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Supporting the Academic Success of Students With Emotional, Behavioral, or
Mental Disorders
An introduction to the NAMI Resource Manual
This presentation is a guide to help you become more knowledgeable about the needs of a student with an emotional, behavioral, or mental disorder so you are better prepared to create a school environment conducive to his or her academic success.
This is merely an overview. More detailed information is found in the NAMI Resource Manual.
Guide to the NAMI Resource Manual
Section 1 – Introduction to SED & IDEA Questions and Answers about IDEA Fact Sheet on Emotional
Disturbance Treatment of Children with
Emotional Disorders Questions Often Asked by Parents
About Special Education Services
Guide to the NAMI Resource Manual
Section 2 – Accommodations, Interventions, and Modifications Cognitive Dysfunction Disorders of Written Expression Accommodations and
Interventions Accommodating Students with
Depression and Bipolar Disorder Interventions for Chronic Behavior
Problems Pitfalls in Behavior Modification
Plans
Guide to the NAMI Resource ManualSection 3 – Fact Sheets on Various
Disorders Anorexia Nervosa and Bulimia Anxiety, Obsessive Compulsive
Disorder Asperger Syndrome ADHD Depression and Bipolar Disorder Co-Occurring Substance Abuse Schizophrenia Suicide Tourette’s Syndrome
Guide to the NAMI Resource Manual
Section 4 – Additional Resources Internet Resource List of Federal
Agencies, Advocacy and Professional Organizations, and Academic Centers
Resource Guide to Books and Audiovisual Resources and Organizations Concerned with Brain Disorders in Children and Adolescents
Indiana Statewide Disability Information
Local/Community Resources
You are encouraged to share this information with parents so they can learn how to support their child’s education both in the classroom and at home.
All parts of this manual are considered masters for you to copy and distribute to parents and others on the teaching team.
Please include author and/or publication information as it appears on the article or fact sheet.
1 in 10 children and adolescents have a mental illness severe enough to cause impairment.
Only 1 in 5 of these children receive any treatment.
For nearly half of the children who do receive services, the school was the only provider.
Untreated mental illness among youth
leads to school failure.
50% of students labeled with emotional or behavioral disorders drop out of high school.
Only 42% of those who remain in school graduate with a diploma.
Untreated mental illness among youth
leads to unemployment.Only 60% of youth with
mental illnesses are employed a year after leaving high school.
Untreated mental illness among youth leads to entrance into the
criminal justice system.65% of males and 75% of
females in the juvenile justice system have at least one psychiatric diagnosis.
Untreated mental illness among youth can lead to
suicide. Suicide is the 3rd leading cause of death among children ages 10 – 19
Acute psychiatric illness is the single most common and dangerous trigger for suicide.
90% of youth who died by suicide were suffering from depression or another diagnosable and treatable mental illness at the time of death.
Nearly as many teens die from suicide as all natural causes combined.
Another 520,000 children require medical services each year as a result of suicide attempts.
Investing in early identification and intervention for serious emotional disturbances helps children graduate and lead independent and productive lives.
Identifying these youth must become a major public health effort.
Schools are the ideal place for this to occur.
Children with serious emotional, behavioral or mental disorders need:
Parents, teachers and school staff who understand how SED impacts learning
Appropriate accommodations, modifications, and interventions in the classroom
Children who have been hospitalized
have a crucial need for: Parents, educators, and medical
professionals who understand how the illness affects learning
Reduced stress Some children may need time in a
therapeutic day school or residential treatment center while treatment options are explored.
Parents Need:
To understand how their child’s brain disorder may impact school functioning and learning
To know the educational options available
To know their child’s rights under IDEA and ADA
Parents Also Need:
To understand how to work with school staff to develop the necessary accommodations and school placement their child needs to benefit from his or her education
To understand how to support their child’s education both in the classroom and outside of the classroom
Medical Professionals need:
To understand how brain disorders can impact school functioning and learning
To understand that some accommodations may be necessary and to know how to provide supportive documentation
Educators and School Staff Need:
To become knowledgeable about what to expect of a student with a brain disorder
To understand how symptoms of the child’s brain disorder may impact school functioning and learning
To understand what accommodations are needed to allow the child to learn in the least restrictive environment where the child can experience success
Educators and School Staff Also Need:
To know how to gauge the student’s capacity for learning during various phases of the illness, treatment, and recovery
To know what medications the child is taking, the possible side effects, and how medications may impact school performance
Definition of Emotional DisturbanceA condition exhibiting one or more of the
following characteristics over a long period of time and to a marked degree that adversely affects his or her educational performance: An inability to learn which cannot be
explained by intellectual, sensory or health factors
An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
Inappropriate types of behavior or feelings under normal circumstances
A general pervasive mood of unhappiness or depression
A tendency to develop symptoms or fears associated with personal or school problems
Any or all of which adversely affects educational performance
Educational Implications
Educational programs for children with an emotional disturbance need to include:
Help with: Mastering academicsDeveloping social skillsIncreasing self-awareness, self-
control, and self-esteem Emotional and behavioral support
Cognitive DysfunctionChildren with psychiatric disabilities
may experience problems with the ability to:
Pay attention Remember and recall Information Process information quickly Respond to information quickly Think critically, categorize and
organize information Problem solve
Remediation Techniques Compensatory Strategies Adaptive Approaches
For more specific information, please refer to the Handbook, “Dealing with Cognitive Dysfunction Associated with Psychiatric Disabilities”, in Section 2 of the NAMI Resource Manual.
Cognitive Dysfunction can be treated with:
Accommodations for Impaired Concentration, Focus, and
Memory Provide hard copies of all notes and
board work Assist with focusing or remaining
on-task Monitor for complete assignment
record and that necessary materials are packed
Provide extra set of books at home
More Accommodations for Impaired Concentration,
Focus, and Memory Allow extended time on
homework/projects Reduce homework – eliminate
homework during periods of instability
Provide testing accommodations Break down large assignments into
small pieces and conference regularly to help keep on schedule
Accommodating Writing Difficulties
Encourage keyboard training Use tape recorder Use a scribe Don’t penalizefor handwriting or
spelling errors Allow extra time Provide paper copies of notes
For more information on Disorders of Written Expression, please refer to the article, “Why Johnny and Jenny Can’t Write”, in the NAMI Resource Manual.
Children returning to the classroom from a period of hospitalization are often on new medications, many times on two, three or more medications.
All medications to treat psychiatric illness have potential side effects that are likely to affect stamina, focus, and mood.
If the child is newly diagnosed, he or she may go through a number of medication changes and adjustments.
Common Medication Side Effects Thirstiness, frequent urination,
diarrhea, stomach cramps, nausea. Children on lithium may need a water bottle at their desk.
Some children may need a permanent restroom pass.
Hand tremors Cognitive dulling Fatigue or sleepiness Hunger and significant weight gain Visual blurring
Children with Psychiatric Disabilities may have significant sleep disturbances, which can make arriving to school alert and on time very difficult.
Children may experience several hours of irritability or dysphoria, fuzzy thinking or “cobwebs”, and somatic complaints such as stomach aches and headaches upon awakening in the morning.
Accommodating Sleep Disturbances
Late arrival Less demanding subjects 1st and 2nd
periods Test taken at best time for
functioning Movement to overcome sleepiness Brightly lit area Assistance last period to catch up on
anything missed early in the day
In-School Counseling
Peer relationships Self-advocacy Study, organizational, time-
management, test taking skills Strategies to monitor symptoms Help coping with feelings of
frustration Anger management skills
Permission to Leave Room
When child is unable to cope and needs to get away
Predetermined safe place & safe person
Predetermined discreet signal to allow for a graceful exit
Consider a permanent pass Stay with child if suicidal ideation is
expressed
Behavior Intervention Plan & Modified Discipline
Consequences should not be incorporated as part of initial plan
Even positive consequences may lead to frustration if the child is unable to comply
Be proactive – prepare the environment, get accommodations and modifications in place
There is no empirical evidence to support applying consequences to “rage attacks”
Reconsider school policy of suspensions for “rage attacks”
Other Accommodations
Preferential Seating Remediation and Accommodations for LDs Resource Room – especially 1st & last
periods Match student’s need/learning style with
teacher Prepare for upcoming changes in routine
Added Adult Supervision
In high stress places – cafeteria, bus, recess
1:1 if in frequent trouble due to their symptoms
Extra support for transitions Peer interactions Getting started and staying focused on
tasks
For more suggestions for Accommodations and Modifications for children with Emotional, Behavioral or Mental Disorders, please refer to the following articles in Section Section 2 of
the NAMI Resource Manual:
“List of Appropriate School-Based Accommodations and Interventions”
“Accommodating Students with Mood Lability”
“Interventions for Chronic Behavior Problems”
“Pitfalls in School-Based Behavior Modification Plans”
Are a disease of the brain
Are not caused by poor parenting
Are not a defect in character
Are chronic
Brain Disorders
But…
Brain Disorders are Treatable
For further information about this resource or other
available resources from NAMI, please contact
NAMI Indiana (317) 925-9399(800)677-6442
www.namiindiana.org