Emotional and Behavioral Support Needs by Brittany Fortier https://padlet.com/bfortier/p4tl3nzexqkb en-us 2016-12-01 20:19:21 UTC 2016-12-01 22:23:44 UTC hello@padlet.com Definition bfortier https://padlet.com/bfortier/p4tl3nzexqkb/wish/141253363
Emotional and Behavioral Disorders: Students whose behavior fall considerably outside the norm, is chronic in nature, and is socially or culturally unacceptable 

Co-morbidity: Is the idea that students can have more than one disability 

Externalizing behavior: Interferes with others, aggression, hitting, and lack of attention and impulsivity 

Internalizing  behavior: Less disturbing to others. Often shy, withdrawn, depressed, and experience overwhelming fears and anxiety 

Anxiety: A disorder that involves extreme worry, fear, and concern

Depression: Prolonged and consistent feelings of sadness that interfere with daily activities such as eating, sleeping, or working

Bi-Polar: Extreme and unpredictable mood swings that are uncontrollable

Opposition Defiant Disorder (ODD): A disorder that occurs with other disorders such as a mood disorder or conduct disorders

Conduct Disorder: When one is consistent in ignoring the rights of others and act in a cruel, destructive, or deceitful way

Antisocial Behavior: Involves acts that can cause mental or physical harm to others or to the property of others

Socialized aggression:
Repeated and routine display of aggressive social behaviors

Group Behavior: Aggressive behaviors are displayed in groups

Schizophrenia: A chronic, severe, and disabling brain disorder that has been recognized throughout recorded history

Check-in, check- out procedure: Students earn points for appropriate behavior in either small groups, mentoring sessions, or in the classroom

Functional Behavioral Assessment (FBA): Method of gathering data to design the most effective support needs and progress monitoring for the student

Behavioral Improvement plan (BIP): Identifies students behavioral problems and develops a plan to intervene and help the student

Social skills/Competence: Behaviors that promote effective relationships with others and appropriate responses to setting, persons, communications.

Social Skills Training (SST):
Positive intervention, designed to teach specific social behaviors by replacing negative behaviors with more appropriate ones

Social Leaning: Observing and modeling or imitating the behaviors of others

Wraparound Facilitator: A case manager who is responsible for coordinating services


]]> 2016-12-01 20:20:31 UTC https://padlet.com/bfortier/p4tl3nzexqkb/wish/141253363 References bfortier https://padlet.com/bfortier/p4tl3nzexqkb/wish/141269930 Teaching exceptional, diverse, and at-risk students in the general education classroom
Sharon Vaughn-Candace Bos-Jeanne Schumm-Sharon Vaughn - Allyn and Bacon – 2003
]]> 2016-12-01 21:42:06 UTC https://padlet.com/bfortier/p4tl3nzexqkb/wish/141269930 Barriers bporcello https://padlet.com/bfortier/p4tl3nzexqkb/wish/141272894 -Students will have a difficulty time communicating their emotions 
-Students may have outburst
-Students will have anxiety 
-Student will have a fear of working in groups
-Fear of answering a question in front of the class
-Student will be afraid to make mistakes 
-Student may have a mood disorder 
-Student will have a hard time with social skills and making friendships
-Student may have a hard time sharing, taking turns, or playing with their peers
-Student will have a difficult time getting work done if it is big work load 
-Stereotype on the student of being lazy 
-Students that come from poverty or low income might have a bad home life
-Some schools may not offer programs for students  

]]> 2016-12-01 22:05:09 UTC https://padlet.com/bfortier/p4tl3nzexqkb/wish/141272894 Supports bporcello https://padlet.com/bfortier/p4tl3nzexqkb/wish/141273387 -Teacher should set up silent work areas for the students to work, take a break, or calm down
-Teacher should make reading aloud an option 
-Teacher may have to read questions to student for a better understanding 
-Teacher will have to model what should be done
-Teacher should show student how to share 
-Student should have a support system 
-Make the students feel wanted in the classroom
-Make sure student is supported in the classroom
-Teachers should have check-ins and check-outs
-General education teachers and special education teachers should observe the student 
-Teacher should get to know the student, have one on ones
-Have strategies with the students to develop self-awareness and self-control]]> 2016-12-01 22:09:34 UTC https://padlet.com/bfortier/p4tl3nzexqkb/wish/141273387 UDL bporcello https://padlet.com/bfortier/p4tl3nzexqkb/wish/141273818  1.2 Offer alternatives for auditory information directly relates to this specific strategy that is suggested. This practice can be applied with students assignments as well as a test. Educators must directly support students during academic assignments to ensure successful support for students who require emotional and behavioral support needs. 

6.3 Facilitate managing information and resources supports the idea that educators assist students in creating manageable strategies to avoid any stress that may arise related to assignments and classwork. Providing manageable steps are viewed necessary to avoid overwhelming and triggering negative behaviors. 

7.3 Minimize threats and distractions 
 Teacher should give a separate area in the classroom to do work or calm down if they need a place to go

9.2 Facilitate personal coping skills and strategies 
 Develop strategies for students to use when they are stressed, have anxiety, or have an outburst ]]> 2016-12-01 22:13:25 UTC https://padlet.com/bfortier/p4tl3nzexqkb/wish/141273818