Emotional and behavioral disorders - Research Paper Example

?Introduction Difficulties within the room also create complexities with teaching and providing the correct curriculum for specialized situations. A problem which is continuing to arise within the classroom is based on behavioral and emotional disorders. This is causing teachers to re-examine the curriculum and approach to teaching for the disorders while requiring new ways to assist with the teaching that is required. While there is the need to change teaching styles for students, there are also problems with understanding the complexity of the disorders and how they need to be approached. Understanding interventions and looking at expectations for those with special needs is the first step to initiating alternatives to teaching and development for students within the classroom while offering inclusive settings for a variety of behaviors. Defining At Risk Students The current status with at risk students has altered since the traditional understanding of children which had specific disorders. In the past, students with disorders were placed in special needs programs and were expected to move at a different pace with the lessons learned. This was followed by the level of the disorder as well as the learning adaptation which the student was able to have in the various situations. The concept of an at risk student was combined with interventions that were expected according to the level of risk, relationship to educators and the social and academic skills that were associated with this. A student was defined as at risk through series of tests as well as alternative applications to those who were a part of the challenges that were created. The support which was required for the students could then be followed by specialists that were able to match the needs of at risk students while defining the emotional and behavioral problems that were hindering the learning experiences of students (Lane et al, 2005). The at risk students that were traditionally defined as having difficulties has led into a different understanding of students which have disorders and problems within society. There are now different noted profiles that are not only defining at risk students but which are also dividing the types of disorders by level and the type of problem which is occurring. Learning disorders that are defined as academic are no longer categorized in the same manner as emotional and behavioral disorders. The social differences with the emotional and behavioral problems are linked specifically to disorders that carry social characteristics. The inability to learn because of emotional difficulties as well as behavioral problems, such as the inability to concentrate on one given topic, is some of the main difficulties. It has been found that the students do not require a change in the academic progress and that the intervention efforts often hinder the capabilities of students to learn the necessary materials for their own progress. It has also been found that when immersion is included in the program for students that they are able to adapt to the academic climate after a period of time which assists them with their capabilities and needed support after a period of time (Lane et al, 2005). Building Student Competencies The changing approach to student behavioral and emotional disorders has also led to the expectation that is based on building student competencies within the classroom. It is expected that students which are able to adjust with specific behaviors are able to have more alternatives to developing the correct option to moving forward with the correct education. Instead of intervention, the approach is based on assisting students to adapt to the learning environment in an alternative manner. By regulating the potential disruption which occurs from students with emotional and behavioral disorders while creating better social responses is expected to assist students with higher levels of cognition with further education. The expectation from teachers is to begin to assist students with the social adaptation while creating an environment that allows students to be competent in learning. It is expected that this will lower the disruptions and disorders that are occurring with emotional and behavioral problems among students. If these become disconnected instead, then the problems may not have the necessary support in the needed environment, causing even more problems among students that are facing the disorders (Fantuzzo, et al, 2005). The intervention with inclusion in the classroom is furthered with building competencies through social skills training. By creating an environment and scenarios where students are able to interact with others there is the ability to develop support for the correct and incorrect ways to work within the classroom. Social skills training is a model which is now being considered within the classroom and is expected to assist with the development of students in given situations. Social skills training allow the children with behavioral and emotional disorders to interact with other students through learning programs and interactions. As this occurs, there is the ability to develop the necessary social practices. The emotional and behavioral disorders are often directly related to the social skills which students have as well as the distractions which this causes in the classroom. Creating scenarios which allow students to learn different ways to learn is then able to create an alternative approach to the needed learning while beginning to assist and train students into alternative methods of behaviors and interactions without isolating the students outside of the normal environment (Maag, 2005). Self – Management Interventions A specific type of inclusion which has been created for teachers is based on self – management within the classroom. The approach to building competences is to allow each teacher to build the skills and management of disorders within the curriculum and with activities that are associated with the classroom. The application which is created with the intervention is based on self – monitoring within the classroom as well as building an environment and curriculum which works specifically for the academics which are used. In a current study (Mooney et al, 2007), there is a direct association with interventions and the way that it allows students to develop with better behaviors outside of the disorder. The self – management used by teachers increases the capacities of students to begin to adapt to the classroom. Reading and writing in this study were noted to be the best area of intervention, followed by social sciences and math. The type of intervention and the way in which this was managed was factored in, specifically because of the ability to add in more interventions that were more effective by subject matter (Mooney et al, 2007). The concept of self – management is furthered with the expectations of how a teacher decides to intercede and what is used in terms of curriculum and teaching style. The format for instructional interventions is noted to make a difference in how students respond. If the self – management technique does not work with the right environment or in a positive manner than the students will often respond with the same disorder that is based on the behavioral and emotional expectations for the environment. The self – management that is used then needs to be inclusive of different levels of intervention and self – management. The ability to have self intervention of students, peer groups, environmental intervention and instructor intervention are some of the levels that need to be used for students. This is combined with the type of curriculum which is used as well as other factors which are linked specifically to the way that students respond to given needs. By carrying a variety of self – management options, there is the ability to develop the correct curriculum and methods to alter the emotional and behavioral disorders (Hodge, 2006). Relationships of Teachers and Students The self – management techniques are followed by theories of relationships that teachers have to students. There are a variety of practices which are used with teachers and students to create and alter the approaches which are taken within the classroom. The transactional process is one of the options which are taken in developing the correct relationships between teachers and students. In this process, there is the expectation that teachers will begin to change the definition and meaning of the problems that are associated with emotional and behavioral disorders. The transaction is based on moving the child from a definition which causes the disorder, such as reacting to a situation or believing an emotional response is the correct way to respond to a given situation. This is followed by the ability to begin to create a transaction into the materials and the different ways of interaction within the classroom which work more effectively for the student. The patterns of behavior and emotions are then able to change with the environment, interactions from the teacher and the expectations from other peers in interacting in a different manner. The transactional process is then able to support the student who holds a learning disorder into one which is competent in learning skills (Sutherland, Oswald, 2005). The concept of student teacher relationships and the transaction which is approached is followed by other expectations that are associated with the classroom. Different measures are taken in terms of students that are at risk or which have behavioral and emotional disorders. It is expected that the teacher responds according to the severity of the situation while taking the correct measures and responses by understanding the disorder and what is occurring among those that are within the situation. If the disorder is one which is not as severe, then lower precautions can be created. However, if there are known disorders at a different level than other measures should be taken. For instance, using behavioral and emotional report cards as a way to test and change the way that students interact is a way in which the message can be communicated about changing behaviors. Combining this with practices that are used when communicating between the teacher and student can further this effort while assisting children in understanding the boundaries as well as how to change the application of the disorder so it does not interfere with the learning that is taking place (Cheney, Flower, Templeton, 2008). Inclusion Theories for Disorders The applications which have been created for teacher to student relationships as well as the expectations with intervention for disorders have led to inclusion theories within the classroom. The inclusive approach is one which requires different curriculum applications to be used, combined with the ability to add in measures and examinations in terms of the subject matter which is used. Changes with the curriculum, tools and other concepts are required to assist those with behavioral disorders while teaching students different responses to the emotional and behavioral disorders which are created. Inclusion programs are now being developed to offer better learning capacities for students. This is inclusive of interactive reading programs, software and technology tools and supplemental programs that are designed to assist the performance of different academic programs for students. It has been found (Wehby, Lane, Falk, 2005) that there are specific interactive programs that assist with student participation and practices while stopping the behavioral disorders from interfering with the academic options while changing the disorders into ones which do not have as strong of an impact on the students which are learning various materials (Wehby, Lane, Falk, 2005). The concept of inclusion within the classroom is furthered with critical dimensions which are used to define the specific needs of students with special needs. The dimensions are based on the various learning needs, environment, curriculum, dynamics of other students and other applications within the classroom. The students in the classroom bring a different history, definition of learning and capacities for learning. This changes the abilities and alternatives for students with emotional and behavioral disorders while developing the need to create a balance with students that have disorders as well as other students which come from different backgrounds. The curriculum and the need to offer more tools to all students then becomes the main area of concern with teachers, specifically because the dynamics are reinforced at various levels and need to pertain to a variety of individuals within the situation. The concept of defining the special needs and the expectations which are related to this then become based on finding the place of each student in the classroom and understanding how to develop the various levels of inclusive classrooms (Polloway, Patton, 2012). The concept of inclusion is one which is furthered by the approaches which teachers take toward students with disorders and other problems within the classroom. For instance, positive behavior support is one of the requirements with the relationship between teachers and students. The positive behavior support follows the same dimensions and guidelines in terms of student diversity, environment and the tools which are used within the classroom. Using this as a basis is able to begin to change the way that students are able to work with different subjects. It also provides more alternatives with the classroom and the approaches which are taken with behavior support. Looking at challenging behaviors and adjusting the classroom dynamics through positive support is able to develop a personalized approach to the classroom while allowing teachers and students to have more opportunities within the classroom. This is followed by offering more discipline and classroom management while adjusting from the challenging behaviors into one which turns into a positive experience while stopping the disorders from taking over the classroom dynamics. Looking at inclusion from the perspective of interactions in the classroom as well as tools which are needed then offers even more alternatives to students in the classroom (Hendley, 2007). Teachers Addressing Disorders in the Classroom For teachers to begin to approach the disorders in the classroom there are a variety of practices and alternatives which are required. This does not begin with the tools and resources in the classroom, but instead is based on the teacher attitudes and belief systems which are in the classroom. If teachers are unable to understand and respond to emotional and behavioral disorders in the right manner, then it can be detrimental for students. According to a recent study (Leatherman, Niemeyer, 2007), the inability to educate and offer assistance to teachers also leads to problems within the classroom. Training and development over the nature of the disorders as well as resources to assist teachers is required to begin to approach the emotional and behavioral disorders within the classroom. Without this approach, it is difficult to create an inclusive environment while understanding the type of disorder associated with various students. The ability to offer training, education and development for teachers, while allowing tools and resources to be readily available can then offer different dynamics and solutions for an inclusive classroom (Leatherman, Niemeyer, 2007). The ability to address the disorders in the classroom is furthered with the transitional models which are used among the students. Teachers can address the problem in the classroom by addressing the behaviors and emotional disorders among students. This can be promoted by the teachers by making it a part of the curriculum and expectations which are in the classroom. This is inclusive of functional assessments and interventions which occur with challenging behaviors. The assessments are inclusive of speaking with parents, students and the community about the disorder while rating students with the various activities in the classroom. The intervention combines with this by adding in various activities that are assessed according to the behaviors of those in the classroom and the function based support that is within the classroom. Promoting the positive behaviors and taking an approach which looks at the emotional and behavioral disorders while showing what the right behaviors are can then begin to change the approaches which students take while allowing the inclusive classroom to work effectively with the academic capacities of those in the classroom (Blair et al, 2007). Another way in which teachers are able to address the disorders within the classroom is through the use of tools and activities. The main approach is to create intervention targets which can be used at different times and places. The environment which is created is then able to create different levels of engagement which can be used by students and which offer increasing opportunities to those who are facing the disorders. The approach is to create diverse interests for the classroom while developing a curriculum which is able to look at the layers of behaviors, interests, personality differences and diversity within the classroom. Combining this with classroom based activities that are both social and which imply changing specific behaviors is able to assist with the social behaviors and learning development of children with disorders. Teachers addressing the issues are then reliant on recognizing the problems as well as finding activities and relevant materials that are applicable to the classroom development and changing behaviors of students (Boyd, Conroy, Mancil, 2007). Neurology of Disorders and Teacher Approaches A component which can be considered with the ways that teachers approach the emotional and behavioral disorders is with the relationship to scientific understanding of the topic. Even though the behaviors and emotions are associated with the disorder, it is also understood that there is a neurological relationship in the development of the brain that creates the emotional, mental and behavioral responses. The neurological links to emotional and behavioral disorders also mean that specific types of activities and associations within the classroom need to be considered to develop even more strategies for teachers. It is noted that there are specific types of activities and developmental practices that are specific to inclusion in the classroom and which offer alternatives to children who are facing disorders. Finding specific activities for development is one which is inclusive of social activities, hands – on learning and other approaches which offer changes in the emotional and behavioral responses which are created. As this is approached by teachers, there is the ability to change the neurological development and thinking for the specific types of disorders while altering the curriculum so it is all inclusive (Willis, 2007). The relationship to the neurological disorders and the activities which are presented also implies that the modifications for complete inclusion are based not only on the development of new activities and expressions within the classroom. It also links to the ideology that there is the ability to make slight modifications for inclusion that assists in the needs and development of those with disorders. In a recent study (Nowacek, Mamlin, 2007), it was noted that there were few to no modifications that were in classrooms for students with disorders, specifically pertaining to ADHD. The level of students with ADHD is one which continues to rise while the teachers are unable to make the necessary adjustments with the evaluations and basic premises for activities. This creates the inability to have the levels of inclusion that are now required for disorders that are associated with learning. Creating basic modifications that tie into the neurological shifts within students while allowing the alterations to easily fit into the curriculum is a simplistic way in which teachers can begin to acknowledge the necessary changes which are related to the changes within the classroom (Nowacek, Mamlin, 2007). Fitting In Identities The basic application which teachers are required to create and the theoretical ideologies which are associated with the school programs are based on re-evaluating the diversity within the classroom. The concept of inclusion pertains to emotional and behavioral disorders as well as other associations which are within the classroom. This is combined with the development which allows each child to have a space within the class while providing teachers with the necessary resources and plans to assist the students with development. The approach is to understand that there are a variety of identities which are associated with the classroom while finding opportunities within the curriculum and through other tools to begin changing the way that planning and support is required for the classroom. The concept which is required to be remembered is based on developing a deeper understanding of the various identities based on disorders while finding modifications to ensure that all identities are met and established within the classroom (Boutot, 2007). Conclusion The concepts which are associated with emotional and behavioral disorders were before noted as a part of at – risk kids and were divided into special needs areas for children. However, it has been found that this is not able to provide the necessary opportunities for learning and growth of children with the disorders. All inclusive classrooms have since been implemented in which students have the ability to overcome the disorders through social interaction and the ability to work at the same mental levels as other students. However, this poses new threats on teachers because of the disorder complexities that are established. Changing this with alternative levels of inclusion and finding various tools, resources and steps for altering the outcome is one which provides different outcomes and offers more opportunities to students and teachers within the classroom. Adding in activities and new tools for teachers is one that enhances the opportunities of those who are in the classroom. References Blair, Kwang, John Umbreit, Glen Dunlap, Gilsoon Jung. (2007). “Promoting Inclusion and Peer Participation Through Assessment Based Intervention.” Topics in Early Childhood Special Education 27 (3). Boutot, E. (2007). “Tips for Promoting Acceptance and Friendship for Students with Autism Spectrum Disorders in Inclusive Classrooms.” Intervention in School and Clinic. 42 (3). Boyd, Brian, Maureen Conroy, Richmond Mancil. (2007). “Effects of Circumscribed Interests on the Social Behaviors of Children with Autism Spectrum Disorders.” Journal of Autism and Developmental Disorders 37 (8). Cheney, Douglas, Andrea Flower, Tran Templeton. (2008). “Applying Response to Intervention Metrics in the Social Domain for Students at Risk of Developing Emotional or Behavioral Disorders.” Journal of Special Education 42 (2). Fantuzzo, John, Rebecca Shearer, Rachel Fusco, Christine McWayne. (2005). “An Investigation of Preschool Classroom Behavioral Adjustment Problems and Social – Emotional School Readiness Competencies.” Early Childhood Research Quarterly 20 (3). Hendley, Sarah. (2007). “Use Positive Behavior Support for Inclusion in the General Education Classroom.” Intervention in School and Clinic. 42 (4). Hodge, Janie, Paul Riccomini, Rhonda Buford, Maria Herbst. (2006). “A Review of the Instructional Interventions in Mathematics for Students with Emotional and Behavioral Disorders.” Behavioral Disorders 31 (3). Lane, Kathleen, Joseph Wehby, Sally Barton Arwood. 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(2007). “A Review of Self – Management Interventions Targeting Academic Outcomes for Students with Emotional and Behavioral Disorders.” Journal of Behavioral Education 14 (3). Nowacek, Jane, Nancy Mamlin. (2007). “General Education Teachers and Students with ADHD: What Modifications Are Made?” Preventing School Failure: Alternative Education for Children and Youth 51 (3). Polloway, Edward, James Patton. (2012). Teaching Students with Special Needs in Inclusive Classrooms. Boston: Pearson Education. Sutherland, Kevin, Donald Oswald. (2005). “The Relationship Between Teacher and Student Behavior in Classrooms for Students with Emotional and Behavioral Disorders: Transactional Processes.” Journal of Child and Family Studies 14 (1). Wehby, Joseph, Kathleen Lane, Katherine Falk. (2005). “An Inclusive Approach to Improving Early Literacy Skills of Students with Emotional and Behavioral Disorders.” Behavioral Disorders 30 (2). Willis, Judy. (2007). Brain Friendly Strategies for the Inclusion Classroom. Virginia, ASCD. Read More