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A few strategies I will use in my classroom will be..
ADHD/ADD- To be patient is a key with this disorder. Sometimes they need someone to not get all bent out of shape and need someone to be patient. I hope to really keep that in mind in my classroom not only with behavioral kids, but all my students.
Behavioral- Be flexible. Offer choices and change things up last minute. I work strictly with behavioral kids and I know sometimes if something is getting frustrating and they are about to shut down its time to rearrange. A simple walk to get a drink or use the restroom can change everything. So for my future classroom I hope to be flexible to accommodate everyone's needs.
Emotional- For this specific type of learner I want to treat everyone fairly. I tend to favor certain kids, not because they are good kids, but we get along well. However, in my future classroom I hope to treat everyone the same and not single anyone out. This will help with those who have emotional disorders feel like everyone else.

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Strategies for Behavioral Issues in the Classroom. 

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Strategies for Behavioral Issues in the Classroom. 

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How to prevent behaviors.

Break student tasks into manageable 'chunks'

Increase adult supervision/surveillance

Increase 'reinforcement' quality of classroom.

Offer choice

Offer help strategies

Preview rules/behavioral expectations

Preview schedule

Provide skills instruction

Rearrange student seating or classroom setup

Teach student to take 'calm-down' break

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Teaching Tips for Students with Emotional/Behavior Disorders

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Teaching Tips for Students with Emotional/Behavior Disorders

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Students who suffer from Emotional and Behavioral Disorders, or EBD, very often find it difficult to control their behavior and work as productive members of a classroom. EBD kids commonly lack the impulse control and the emotional balance that is necessary to handle social interactions with other students effectively. This can be challenging for a teacher, especially in an inclusive classroom where only a portion of the students have EBD. While these types of scenarios can be quite challenging at times, there are ways to make things better in the classroom. EBD students’ behavior can be moderated and controlled by implementing a classroom management plan that is specially tailored to meet the specific needs of these students.

Here are five effective strategies teachers can use to manage an inclusive classroom.
1. Keep class rules/ activities simple and clear.
2. Reward positive behavior.
3. Allow for mini-breaks
4. Fair treatment for all.
5. Use motivational strategies.

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The biggest difference between ADD and ADHD is that kids with ADHD are hyperactive. They have trouble sitting still and might be so restless that teachers quickly notice their rambunctious behavior and suspect there might be attention issues involved. On the other hand, kids with ADD might fly under the radar because they aren’t bursting with energy and disrupting the classroom. Instead, they often appear shy, “daydreamy” or off in their own world.

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ADHD or (Attention Deficit disorder) is a Neuro behavioral disorder meaning it is defined by clinical symptoms usually seem in childhood. Symptoms of ADHD are distractibility, hyperactivity, and impulsivity. ADD or Attention deficit disorder is under the category of ADHD. It is mainly determined by looking at the childs age and their behaviors.

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So how do you teach a kid who won’t settle down and listen? The answer: with a lot of patience, creativity, and consistency. As a teacher, your role is to evaluate each child’s individual needs and strengths. Then you can develop strategies that will help students with ADHD focus, stay on task, and learn to their full capabilities. Your most effective tool, however, in helping a student with ADHD is a positive attitude. Make the student your partner by saying, “Let’s figure out ways together to help you get your work done.” Assure the student that you’ll be looking for good behavior and quality work and when you see it, reinforce it with immediate and sincere praise. Finally, look for ways to motivate a student with ADHD by offering rewards on a point or token system.

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Mental disorders can be refereed to using different “umbrella” terms such as emotional disturbance, behavioral disorders, or mental illness. Beneath these umbrella terms, there is actually a wide range of specific conditions that differ from one another in their characteristics and treatment. These include (but are not limited to):

anxiety disorders;

bipolar disorder (sometimes called manic-depression);

conduct disorders;

eating disorders;

obsessive-compulsive disorder (OCD); and

psychotic disorders.

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To be qualified for special education with the Disabilities Education Improvement Act it requires a person to exhibit one or more factors. Such as the inability to learn, an inability to maintain interpersonal relationships with peers or teachers, an inappropriate type of behavior or feelings, a general pervasive mood of unhappiness or depression and a tendency to develop physical symptoms or fears.

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Emotional and Behavioral Disorders in the Classroom

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Emotional and Behavioral Disorders in the Classroom

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Children with behavioral disabilities engage in conduct which is disruptive to classroom functioning and/or harmful to themselves and others. To be diagnosed as a behavioral disability, the behaviors must not be attributable to one of the aforementioned psychiatric disorders.

There are two categories of behavioral disabilities: oppositional defiant disorder and conduct disorder.

Oppositional defiant disorder is characterized by extreme non-compliance, negativity, and an unwillingness to cooperate or follow directions. Children with this condition are not violent or aggressive, they simply refuse to cooperate with adults or peers.

Conduct disorder is much more severe. This disorder is characterized by aggression, violence, and harm inflicted on self and others. Students with conduct disorder typically need to be taught in special education classrooms until their behavior has improved enough to allow contact with the general education population.

As with other conditions, students with emotional and behavioral disorders need a positive, structured environment which supports growth, fosters self-esteem, and rewards desirable behavior.