ADHD / OHI / EBD / SLD
The ABC’s of
Special Education
Other Health Impairment
• Having limited strength, vitality or alertness
including a heightened alertness to environmental
stimuli, that results in limited alertness with
respect to the educational environment, that:
– Is due to chronic or acute health problems such as
asthma, attention deficit disorder or attention deficient
hyperactivity disorder, diabetes, epilepsy, or heart
condition, hemophilia, lead poisoning, leukemia,
nephritis, rheumatic fever, and sickle cell anemia; and
Tourette Syndrome, and
– Adversely affects a student's educational performance.
ADHD
• Affects up to 5 % of population
• One of the most common childhood behavior
disorders
• Core symptoms include:
– Inattention
– Hyperactivity
– Impulsivity (calling out, leaving seat, interrupting activities)
• Students are greatly at-risk for school failure
• Medications do not cure ADHD but can help control
core symptoms – Does not work for all
ADHD – Classroom Interventions
and Strategies
• Focus on and target specific problem behaviors
– Teach appropriate and clearly defined
replacement behaviors (what we don't want
them to do but what we want them to do).
• Conduct a Functional Behavior Assessment to
determine factors driving the behavior
• Develop a BIP with student input (buy-in)
• Utilize positive incentives to reinforce desired
behavior
Emotional Behavior Disorder
An emotional and behavioral disorder is an emotional
disability characterized by the following:
• An inability to build or maintain satisfactory interpersonal
relationships with peers and/or teachers. For preschoolage children, this would include other care providers.
• An inability to learn which cannot be adequately
explained by intellectual, sensory or health factors.
• Consistent or chronic inappropriate type of behavior or
feelings under normal conditions.
• Displayed pervasive mood of unhappiness or
depression.
• Displayed tendency to develop physical symptoms,
pains or unreasonable fears associated with personal or
school problems.
EBD
• A student with EBD is a student who exhibits one or
more of the above emotionally based characteristics
of sufficient duration, frequency and intensity that
it/they interfere(s) significantly with educational
performance to the degree that provision of special
educational services is necessary. For preschoolage children, these characteristics may appear
within the preschool environment or in another
setting documented through an extended
assessment period. The student's difficulty is
emotionally based and cannot be adequately
explained by intellectual, cultural, sensory or general
health factors.
EBD – Externalizing Behaviors
• The most common behavior pattern of children
with emotional and behavioral disorders consists
of antisocial, or externalizing behaviors. In the
classroom, children with externalizing behaviors
frequently do the following (adapted from
Walker, 1997, p. 13):
EBD – Externalizing Behaviors
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Get out of their seats
Yell, talk out, and curse
Disturb peers
Hit or fight
Ignore the teacher
Complain
Argue excessively
Steal
Lie
Destroy property
Do not comply with directions
Have temper tantrums
Are excluded from peer-controlled activities
Do not respond to teacher corrections
Do not complete assignments
Continuous conflict around them
EBD – Externalizing Behaviors
• Antisocial behavior of children with emotional and behavioral
disorders often occurs with little or no provocation.
• Aggression takes many forms—verbal abuse toward adults and
other children, destructiveness and vandalism, and physical attacks
on others.
• Research indicates that children who display consistent patterns of
aggressive, coercive, antisocial, and/or delinquent behavior do not
grow out of it.
• Anti-social behavior is a strong predictor of delinquency in
adolescence.
• Children who enter adolescence with a history of aggressive
behavior stand a very good chance of dropping out of school, being
arrested, abusing drugs and alcohol, having marginalized adult
lives, and dying young (Lipsey & Derzon, 1998; Walker et al., 1995).
• Students with emotional and behavioral disorders are 13.3 times
more likely to be arrested during their school careers than
nondisabled students are (Doren, Bullis, & Benz, 1996a), and 58%
are arrested within five years of leaving high school (Chesapeake
Institute, 1994).
EBD – Internalizing Behaviors
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Do not display aggressive behaviors
Little to no social interaction in or outside of school
Usually do not play or interact with peers their own age
Antisocial and immature behavior creates a serious
impediment to their development.
Lack social skills needed to make friends and have fun, and
they often retreat into daydreams and fantasies.
Some are fearful of things without reason, frequently
complain of being sick or hurt, and go into deep bouts of
depression.
Often have anxiety or mood disorders
Often not identified due to lack of interaction in the classroom
Extreme emotional disorders of some children can lead to
self-inflicted injury or even death from substance abuse,
starvation, or suicidal behavior
EBD – Academic Achievement
Impact
• Most students with emotional and behavioral disorders
perform one or more years below grade level
academically (Cullinan, 2002).
• Many of these students exhibit significant deficiencies in
reading (Coleman & Vaughn, 2000; Maughan, Pickles,
Hagell, Rutter, & Yule, 1996) and in math achievement
(Greenbaum et al., 1996).
• Often have learning disabilities and/or language delays,
which compound their difficulties in mastering academic
skills and content (Glassberg, Hooper, & Mattison, 1999;
Kaiser, Hancock, Cai, Foster, & Hester, 2000).
• The disruptive and defiant behavior of students with
emotional and behavioral disorders “almost always leads
to academic failure which predisposes them to further
antisocial conduct” (Hallenbeck & Kauffman, 1995, p.
64).
Autism
Autism is a developmental disability, generally evident
before age three, that adversely affects a student's
educational performance and significantly affects
developmental rates and sequences, verbal and nonverbal communication and social interaction and
participation. Other characteristics often associated with
autism are unusual responses to sensory experiences,
engagement in repetitive activities and stereotypical
movements and resistance to environmental change or
change in daily routines. Students with autism vary
widely in their abilities and behavior. The term does not
apply if a student's educational performance is
adversely affected primarily because the student has an
emotional and behavioral disorder. [refer to 34 CFR
300.7(c)(1)(i)]
Autism
The term of autism may also include students who
have been diagnosed with Pervasive
Developmental Disorder, Asperger's Disorder, Rett's
Disorder, or Childhood Disintegrative Disorder
provided the student's educational performance is
adversely affected and the student meets the
eligibility and placement requirements. Autism may
exist concurrently with other areas of disability.
Autism
• A lifelong neurobiological disorder that affects a
person’s ability to respond to surroundings,
communicate, understand language, play and
socially interact with others.
• It is also associated with rigid routines and
repetitive behaviors.
• The first signs usually appear as developmental
delays before the age of 3
Autism Characteristics
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Difficulty understanding language
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Poorly developed social skills and unusual play with toys
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Over or under sensitivity to sound, sight, taste, touch, or smell
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Repetitive behaviors (rocking, hand flapping)
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Certain behaviors exhibited to stimulate the senses (humming)
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Difficulty with changes to surroundings or routines
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Very high levels of activity for long periods of time
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Uneven skill development – some normal, superior, or delayed
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Challenging behaviors – aggression, self injury or severe withdrawal
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Obsessive/Compulsive Tendencies (handwriting, eating)
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Occurs in 1 in 88 children are diagnosed with autism today (compared to 1 in
10,000 in 1993)
•
1 percent of the population of children in the U.S. ages 3-17 have an autism
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It can occur by itself or with other health problems (mental retardation)
Specific Learning Disability
• Defined as a disorder in basic psychological
processes and secondary underachievement in
one or more of the eight areas along with
documentation of the lack of response to
instructional intervention as supported by ongoing progress monitoring.
• Deficits in basic psychological processes typically
include problems in attending,
discrimination/perception, organization, short
term memory, conceptualization/reasoning,
executive functioning, processing speed and
phonological deficits.
SLD – 8 Academic Areas
• oral expression
• listening comprehension
• written expression
• basic reading skills
• reading comprehension
• reading fluency skills
• math calculation
• math problem solving/reasoning
References
http://www.education.com/reference/article/children-emotional-behavioral-disorders/
http://nichcy.org/teaching-students-with-e-d
http://education.cu-portland.edu/blog/teaching-strategies/5-tips-for-handling-ebd-kids-emotional-behaviordisorder-in-an-inclusive-classroom/
Autism Partnership, Leaf, R., McEachin, J., & Taubman, M. (2005, August). Paper presented at the meeting
of the An introduction to Applied Behavior Analysis and Discrete Trial Teaching. Springfield, VA.
Autism Speaks, http://www.autismspeaks.org
Baker, Jed (2007, May). Conference presented through Future Horizons addressing managing challenging
behaviors of children and adolescents with Autism/Asperger Syndrome. Atlanta, Georgia
British Columbia Ministry of Education (2000). Teaching Students with Autism: A Resource Guide for
Schools. Victoria BC: British Columbia Ministry of Education.
Cooner, S. (2005, October). Paper presented at the meeting of the Working with Students with Challenging
Behaviors. Fairfax, VA.
Dettmer, P., Dyck, N., & Thurston, L. (2005). Consultation, Collaboration, and Teamwork for Students with
Special Needs (5th ed.). Boston: Pearson, Allyn, and Bacon.
References
Fox, L., & Hemmeter, M. (2004). Positive Behavior Support, Training Issues and Strategies. Retrieved
October 8, 2005, from
http://www.challengingbehaviors.fmhl.udf.edu/presentations/pbstrainingissuechaplhill2004.ppt.
Stokes, S. (1999). Structured Teaching: Strategies for Supporting Students with Autism. Retrieved October
26, 2005, from http://www.cesa7.k12.wi.us/sped/autism/structures/str10.htm
The Center for Autism and Related Disabilities. (2003, September). CARD Fact Sheet. Retrieved September
22, 2005, from http://www.card.ufl.edu
Video Links
F.A.T. City training
https://www.youtube.com/channel/UCUujNMZnIeWB3VMSUza-mCw/videos
Sir Ken Robinson – Ted Talk
https://www.youtube.com/watch?v=iG9CE55wbtY