Emotional and Behavioral Disorders 92205

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Emotional and Behavioral Disorders9/22/05

• Lisa Chudd
• Heather Lemin
• Kylie Root
• Hilary Taylor
• Jennifer Wickey

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Introduction

• The definition of an Emotional or Behavioral
  Disorder is Behavior that falls considerably
  outside the norm.
• Even though they may seem like they should be
  different disorders, they are considerably the
  same. What makes them different is merely
  through the reactions of each individual.

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Prevalence of Emotional Behavioral Disorders

• 12-25 of all school-aged Americans
• Male to female ratio 81
• 80 educated in regular schools

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What about these statistics?

• Less than 1 of children affected by one of these
  disorders receives special education services.
• Reasons why
• --Social stigma
• --Eligibility not clearly explained
• --Lack of funding in schools
• --Lack of services in schools

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Factors Attributing to Disorders

• Prevalence has been found to be higher in the
  following cases
• --living with single parent
• --low socio-economic status
• --parental mental illness
• --family tension
• --male sex

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Characteristics

• Externalizing
• --lies/blames others
• --disruptive in class
• --speaks out of turn
• --disregards rules
• --aggressive
• --unable to work in groups
• --self-injury
• --resistance to transitions
• --distractible

• Internalizing
• --shyness
• --withdrawal
• --phobias
• --low self-esteem
• --depression
• --anxiety

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Assessment

• When inappropriate emotional and behavioral
  responses to situations in a childs life
  persists over time.
• First things to consider
• Duration of behavior
• Intensity of behavior
• Age of child

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Diagnostic Statistical Manual of Mental
Disorders, 4th Edition (DSM-IV)

• Popular assessment system published by the
  American Psychiatric Association.
• Includes descriptions of specific behaviors used
  to determine whether one has a disorder.
• Reasons why this assessment is useful
• Establish an illness which may be treatable with
  medication
• Insurance purposes
• Cover costs for special services
• Provides recommendations to support the child to
  acquire necessary skills

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Types of Emotional and Behavioral Disorders

• Conduct Disorders and Aggression Include
  hitting, fighting, throwing, temper tantrums,
  teasing, destroying property, lying, conning.
• Hyperactivity The restless overactive behavior
  displayed by some students.
• Persuasive Developmental Disorder Can be
  classified on either internalizing or
  externalizing depending on the types of behavior
  manifested.

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Types of Emotional and Behavioral Disorders
Continued

• Immaturity Lack of perseverance, failure to
  finish tasks, has short attention span, poor
  concentration, frequent daydreaming or
  preoccupation.
• Depression Prolonged and persistent feelings of
  dejection that interfere with life functioning.
• Anxiety Withdrawal Anxiety refers to extreme
  worry, fearfulness, and concern. Withdrawal
  describes students who are anxious or depressed
  they frequently withdrawal from others and appear
  seclusive, preferring solitary activities.

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Types of Emotional and Behavioral Disorders
Continued

• Socialized Aggression Students who routinely
  engage in anti-social behavior.
• 5 Types of Aggression
• Provoked Physical Aggression
• Unprovoked Physical Aggression
• Verbal Aggression
• Outburst Aggression
• Indirect Aggression

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Maintaining an Organized Physical Environment

• The classroom should be clean, uncluttered,
  attractive, and un-crowded.
• Materials should be accessible, organized, and
  appropriately stored.
• Classroom should be well ventilated and have
  appropriate lighting.
• The noise level should be appropriate and
  maintained.
• Each student should have their own physical space
  (desk, materials, etc.)

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Maintaining an Organized Physical Environment
Cont.
A schedule should be posted and have a
predictable routine. A list of classroom rules
and consequences should be posted in a manner
that all students can see them.
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• Establishing Positive Relationships
• Trust is the foundation for success.
• Students learn to trust when you act in
  predictable ways.
• Respect the student, dislike the behavior.
• Remember to be empathetic.
• Catch the student being good.

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• Changing Behavior
• Carefully select the rules and consequences you
  apply.
• Listen and talk to the student but avoid the trap
  of arguing.
• Use logic, principles, and effective guidelines
  to make decisions.
• Focus on problems that interfere most.
• Avoid comparing students,
• Give positive feedback.

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Conflict Resolution And Self Control Conflict
Reports Description of conflict
Names of all students involved Names of all
eyewitnesses Description of where conflict
took place Description of how conflict
started Description of what you did to resolve
conflict. Description of what students
involved did to resolve conflict. Personal
Comments
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The Key Principles of Life-Space Intervention
Shake off or drain the frustration. Be
courteous. Conduct discussion in a private
place. Put yourself at eye level. Ask the
student for their interpretation of the event.
Discuss resolutions.
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The Key Principles of Life-Space Intervention
Cont. Ask how the student is feeling. Listen
carefully without judgment. Teach problem
solving skills.
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Adapting Instruction Provide instruction that
allows ALL students to succeed. Provide
opportunities for students to learn academically
and socially. Use a variety of commercially and
individually created materials.
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Current Research Violence in Video Games and
Emotional and Behavioral Disorders

• Violence in TV
• Results show a direct correlation between
  violence and childrens behaviors
• Violence in video games
• Currently being researched
• Early results show that a concern is necessary

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A Few Facts

• 99 of homes have a TV
• 54 of U.S. children have a TV in their bedroom
• One in ten have a video game player
• The average child spends approximately
• 12-23 hours/week playing video games
• Violent video games may be more harmful than
  violent TV and movies
• Violence depicted in video games can cause
  children to behave in a way that is angry and
  aggressive
• Violent acts without consequences teaches
  children that violence is a good way to resolve
  conflicts
• 73 of the time, perpetrators go unpunished

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What Are The Effects Of Violent Video Games?

• Violent video games
• Force the the player to take on the point of
  view of the shooter or perpetrator
• Require active participation
• Involve a large amount of repetition
• Repetition increases learning
• Are based on a reward system
• Rewards increase learning

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What Are The Effects Of Violent Video Games?

• As well as
• Increase heart rate, systolic blood pressure,
  and diastolic blood pressure
• Increase aggressive thoughts
• Increase aggressive emotions
• Increase aggressive actions
• Decrease positive prosocial actions
• Show greater effects for children who are
  naturally more aggressive or considered at risk
  for aggression

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Who Is Most Susceptible To The Violence?

• Children who can identify with one of the
  characters
• Aggressors tend to be male
• Boys tend to identify with them and respond with
  aggression
• Victims tend to be female
• Girls tend to identify with them and respond
  with fear

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Who Is Most Susceptible To The Violence?

• Children who can see the violence as realistic or
  relevant to their own lives
• Have violence in their lives
• Havent developed a sense of reality
• Fantasize about the characters
• Daydream reruns

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How Do Children React To The Violence?

• Four Possible Effects
• Aggressor Effect
• Encourages violent behavior
• Victim Effect
• Increases fearfulness
• Bystander Effect
• Becomes calloused to violence
• Appetite Effect
• Builds a desire to watch more

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The Solution?

• Possible Solutions
• Get rid of violent games all together
• Market less violent video games to kids
• Parents enforcement on not allowing their
  children to play mature or adult rated games
• Teach kids that violence has consequences
• Parents limit video game time

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The Solution?

• Governor Jennifer Granholms Solution?
• September 12, 2005 Granholm Signs New Laws to
  Protect Children from Violent and
  Sexually-Explicit Video Games
• The legislation she signed made the sale or
  rental of mature or adult-rated video games to
  children (17 years old or younger) illegal in
  Michigan.
• Takes effect on December 1, 2005