¶ … Persons with Emotional Behavior Disorder
Importance of assessment of emotional and behavioral disorders in schools
Identifying and assessing emotional and behavioral disorders in schools (EBD) helps identify and address a number of risky behaviors among youths in good time. Students suffering from EBD experience difficulties when learning, have challenging social relationships, experience depression and anxious moments as well as exhibit inappropriate behaviors. School, administrators usually know these students, as they need a lot of support and different resources to be able to survive in a school environment (Davis, Young, Hardman & Winters, 2011).
Early identification of these problem behaviors help school administrators provide the necessary support students need before the situation gets out of hand or becomes impossible to manage. Even though students at risk of EBD have less severe characteristics and frequency than those already diagnosed, early identification is crucial in improving educational outcomes (Davis, Young, Hardman & Winters, 2011).
Individuals with EBD tend to experience instability at work places or have mental health challenges after high school. The social alienation for most students are related to anxiety, conduct problems, as well as depression. Thus students suffering from EBD usually come across as sad, unlikable, having no social competence as well as being provoking. This could make them less likeable at school or home; hence making it hard to cope and integrate into the societal fabrics faster. Such traits can be minimized if not eliminated by certain interventions after identification (Davis, Young, Hardman & Winters, 2011).
EBD is identified in two categories namely internalizing and externalizing. Internalizing behaviors include internal problematic feelings such as over sensitivity, anxiety, sadness, and reticence among others. On the contrary, those suffering from externalizing behaviors show unruliness, forcefulness, aggression, and oppositional behaviors. In some rare cases students may exhibit both characteristics for example a student that feels both anxious and aggressive, at the same time; although most students are identified to have one primary trait of either internalizing or externalizing their behaviors (Davis, Young, Hardman & Winters, 2011).
It is important to screen students for both categories of EBD to avoid overlooking any student as students with internalizing problems are often ignored since they do not have discipline issues and register good grades although some of them may have attendance issues. Teachers notice students with problems such as being withdrawn, anxious, fearful, and unassertive thus help resolve these issues by reporting to the relevant authorities for intervention. The assessment and identification process needs to be effective, efficient, practical and evidence-based. Sadly though, few measures have been implemented to identify and reduce these risks in secondary students as far as externalizing and internalizing behaviors are concerned (Davis, Young, Hardman & Winters, 2011).
How Assessments should be done
Make sure you understand the assessment tools, rating scales, checklists, measuring behavioral and emotional aspect before carrying out any assessment procedures. There are different ways through which an assessment will provide viable results but the following steps need to be considered for success. Understanding the assessment tools will help you know all the valid outcomes of every test and what to avoid in order to uphold the integrity of the assessment.
Child records and information must be reviewed and examined properly
Interview parents and teachers to get a rich content
Make observations of the child across settings, it is important to have your own perspective over and above relying on others (Texas Guide, 2013)
The best assessment practices need to be such that teachers, parents and other stakeholders should be able to make a decision about the students' education. A comprehensive and valuable assessment is crucial to ensure that students access great education opportunities. The assessment needs to focus on:
1.
determining the students eligibility for special schools and related services
2.
Developing students individualized education program (IEP)
3.
Ongoing measurement and monitoring student performance
These decisions can only be made when appropriate assessments using different sources of information including observations and evaluations, rating scales and normative data are used. In addition, these techniques must be valid and reliable for use on the specific group (Connecticut state department of education, 2012).
Individualized education plan (IEP)
When developing an IEP for students with emotional disturbance exhibiting behaviors that evoke high anxiety levels, goals, objectives and program characteristics need to be developed before specific program and education setting are made. Assessment information collected or generated during eligibility-determination phase contributes to developing the plan that becomes the individuals' education program (Connecticut state department of education, 2012). The assessment carried out by the multi-disciplinary team must yield a student profile that shows current level of performance, needs, strength, and characteristics pattern in response to environmental and internal factors.
According to IEP, goals should be written based...
The established pattern of emotional or behavioral responses must adversely affect educational or developmental performance, including intrapersonal, academic, vocational, or social skills; be significantly different from appropriate age, cultural, or ethnic norms; and be more than temporary, expected responses to stressful events in the environment. The emotional or behavioral responses must be consistently exhibited in at least three different settings, two of which must be educational settings, and one
Behavioral Disorders Education Author's note with contact information and further details on collegiate affiliation, etc. Article Summary on Behavioral Disorders In the article, "The Impact of Targeted Classroom Interventions and Function-Based Behavior Interventions on Problem Behaviors of Students with Emotional/Behavioral Disorders," the authors focus upon assessment based interventions in special education. The authors want to study the changes functional behavior assessments have on the daily routines of and the problem behaviors in special
Emotional Behavior Disorder The learning environment has been characterized by the presence of students with emotional problems and behavior disorders. This trend contributes to considerable challenges in the educational system and for teachers. Consequently, there are various strategies and programs that have been developed and implemented in the education system to help students with disabilities. Some of these measures include the development of educational programs for students with emotional problems and
Behavioral Theorist Diane Ravitch Classroom Management: Behavioral Theorist Diane Ravitch It is clear that teachers do play many roles in a typical classroom, but mainly one of the most vital is that of a classroom manager. Effective learning and teaching and is not able to take place in a classroom that is poorly managed. If students are disrespectful and disorderly, and no apparent rules and events guide behavior, chaos turns out to
Similarly, the staff who conducted the interviews were neither psychologists nor psychiatrists, again leaving room for error. Within the scope of the study's goals, however, the researchers controlled for the majority of the potential drawbacks. This study provides educators with a rough series of guidelines for evaluating at-risk students. It can be used to create a checklist of behaviors and circumstance that can point to children which are at higher
Relationships provide the key experience that connects children's personal and social worlds. It is within the dynamic interplay between these two worlds that minds form and personalities grow, behavior evolves and social competence begins." (1999) Howe relates that it is being acknowledged increasingly that "...psychologically, the individual cannot be understood independently of his or her social and cultural context. The infant dos not enter the world as a priori
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now