Emotional, or Behavioral Disorders in Children - Research Paper Example

?Running head: Special Children Special Children Part I What are two broad categories of emotional or behavioral disorders? a. Attention problems/immaturity (Sage Pub, n.d) Often associated with attention deficit hyperactivity disorder Patient manifests with short attention span Diminished concentration Distractibility Impulsivity Passivity Undependability Childishness b. Socialized aggression (Sage Pub, n.d) Similar to conduct disorders, except that these behaviors are manifested in the company of others Truancy from school Gang membership Stealing Lying 2. What is a manifestation determination? How does it relate to students with exceptional needs? Discuss thoroughly. Manifestation determination is the act of “determining whether the behavior that results in a suspension or change of placement is a manifestation of a child’s disability” (Giordano, 2008). It often takes place when a school is implementing a change of placement or suspension due to violations of school rules; when a student has been removed from the school system for more than 10 days within a school term; or when a student is being punished for activities or behavior which indicates a pattern (Giordano, 2008). In instances when the behavior is indicates a student’s disability, a Functional behavior assessment must be carried out and a plan of behavior conceptualized. Students with exceptional needs – those with disabilities (with Individualized Education Programs or IEPs) – can be suspended up to ten days during a school year or even expelled for their behavior which is not caused by their disability. There is a need to carry out additional procedural safeguards in instances when suspension exceeds ten days (FSUSD, n.d). 3. List and describe three strategies or interventions to use when teaching and working with students with emotional or behavioral disorders. Why do these particular strategies work well with these students? a. Use taped word read-alongs (Trim, 2009). Studies have provided strong support for this strategy with students under this intervention improving their reading rate at a faster pace. b. Test retakes (Trim, 2009). Studies also point out that students who could do retakes of tests, scored higher than those who could not (Trim, 2009). c. Responses, praise, and academic talk (Trim, 2009). Students given more praise performed better than those who were not praised as much. d. Cover, copy, and compare (Trim, 2009). This is a process of considering instructions, extracting it, and interacting with a greater amount of accuracy (Trim, 2009). If the student is wrong, then he keeps trying until he would get it right. Part 2 Introduction The history of violence in schools has been a subject of discussion in government agencies and interest groups. These incidents have graduated from minor skirmishes to major gun shooting incidents. Some of these incidents have proved fatal to students and to teachers alike and they seem to find its roots in behavior disorders from troubled teens and youths. This discussion shall consider the Worthing High School shooting incident. Discussion This shooting incident involved atleast two gunmen which killed one man and hurt five other people. About sixty individuals from Worthing, Madison, Yates, and Jones high schools were attending an all-girl football game when a Ford Taurus drove into the field. The game was apparently not a sanctioned event. Attendees were residents of surrounding neighborhoods and were not HISD students (Glenn and O’Hare, 2011). A fist fight first broke out between two individuals and this escalated to a fight between two groups of men. A gun was soon drawn and was fired by some of the men. The incident was considered to be gang-related. The life of a former Worthing High School student was claimed in the shooting. Participants in the fight, including those who were injured were interviewed after the shooting (Glenn and O’Hare, 2011). Officials with the Houston Independent School District were prompted to reinforce their security as a result of this shooting; counselors were also called in; and letters were sent to parents regarding the incident (Glenn and O’Hare, 2011). This incident could have been prevented with adequate preventive measures implemented in the district against gangs and the establishment of gangs. Police visibility in the areas is an effective preventive measure which can minimize opportunities for gang members to meet and to carry out their criminal activities (Ribner, 2002). Monitoring the activities of gangs in the areas would also help reduce the breakout of violence such as the one seen in Worthing High school. Teenagers and other youths manifesting problem behavior – bullying, violence, theft, etc. – must be kept within the school and community counseling system. This would help in the management of their behavior as well as in preventing the escalation of their activities from minor to major criminal offences (Franzese, Covey, and Menard, 2006). Activities in the schools and communities which divert students’ attention away from violent and delinquent activities can be implemented. Students who have behavioral and emotional disorders must be tapped into participating in these activities in order to prevent them from looking into different means to fill in their emotional and mental needs. These students can be called into the appropriate groups and activities which fit into their interests and their capabilities. There is a high incidence of shooting and involvement in criminal activities among individuals with emotional and behavioral disorders (Regoli, Hewitt, and De Lisi, 2009). Although, incidents of violence and delinquency may not be exclusive to these types of individuals, the possibility of individuals with no emotional and behavioral issues participating in delinquent and violent behaviors is very low. Conclusion Individuals with conduct disorders and other emotional issues would be more likely to act out and manifest violent and delinquent behavior as compared to their mentally healthy counterparts. Those with better emotional health would have less violent and delinquent ways of managing their problems and issues. For those with emotional issues, their judgment is often compromised, causing them to behave and decide in irrational ways. Part 3: Autism is a “symptom of atypical development of the immature brain. Its diagnosis is not biologic, and responsible diagnosable etiologies are numerous but infrequent” (Rapin and Tuchman, 2008, p. 1129). Autism is included in the category known as pervasive developmental disorders. These disorders are characterized by delays in the progression of the socialization and communication skills of a child (NINDS, 2011). Parents of these children may notice symptoms in their children as early as in their infancy, but the average onset of these disorders may be at three years of age. Symptoms may include issues with understanding of language, difficulty in communicating with other individuals, unusual types of play with toys, and repetitive body movements and behavior (NINDS, 2011). Aside from autism, other types of PDD are Asperger’s syndrome, childhood disintegrative disorders, Rett’s syndrome, and Pervasive development disorder not otherwise specified (PDDNOS). Asperger’s syndrome children have difficulties in their communication and they have limited interests. Unlike their autistic counterparts however, these children have average or above average intelligence and often develop normally in their communication (Medicine.net, 2011). Those with childhood integrative disorders are those who begin to develop normally in almost all areas however at about 2 to 10 years of age, they lose some of the skills they have developed; they also often lose their social and language skills (Medicine.net, 2011). Those with Rett’s syndrome suffer from a loss of motor skills; they also have poor coordination. It is a defect of the X chromosome therefore it only affects girls (Medicine.net, 2011). Finally, for PDDNOS, this mostly refers to children with problems in communication and play and in interacting with other individuals; however, they are too social to be considered autistic. Identify and discuss two language impairments often associated with autism. a. Expressive language. The patient has impaired pragmatics; he has difficulty communicating verbally or nonverbally. His ability to participate in conversational language is severely impaired (Rapin and Tuchman, 2008). In instances when the expressive language functions are just decreased, the child may be minimally or unexpectedly verbal; if he is verbal, then he has failings in articulation and grammar, including word retrieval (Rapin and Tuchman, 2008). b. Language comprehension. This is always impaired in the younger children. Most difficulties in this impairment is seen in open-ended questions. Among older children, this varies, but is still impaired in complex language and implicit meaning (Rapin and Tuchman, 2008). 2. Describe the three types of behavioral challenges often faced by individuals with autism: repetitive, self-injurious, and aggressive behaviors. Describe several strategies and methods that can be used to deal with such behaviors (e.g. social stories, applied behavior analysis, positive behavioral support, etc.). a. Repetitive behavior This is the term which refers to the class of behaviors which is related to “repetition, rigidity, invariance, and inappropriateness. In autism these includes spontaneous dyskinesias, stereotyped movements, repetitive manipulation of objects, repetitive self-injurious behavior, specific objects attachment, an anxiously obsessive desire for sameness, repetitive use of language, and narrow and circumscribed interests” (Turner, 1999, p. 839). Contingency Modification Procedures can be used to decrease repetitive behavior. This is based on the premise that the acts are learned behavior supported by operant contingencies (Turner, 1999). These procedures may be implemented as responses to target actions; and it can sometimes include punishment through slaps or in some cases, electric shock (Turner, 1999). b. Self-injurious behavior This involves behavior whereby the patient causes physical damage to his body (Carr, 1977). Some patients engage in scratching, biting, head banging, self-inflicted punching, face slapping, punching, and similar self-injurious behavior (Carr, 1977). Based on a study by Carr (1977), using the time-out procedure removes access to all forms of reinforcement from an individual. A child was confined to a chair for a time based on each self-injurious behavior. Since the chair was in an isolated area, there was no reinforcement. It eventually reduced self-harming behavior. c. Aggressive behaviors This may be directed toward other children, himself, his parents, his caregivers, and even towards inanimate objects (Evans, 2006). The procedure used above in self-injurious behavior can also be applied to reduce aggressive behaviors. Part 4: Social story about getting angry Sometimes, other people do things I do not like. This can make me really angry at times. When I get angry, I sometimes feel like hitting something. One time I kicked a table because I was really angry. But it hurt my foot after. I was sorry I kicked the table then. One time also I hit my brother because I was very angry at him. But he cried after and that made me very sorry and sad because I did not like to see my brother hurting and crying. One time, my brother got mad at me also, and so he hit me and it hurt me very much. I wanted to hit him again but my mother told me that what we were doing was wrong. Instead, she said that we should just talk to each other and tell each other how we felt. I noticed that many people get angry all the time. They shout and point fingers at each other when this happens. And then sometimes, they also just talk to each other without shouting and I noticed that when they do this, their problems get solved right away. Whenever other people made me mad, sometimes I want to hit them. But I know that our problem will not go away even if I hit them. They will just hit me back. I found out that the best thing for me to do is to just tell my teacher or my Mother and Father. When I talk to them I try to tell them what happened and what made me angry. I can tell them honestly how I feel and express it properly so that they would understand why I am angry. I sometimes shout at them when I tell them I am angry. But I do not hit them because I know that it would just cause them pain and hurt. And they might hit me too. I found out that I could just talk to them and it makes me feel better after because they listen to me and allow me to share my feelings. Now, whenever I feel really angry, I just talk to my parents or to other adults and I do not have to hurt or hit them when I get mad. In the end, I can feel good about myself and be proud of myself too. Part 5: 1. Giftedness. As defined by the United States Office of Education (as cited by Renzulli, 1970, p. 2), gifted and talented children are those “who by virtue of outstanding abilities are capable to high performance. These children require differentiated programs and/or services beyond those normally provided by the regular school program in order to realize their (potential) contribution to self and society”. The gifted child possesses qualities of high performance in terms of general intellectual ability; creative thinking; leadership; visual and performing arts; and psychomotor ability (Renzulli, 1970). 2. Factors affecting giftedness Factors affecting giftedness according to Renzulli is based on a three-ring concept. Above-average intelligence, task commitment, and creativity make up these factors. Task commitment is a “directed form of motivation brought to bear on a particular problem or task” (Sternberg, 2000, p. 162). It is more specific in terms of application – it is a state, not a trait. Creativity refers to different characteristics including fluency, flexibility, curiosity, and sensitivity to detail (Sternberg, 2000). Above average intelligence refers either to a general ability in abstract reasoning, numerical reasoning, and spatial relations; or it may also refer to specific abilities in acquisition of knowledge (Sternberg, 2000). As a teacher, the qualities I would look for to identify gifted children would be their IQ and their ability to comprehend and learn things in class. The fast learners often present with great potential as gifted children. It means that I can put them in any situation and they can learn both practical and knowledge based information they can use in their daily activities. 3. IDEA (Individuals with Disabilities Education Act) I have mixed feelings about this issue. On one hand I feel that it is incumbent upon the government to provide free and appropriate education for gifted children because they present with rich potentials for learning. If free education is offered to those with disabilities and all other students, the gifted children as well should be given the opportunity to explore their potential regardless of their station in life. Educating gifted children in private institutions represent significant costs for parents and guardians. Most of them end up enrolling them in the regular schools. In these schools, they are unable to harness their full potential as gifted children. The danger in this scenario is that they often end up just like any other student. The wasted potential is an unfortunate matter to deal with because these individuals are needed in society. They too have unique contributions to our social and economic dynamics as a society. We need their abilities because they have better potential and capacity for knowledge. Their capacity could give us major technological and aesthetic advancements – advancements which would not be readily available in a mediocre society. On the other hand, I feel that it is but proper also for gifted children to not be granted free education. This would give them the chance to grow up and develop as normal individuals without any pressures or major expectations. Gifted children often carry an enormous amount of pressure to be “great”, however, in the process, they stop being children and they stop feeling the joys of childhood that other children are experiencing. Based on the above discussion, I am more inclined to not allow gifted children to be granted free education. Their potentials after all, can still be developed within the regular school system. Developing a better system within the current school plan can instead be conceptualized in order to still give gifted children a chance to develop their full potential as gifted children even within the regular school system. Part 6: Eddie Introduction Gifted children may come from any social, economic, and ethnic background. For those who come from privileged backgrounds, availing of the appropriate education is not an issue for them. However, for those who cannot afford to be sent to the quality schools where they can develop their potentials, they often end up missing out on quality education. This discussion will consider the case of Eddie, tested as gifted when he was in his younger years, but who could not afford to be sent to the appropriate school. Discussion The extraordinary abilities of Arthur were overlooked because he also manifested with an asynchronous development with academic progress not being consistent throughout the years (Webb, et.al., 1993). He first manifested as a gifted child when he was younger however, this development was not consistent throughout the years when he got involved with the negative elements in society. He instead manifested with conduct disorder which relatively obliterated his chance of ever being noticed for his giftedness. Among educators, the gifted abilities of students are often overlooked because of internal factors like their personality. Some gifted children are often too intense in their tastes – extreme as described by some parents (Webb, 1993). In the end, they are often described as strange, weird, and difficult. Misdiagnosis is also a factor in the overlooking of Eddie’s giftedness. He may be viewed as a child with oppositional defiant disorder, bipolar, or even OCD. However, he is just a gifted child with better prospects in learning and environmental stimulation. Situational factors also interfere with the appropriate diagnosis for Eddie. These factors include the lack of understanding by parents, teachers, and health professionals (Webb, 1993). There are new ways of assessing giftedness especially among individuals like Eddie. 1. Stanford-Binet Intelligence Scales. It is designed for children aged 2 and 85 years and generated three IQ scores (Verbal, Nonverbal, and Full scale) (Silverman, n.d). It also includes six levels for the test with emphasis on visual-spatial reasoning. 2. Annemarie Roper Method of Qualitative Assessment. This uses a comprehensive picture of the child which does not rely on school psychologists. It is qualitative, not quantitative and uses a view of the child’s inner world. It considers the child’s cognitive abilities and gains insights into the child’s feelings and his relationships. 3. Group Aptitude Tests. These group administered tests measure achievement, aptitude, and intelligence and cover about 15 to 20 children at a time (Webb, Gore, and Amend, 2007). 4. Use of multiple tools to assess students. These tools may include one or two objective measures, and anecdotal or observational data. Group tests, checklists, and child-study team staffing can also be used to adequately evaluate the child’s mental status (Webb, Gore, and Amend, 2007). Conclusion In order to help Eddie, as an educator, a proper assessment of Eddie’s IQ and symptoms can be carried out. This would help direct his treatment and his education. The use of proper assessment techniques may be utilized in Eddie’s case. This assessment can also help direct an appropriate line of intervention for Eddie. A closer scrutiny of Eddie’s behavior can also be carried out in order to evaluate the possibility of misdiagnosis (Baum, et.al., 1998). Eddie could have benefited from a closer evaluation of his symptoms—symptoms which may indicate that he is indeed gifted, and not a liability to society. Moreover, arming Eddie with the right coping mechanisms would also guide him in his activities and ensure that he would be able to deal with his emotional and mental issues appropriately (Jackson and Peterson, 2003). All in all, these interventions call for a greater participation and attention given to Eddie by his educators. Works Cited Baum, S., Olenchuk, R., & Owen, S. (1998). Gifted Students with Attention deficits: Fact and/or fiction or can we see the forests for the trees? Gifted Child Quarterly, volume 42(2), pp. 96-104 Carr, E. (1977). The Motivation of Self-Injurious Behavior: A Review of Some Hypotheses. Psychological Bulletin, volume 84(4), pp. 800-816 Fairfielf Suison Unified School District (n.d). Behavioral Supports, Discipline, Suspension, and Expulsion. FSUSD. Retrieved 11 April 2011 from http://www.fsusd.k12.ca.us/education/special_ed/docs/11_behavior.pdf Evans, R. (2008). Coping with Aggression in your Autistic Child. Disabled World. Retrieved 11 April 2011 from http://www.disabled-world.com/artman/publish/autism-aggression.shtml Franzese, R., Covey, H., & Menard, S. (2006). Youth gangs. New York: Charles C Thomas Publisher Giordano, K. (2008). Manifestation determination. 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Retrieved 11 April 2011 from http://www.gifteddevelopment.com/PDF_files/assess.pdf Sternberg, R. (2000). Handbook of intelligence. New York: Cambridge University Press Trim, D. (2009). Teaching Strategies that Work for Students Who Have Emotional and Behavioral Disorders. Inside the School. Retrieved 11 April 2011 from http://www.insidetheschool.com/articles/teaching-strategies-that-work-for-students-who-have-emotional-and-behavioral-disorders/ Turner, M. (1999). Annotation: Repetitive Behaviour in Autism: A Review of Psychological Research. J. Child Psychol. Psychiat, volume 40(6), pp. pp. 839–849 Webb, J. (1993). Misdiagnosis and Dual Diagnoses of Gifted Children: Gifted and LD, ADHD, OCD, Oppositional Defiant Disorder. Learning, Assessment, and Neurocare Center, Retrieved 11 April 2011 from http://www.lanc.uk.com/MisdiagnosisandDualDiagnosesofGiftedChildren.pdf Webb, J., Gore, J., & Amend, E. (2007). A Parent's Guide to Gifted Children. New York: Great Pyramid Press Read More