGNING AN IEP- Needs to address the educational and

mental health needs of students with EBD

- Wrap Around- are family driven, collaborative, individualized, culturally competent, and community and strength based.

Designing an IEP

Supplementary Aids and Services- Should always implement practices that are

evidence base (e.g., Class-wide Peer Tutoring and Good Behavior Game)

- Provide opportunities to learn through socializing with continual correction or positive feedback

- http://ies.ed.gov/ncee/wwc/findwhatworks.aspx

Universal Design for Learning Computer-based support to learn to

solve problems and regulate their actions

Visual Scheduling/Visual Cues (e.g., class-wide behavior charts, visual schedule of the day’s routine)

Model appropriate behaviors Praise and reinforcements

Assessing Progress Mastery learning- assesses where the child in

their academic development. Usually incorporates technology and allows students to work independently. Record students progress and mastery level for later teacher review. Meets the student where they are at Ex., Lexia (reading) and Dream Box (math)..

Dynamic testing- allows students to express what they know in nontraditional ways

Recommendation: Make it Stick by Brown et al. (2014).

Understanding Students with Emotional Behavioral DisordersRecap of Ch 7.Presentation EBD is an umbrella term

More likely to dropout of school Under-developed social/coping skills Causes are biological causes with

environmental considerations Brain functioning and heredity Research suggest genetics influence

temperament School factors Family Factors

Understanding Students with Attention Deficit Hyperactivity Disorder

IDEA categorizes ADHD under Other Health Impairment (OHI)

3 Types:1) Hyperactive-Impulsivity 2) Inattention3) Combination (most common)

Causes Hereditary- child with parents who have

ADHD have a 40-57% chance Structural differences in the brain-

frontal lobes, cerebellum, and basal ganglia are underdeveloped. Reduced brain volume. Amygdala is most developed at birth.

Responsible for emotional responses

Causes Environmental causes:

Prenatal- smoking or drinking during pregnancy

Perinatal- complications with labor and delivery

Postnatal- Environment toxins

However, evidence are weak for environmental causes. May interact with genetics

Nondiscriminatory Evaluation Observation Screening Prereferral Referral Evaluation Determination

Observation Inattentive Type: makes careless mistakes,

has difficulty with attention and listening, falls asleep, is forgetful, and has difficulty with organization skills (look in their desk)

Hyperactive Impulsive: fidgety, leaves seat often, runs or climbs, difficulty playing quietly, talks excessively, blurts out answers

Combined: characteristics are both observed

Screening Classroom work product: consistently poor due to

difficulty staying on task Group intelligence test: may not reveal true

cognitive ability Group achievement: performance may not be a

true reflection because of difficulty staying on task Medical screening- physician does not find a

physical condition that could cause ADHD. Medication may be prescribed

Vision and hearing: Does not explain academic difficulties

Prereferral/Referral Teacher implements suggestions from

school-based team Student is non-responsive to changes

Referred to multidisciplinary team for a complete evaluation

Evaluation process Psychological evaluation: Does the child meet DSM-5 criteria? Individual Intelligence test: can range from below average to

gifted Individual achievement test Behavior rating scales: determine if students scored in

elevated ranges for inattention, hyperactive-impulsivity, or both

Teacher Observation: behaviors adversely impact education acquisition

CBM: Are their academic difficulties in more than one subject due to missing important skills?

Direct observation: consistent problematic behaviors in more than one setting

Designing an IEP Students with ADHD who do not meet eligibility for

special education may qualify for a 504 plan that provides instructional support. Ex., providing handouts before class, minimizing distraction

Teaching students organization and goal setting skills

Knowledge of medication and monitor changes in medication as it corresponds with possible side effects

Environmental classroom variables, including: arranging student seats, posing daily schedule, visual aids, facilitating smooth transitions (ex., lining up in order)

Effective Instructional Strategies Multimodal- using multiple treatments/

intervention across multiple fields or discipline (e.g., medication, therapy, social skills)

Computer assisted technology and video modeling

Errorless Learning- increases the child’s chance of getting answers right Caution: maybe more appropriate for younger

children to increase motivation

Monitor and Assess Progress Goal attainment scale- individualized

goals are set and described in the IEP. CBM can be used to track academic progress and compare performance to peers

Data should be used to address any persisting problem and make changes to instruction or IEP.