Human Exceptionality Chapter 8
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by Michael Hardman (c) Cengage Learning 2010
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Human Exceptionality Chapter 8
- 1. EMOTIONAL/BEHAVIORAL DISORDERS ©2011 Cengage Learning. All Rights Reserved.
- 2. Focus 1 Identify six essential features of the federal definition for emotional/behavioral disorders. Focus 2 Identify four factors that influence the ways in which we perceive the behaviors of others. Focus 3 What can accurately be said about the causes of EBD? Focus 4 Cite three reasons why classification systems are important to professionals who identify, treat, and educate individuals with EBD. ©2011 Cengage Learning. All Rights Reserved.
- 3. Focus 5 What differentiates externalizing disorders from internalizing disorders? Focus 6 Identify five general characteristics (intellectual, adaptive, social, and achievement) of children and youth with EBD. Focus 7 What are the key elements of Response to Intervention (RTI)? ©2011 Cengage Learning. All Rights Reserved.
- 4. Focus 8 What four important outcomes are achieved through a functional behavioral assessment? Focus 9 What five guiding principles are associated with systems of care? Focus 10 What two factors should be considered when placing a child or youth with EBD in general education settings and related classes? ©2011 Cengage Learning. All Rights Reserved.
- 5. Abuse Post Traumatic Stress Disorder Low self-esteem and withdrawal Excellent teacher recognized gifts Uses art as healthy way to communicate ©2011 Cengage Learning. All Rights Reserved.
- 6. Good looking with spunky personality Risk taker in sports Low citizenship grades led to disappointments Engaged in at-risk behaviors No positive response to medications or behavior programs Unstable life ©2011 Cengage Learning. All Rights Reserved.
- 7. Emotional disorders Behavioral disorders Generally deficit in important academic and social behaviors ©2011 Cengage Learning. All Rights Reserved.
- 8. IDEA Identifying normal behavior ©2011 Cengage Learning. All Rights Reserved.
- 9. Estimates vary greatly Significant numbers of children remain unidentified and receive no services. Disproportionate number of African American males identified as having E/BD ©2011 Cengage Learning. All Rights Reserved.
- 10. Intelligence Social and Adaptive Behavior Academic Achievement ©2011 Cengage Learning. All Rights Reserved.
- 11. Multifaceted and complex Family and home environment Socioeconomic status Parenting styles Child abuse ©2011 Cengage Learning. All Rights Reserved.
- 12. Statistically Derived ◦ externalizing symptoms ◦ internalizing symptoms Clinically Derived ◦ DSM-IV ◦ nine major groups of childhood disorders ©2011 Cengage Learning. All Rights Reserved.
- 13. Attention-deficit and disruptive behaviors Feeding and eating disorders Tic disorders Elimination disorders and childhood anxiety disorders Reactive attachment disorder Childhood schizophrenia ©2011 Cengage Learning. All Rights Reserved.
- 14. Screening, prereferral interventions,and referral Assessment factors Assessment techniques ©2011 Cengage Learning. All Rights Reserved.
- 15. Disproportionately overrepresented Positive behavior supports show promise ©2011 Cengage Learning. All Rights Reserved.
- 16. Multidisciplinary collaboration Early childhood years Elementary school years Adolescent years Inclusive education ©2011 Cengage Learning. All Rights Reserved.
- 17. Evidence-based practices Wraparound programs Early intervention School-wide positive behavior support Encouragement of increased parental engagement ©2011 Cengage Learning. All Rights Reserved.