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Students with EBD - Flashcards

Flashcard Deck Information

Class:EDUC 230 - Introduction to Exceptional Children
Subject:Education
University:University of Delaware
Term:Spring 2011
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EBD emotional behavioral disorder

- sometimes difficult to tell
- either way above or way below normal emotional/behavioral reaction
SED serious/severe emotional disturbance

- chronicty- over time
- difficulty in school
- severity of episodes
behavior disorder vs sed -hard to tell
- treat symptoms instead of the cause
- both have social maladjustment
difficult to define because... can be related to teacher expectations
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IDEA definition an emotional or behavioral response so different from the mean as to adversely effect educational performance
Characteristics (3) -more than temporary expected response
-exhibited in 2 or more different settings
-unresponsive to direct intervention
types (4) - child mental health
- schizophrenia
- affective disorders - mood is not right
- anxiety disoders
tractable behavior problems - easy solution
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as kids mature - learn new responses and many behavior problems go away
key to recognizing ebd (3) - chronicity 
- severity
- multiple settings
quay's classification (4) - conduct disorder
- anxiety withdraw
- socialized agression- thugs
- immaturity
general types of ebd internalizing
externalizing
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internalizing withdrawn, social problems, overly shy, social isolated, eating disorders, cutting
externalizing agressive, non-compliant, may be a result of ineffective or inconsistent parenting  especially when physical punishment is involved
temperament - some research indicates that an easy going, calm, temperament is correlated with resilience to stress
- a child's temperament may predispose them to problems with people and the environment
lack of stimulus control locus of control: internal vs external
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internal locus of control you control destiny
external locus of control blame others, take no responsibility, more likely in children with emotional/behvavioral disaiblities
locus of control is... teachable
stimulus control ability to know what to do/what not to do in specific situations

learned behaviors

ebd disorders have lack of stimulus control
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intelligence and achievement - students with ebd/sed tend to score lower on standardized tests because their behavior gets in the way of learning
- highest drop out rate
social skills/interpersonal - lower levels of participation in school and extra curricular activities
- lower rates of contact with peers
- tend to have lower quality relationships
- low self image
causes (4) - biological
- abuse/maltreatment/neglect
- environmental
- chemical imbalances in the brain
causes: biological - rate, usually no evidence of disease/organic causes
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causes: environmental - negelct/abuse
- ineffective discipline
- social rejection by peers
- infrequent/no parental or family involvement
identification and assessment 1. screening questionairres
- no risk
- low risk
- high risk
2. projective tests
identification: screening tests CBCL- child behavior checklist
BERS- behavioral and emotional rating scale
SSPD- systematic screening for behavioral disorders
assesment: projective tests (3) - Rorschact Ink Blots- normed against a large sample
- TAT- series of pictures, make a story out of the pictures
- Szondi- picture of people, say how you feel about them

*multiple indicators are needed
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prevalence - impossible to get clear statistics due to different diagnostic criterion across states/regions
- 2-3% of school population
- 4:1 more prevalent in males
- 30% of arrests for violent crime are kids under 18 years old
importance of early intervention because... - clear link between severe behavioral problems/lack of social sills in childhood and adult criminal behavior
prevention 1. primary prevention: universal interventions applied to all students
2. secondary prevention: special intervention for at risk students
3. tertiary prevention: special, intense interventions for individual students
the future of ebd - growing population
- need to develop more effective programs and practices
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best practice (8) 1. functional alternatives
2. prevention/intervention/post-vention
3. medications
4.PBS
5. FBA
6. self management
7. classroom management
8. social skills
best practice: functional alternatives teach functional alternatives to violence
- ways to communicate anger
best practice: prevention/intervention/post-vention of crisis
best practice: medications - can help a lot of harm individual
- works for chemical imbalances in brain
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best practice: PBS - positive behavior supports (PBS)
- primary prevention
best practice: FBA - functional behavior assessment
- It relies on a variety of techniques and strategies to identify the purposes of specific behavior and to help IEP teams select interventions to directly address the problem behavior
best practice: self management teach self management and self control
best practice: classroom management good classroom management
- clear schedule and discipline
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best practice: social skills training - possible help, not fully proven
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 EBDemotional behavioral disorder

- sometimes difficult to tell
- either way above or way below normal emotional/behavioral reaction
 SEDserious/severe emotional disturbance

- chronicty- over time
- difficulty in school
- severity of episodes
 behavior disorder vs sed-hard to tell
- treat symptoms instead of the cause
- both have social maladjustment
 difficult to define because...can be related to teacher expectations
 IDEA definitionan emotional or behavioral response so different from the mean as to adversely effect educational performance
 Characteristics (3)-more than temporary expected response
-exhibited in 2 or more different settings
-unresponsive to direct intervention
 types (4)- child mental health
- schizophrenia
- affective disorders - mood is not right
- anxiety disoders
 tractable behavior problems- easy solution
 as kids mature- learn new responses and many behavior problems go away
 key to recognizing ebd (3)- chronicity 
- severity
- multiple settings
 quay's classification (4)- conduct disorder
- anxiety withdraw
- socialized agression- thugs
- immaturity
 general types of ebdinternalizing
externalizing
 internalizingwithdrawn, social problems, overly shy, social isolated, eating disorders, cutting
 externalizingagressive, non-compliant, may be a result of ineffective or inconsistent parenting  especially when physical punishment is involved
 temperament- some research indicates that an easy going, calm, temperament is correlated with resilience to stress
- a child's temperament may predispose them to problems with people and the environment
 lack of stimulus controllocus of control: internal vs external
 internal locus of controlyou control destiny
 external locus of controlblame others, take no responsibility, more likely in children with emotional/behvavioral disaiblities
 locus of control is...teachable
 stimulus controlability to know what to do/what not to do in specific situations

learned behaviors

ebd disorders have lack of stimulus control
 intelligence and achievement- students with ebd/sed tend to score lower on standardized tests because their behavior gets in the way of learning
- highest drop out rate
 social skills/interpersonal- lower levels of participation in school and extra curricular activities
- lower rates of contact with peers
- tend to have lower quality relationships
- low self image
 causes (4)- biological
- abuse/maltreatment/neglect
- environmental
- chemical imbalances in the brain
 causes: biological- rate, usually no evidence of disease/organic causes
 causes: environmental- negelct/abuse
- ineffective discipline
- social rejection by peers
- infrequent/no parental or family involvement
 identification and assessment1. screening questionairres
- no risk
- low risk
- high risk
2. projective tests
 identification: screening testsCBCL- child behavior checklist
BERS- behavioral and emotional rating scale
SSPD- systematic screening for behavioral disorders
 assesment: projective tests (3)- Rorschact Ink Blots- normed against a large sample
- TAT- series of pictures, make a story out of the pictures
- Szondi- picture of people, say how you feel about them

*multiple indicators are needed
 prevalence- impossible to get clear statistics due to different diagnostic criterion across states/regions
- 2-3% of school population
- 4:1 more prevalent in males
- 30% of arrests for violent crime are kids under 18 years old
 importance of early intervention because...- clear link between severe behavioral problems/lack of social sills in childhood and adult criminal behavior
 prevention1. primary prevention: universal interventions applied to all students
2. secondary prevention: special intervention for at risk students
3. tertiary prevention: special, intense interventions for individual students
 the future of ebd- growing population
- need to develop more effective programs and practices
 best practice (8)1. functional alternatives
2. prevention/intervention/post-vention
3. medications
4.PBS
5. FBA
6. self management
7. classroom management
8. social skills
 best practice: functional alternativesteach functional alternatives to violence
- ways to communicate anger
 best practice: prevention/intervention/post-ventionof crisis
 best practice: medications- can help a lot of harm individual
- works for chemical imbalances in brain
 best practice: PBS- positive behavior supports (PBS)
- primary prevention
 best practice: FBA- functional behavior assessment
- It relies on a variety of techniques and strategies to identify the purposes of specific behavior and to help IEP teams select interventions to directly address the problem behavior
 best practice: self managementteach self management and self control
 best practice: classroom managementgood classroom management
- clear schedule and discipline
 best practice: social skills training- possible help, not fully proven
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