Federal Law Emotional Disturbance: The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: • An inability to learn that cannot be explained by intellectual, sensory, or health factors • An inability to build or maintain satisfactory interpersonal relationships with peers and teachers • Inappropriate types of behavior or feelings under normal circumstances • A general pervasive mood of unhappiness or depression • A tendency to develop physical symptoms related to fears associated with personal or school problems State Law "Emotionally disturbed" means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a student's educational performance due to: • An inability to learn that cannot be explained by intellectual, sensory or health factors; • An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; • Inappropriate types of behaviors or feelings under normal circumstances; • A general pervasive mood of unhappiness or depression; or • A tendency to develop physical symptoms or fears associated with personal or school problems. Conduct disorder is a psychiatric term describing externalizing behavior, “acting out” behaviors.
Children with conduct disorder may experience some cognitive difficulties which would result in academic troubles. Also, children with this disorder tend to aggressive behavior toward other people or animals, destructive behavior that damages property, lying or theft, truancy, abuse of tobacco, alcohol and other substances at an early age, and sexual activity. Children with this disorder are also likely to experience the following: higher rates of depression suicidal thoughts, suicidal attempts and suicide, academic troubles, poor relationships with other students and adults, sexually transmitted infections, problems remaining in adoptive, foster, or group homes, and higher rates of injuries, school expulsions and complications with the law.
In order to help a child with conduct disorder in my classroom, I would set up a behavioral management plan that highlighted positive reinforcement. It would be essential to have complete communication with the parents of the child to ensure that the child has a continuous discipline in and out of school. Also, children with conduct disorders tend to have low confidence and self-esteem; therefore it is important that they get praised for positive behavior. I would also set up consequences from the beginning of the year and stick to them throughout the year. I would set up different areas to cool off and for time out. Children with conduct disorders need to be in a happy and safe learning environment in order to succeed so the atmosphere of the classroom would have to be positive. I would also create behavioral contracts that the students understand and agree with and have them sign it. Therefore, if they break it they understand they have done something wrong because the read through the contract and made sure to understand every bit of it. Another rule I would follow in my classroom is the consistency of routines so every student feels comfortable with the way the classroom runs. For example, the students will be expected to raise their hands and ask to go to the bathroom before leaving the room.
In order to develop a better understanding on a child with conduct disorder I would read any books, articles, journals, and websites that I found useful. I would read about the disorder and ways to help the child with it. I would also speak with a counselor at my school. I would ask the counselor for suggestions on how I could run the class to make it a positive classroom for the child. To get a more in depth understanding I would read the book, Causes of Conduct Disorder and Juvenile Delinquency, to learn about the origins of the disorder. It provides in depth information about the disorder along with several theories of how it begins. Another source I would go to is www.aacap.org/cs/root/facts_for_families/conduct_disorder. This website is imperative because it not only gives information about conduct disorder but it also gives links to other websites that contain information. Also, the website has several book titles that relate to the information you are seeking. Another great website to use as a reference is www.mentalhealth.com/dis/p20-ch02.html because it focuses on mental health. The website has the most up to date information on different disorders. This website is also incredibly useful because it specifically lists different methods that may be helpful to teachers when they have students with conduct disorders in their classrooms. It also has guidelines to set up behavioral plans and techniques that can help a teacher.
How is your disability defined by the federal and state laws? (Consider federal education laws such as IDEA & NJ spec ed code.) Federal Law
Emotional Disturbance:
The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
• An inability to learn that cannot be explained by intellectual, sensory, or health factors • An inability to build or maintain satisfactory interpersonal relationships with peers and teachers • Inappropriate types of behavior or feelings under normal circumstances • A general pervasive mood of unhappiness or depression • A tendency to develop physical symptoms related to fars associated with personal or school problems
Emotional disturbance included schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.
State Law
"Emotionally disturbed" means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a student's educational performance due to:
• An inability to learn that cannot be explained by intellectual, sensory or health factors; • An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; • Inappropriate types of behaviors or feelings under normal circumstances; • A general pervasive mood of unhappiness or depression; or • A tendency to develop physical symptoms or fears associated with personal or school problems. What are the developmental characteristics of persons with this disability? (cognitive, social, emotional, physical, and levels of functioning.) Children that display externalizing behaviors have persistence aggression. The pattern of early aggression can lead to bullying in school. Youth who build or join a community of peers who are involved in delinquent act is what socialized aggression consists of. Delinquency consists of the commission by juveniles of illegal acts, which could include crimes such as theft or assault. The children with emotional behavioral disorders are 13 times more likely to be arrested then other students with disabilities. Children with socialized aggression aren’t very social with the other children. If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? This would include academic and social support. In order to best support a child with this disability there are some few tips for effective teaching. • Use as few commands as possible to teach and manage behavior • When giving commands, focus on initiating commands rather than terminating commands. • Be clear and direct • Repeat the command one time only. • Be relatively close to the student when delivering a command. • Develop common rules and expectations for all students. • Teach them to all students. • Provide more intensive levels of support to meet the behavioral, social, and academic needs of students who are not responding to the school wide intervention efforts. • Be alert to the students and classroom. • Be skilled in managing your classroom. What resources would help you as a teacher to serve this child? (websites, agencies, people within your school, curriculum materials: 2 or 3 line description for each resource is required.) www.cec.sped.org-The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. www.ccbd.net- is the official division of the Council for Exceptional Children (CEC) committed to promoting and facilitating the education and general welfare of children and youth with emotional or behavioral disorders.
Blog Response Assignment a.) The second disability that I was assigned is an Externalizing behavior, more specifically conduct disorder. Externalizing behaviors are defined by the state and federal law as a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: • An inability to learn that cannot be explained by intellectual, sensory, or health factors • An inability to build or maintain satisfactory interpersonal relationships with peers and teachers • Inappropriate types of behavior or feelings under normal circumstances • A general pervasive mood of unhappiness or depression • A tendency to develop physical symptoms related to fears associated with personal or school problems State Law "Emotionally disturbed" means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a student's educational performance due to: • An inability to learn that cannot be explained by intellectual, sensory or health factors; • An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; • Inappropriate types of behaviors or feelings under normal circumstances; • A general pervasive mood of unhappiness or depression; or • A tendency to develop physical symptoms or fears associated with personal or school problems. Conduct disorder is a psychiatric term describing externalizing behavior, “acting out” behaviors. Conduct disorder is defined as any of a number of types of repetitive and persistent antisocial behavior exhibited in childhood or adolescence. b.) Developmental characteristics of children with conduct disorder may include some cognitive difficulties which would result in academic troubles. Other characteristics may include behavioral signs such as aggressive behavior toward other people or animals, destructive behavior that damages property, lying or theft, truancy, abuse of tobacco, alcohol and other substances at an early age, and sexual activity. Some children with this disability also may develop characteristics that lead to higher rates of depression suicidal thoughts, suicidal attempts and suicide, academic troubles, poor relationships with other students and adults, sexually transmitted infections, problems remaining in adoptive, foster, or group homes, and higher rates of injuries, school expulsions and complications with the law. c.) There are many classroom strategies, needs, and strengths that apply to children with this disability. From what I have read, I believe that these children specifically need more structure and rules in the classroom. They need to be motivated and praised on a consistent basis for doing the right things, as well as have consistency in their classrooms because this means that they will be able to learn the rules and be used to the general theme of what the teacher considers appropriate and inappropriate behavior. There also has to be repercussions for acting out however this doesn’t always mean punishment. It is vitally important that they are shown and understand that their behavior was not acceptable and then they need to be encouraged to fix that behavior and then praised for when they get it right.
The second disability category I learned about from the blog post is different/similar from my original category in the following ways: a. Definition b. Developmental characteristics c. Classroom strategies, needs, strengths.
a.) The second disability category I learned about from the blog post is social and emotional disorders (externalizing behaviors), particularly socialized aggression. Emotional disturbance is defined as a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: • An inability to learn that cannot be explained by intellectual, sensory, or health factors • An inability to build or maintain satisfactory interpersonal relationships with peers and teachers • Inappropriate types of behavior or feelings under normal circumstances • A general pervasive mood of unhappiness or depression • A tendency to develop physical symptoms related to fears associated with personal or school problems Emotional disturbance included schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance. Like Asperger’s Syndrome (AS), this disorder affect’s an individual’s social skills. It limits one’s ability to make and keep relationships with other people, which can lead to anger or feeling bad. The children with Socialized Aggression also tend to express inappropriate behavior or feelings under normal circumstances; children with Asperger’s Syndrome have difficulty knowing what emotions coincide with different situations. Therefore, they too may exhibit inappropriate behavior or feelings. These two disorders may share a few characteristics, but they differ quite significantly. Asperger’s Syndrome is a form of autism that developmentally affects a person’s communication, socialization, emotions and behaviors. As opposed to Socialized Aggression, people with AS are not consistently unhappy or depressed. They may prefer to work alone on tasks but it is a mere preference, not a result of being in a bad mood. People with this disorder also can learn effectively if under the right circumstances (i.e. concise directions, personal attention, thorough explanations), and people with socialized aggression have difficulty learning without any intellectual, sensory, or health factors.
b.) Children with Asperger’s Syndrome and externalizing behaviors such as Socialized Aggression do not share many developmental characteristics. People with Socialized Aggression have a higher chance of becoming bullies in school. Much of socialized aggression consists of acts of delinquency, and this is not common among those with AS. An individual with Asperger’s may be involved in illegal acts, but this is not a due to their disability. If someone with socialized aggression was involved in any crimes or illegal acts; however, this would be a characteristic of their disorder.
People with AS display a number of developmental challenges most prevalent in social, cognitive, and communicative areas. People with Socialized Aggression have their most difficult challenge in social and cognitive areas. Each disorder presents individual needs, but perhaps the most similar aspect of the two is that children with either disorder do not socialize very much with other children.
c.) To be an effective teacher with students who have either Socialized Aggression or Asperger’s Syndrome, there are several strategies one can use. Children with either of these disorders need precise instructions. By using clear and direct language to assign tasks and teach lessons is a great way of getting through to these students. Children with Socialized Aggression learn better by initiating commands rather than terminating commands, which could also be helpful for students with Asperger’s Syndrome who need understand the importance of every step in a task not just the terminating, or final, outcome. Teachers should do everything to make children feel comfortable in their classroom, because by feeling safe children are less likely to act out or keep to themselves. It is necessary to know how to manage a classroom. A good thing to do for all children is to set up a routine to follow. This makes it easy for a child to understand the process of daily life. When disciplining children with Socialized Aggression and Asperger’s Syndrome, if a teacher states that their will be a certain consequence to any given action, it is necessary to follow through with those consequences. Children with Socialized Aggression need to know that acting out can lead them into trouble and children with AS have to learn what appropriate behavior is. Because it may be easy for children with disabilities to fall behind in a general education classroom, teachers must be aware of his or her students at all times. He or she should be able to recognize behavior patterns of specific children and be able to identify what their needs are. For children with Socialized Aggression, a teacher should limit the commands used and repeat them a maximum of one time. Teaching students with Asperger’s Syndrome may require a little more patience in giving out commands. Children with these disorders have difficulty socializing so it would be beneficial for the teacher to go over social cues and explaining why particular behaviors are and are not acceptable. Children like praise and feel good about themselves when they receive it, so when deserving of it the teacher should be sure to acknowledge them.
Question 1: How is your disability defined by the federal and state laws? Social & Emotional Disorders (Internalizing Disorders) Emotional disturbed is defined by the IDEA as a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance. Some of these characteristics include a depressive disorder, a condition of general emotional dejection and withdrawal, and an inability to learn which cannot be explained by intellectual, sensory, or health factors.
--This disability is similar to Deafness and Hard of Hearing because both the disorders affect educational performance. The disorders differ because Social and Emotional Disorders is something that cannot be explained and are behavioral or emotional responses. Anorexia and bulimia eating disorders are caused because individuals want to limit their weight gain, or fear gaining weight. Social and Emotional Disorders are different since deafness and hard of hearing deals with one’s ability to hear.
Question 2: What are the developmental characteristics of persons with this disability? Social & Emotional Disorders (Internalizing Disorders) Depression symptoms are characterized by negative thoughts, moods, and behaviors and also by changes in bodily functions like irregular eating. Other characteristics include a person being withdrawn, lonely, depressed, and anxious.
--This disability is similar to Hard of Hearing because they both cause one to be lonely. Social and Emotional Disorders developmental characteristics differs from people who are Hard of Hearing because people who are Hard of Hearing do not get thinner due to eating habits.
Question 3: If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? Social & Emotional Disorders (Internalizing Disorders) Get the child an appropriate diagnosis treatment which may include monitoring whether the depressed child is taking medication. As a teacher one should encourage the student to participate in activities that once gave them pleasure.
--These strategies differ from the strategies for a child who is Hard of Hearing because children who have Social& Emotional Disorders need to get treatment and sometimes take medication. Children who are Hard of Hearing can not take medication to make them hear more effectively. Instead, they can use assistive technology devices and teachers can alter classroom strategies so they can receive information that is presented verbally in class.
This blog is designed as a resource tool for teacher candidates learning about special education and students with special needs. Pairs within the class will create their own blogs about specific students with special needs, such as children with ADHD, and then link that blog to this central site.Each blog will contain information about the federal and state definition of the disability group, the general physical, social, cognitive, and emotional developments, as well as useful resources for teachers.
5 comments:
Federal Law
Emotional Disturbance:
The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
• An inability to learn that cannot be explained by intellectual, sensory, or health factors
• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
• Inappropriate types of behavior or feelings under normal circumstances
• A general pervasive mood of unhappiness or depression
• A tendency to develop physical symptoms related to fears associated with personal or school problems
State Law
"Emotionally disturbed" means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a student's educational performance due to:
• An inability to learn that cannot be explained by intellectual, sensory or health factors;
• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
• Inappropriate types of behaviors or feelings under normal circumstances;
• A general pervasive mood of unhappiness or depression; or
• A tendency to develop physical symptoms or fears associated with personal or school problems.
Conduct disorder is a psychiatric term describing externalizing behavior, “acting out” behaviors.
Children with conduct disorder may experience some cognitive difficulties which would result in academic troubles. Also, children with this disorder tend to aggressive behavior toward other people or animals, destructive behavior that damages property, lying or theft, truancy, abuse of tobacco, alcohol and other substances at an early age, and sexual activity. Children with this disorder are also likely to experience the following: higher rates of depression suicidal thoughts, suicidal attempts and suicide, academic troubles, poor relationships with other students and adults, sexually transmitted infections, problems remaining in adoptive, foster, or group homes, and higher rates of injuries, school expulsions and complications with the law.
In order to help a child with conduct disorder in my classroom, I would set up a behavioral management plan that highlighted positive reinforcement. It would be essential to have complete communication with the parents of the child to ensure that the child has a continuous discipline in and out of school. Also, children with conduct disorders tend to have low confidence and self-esteem; therefore it is important that they get praised for positive behavior. I would also set up consequences from the beginning of the year and stick to them throughout the year. I would set up different areas to cool off and for time out. Children with conduct disorders need to be in a happy and safe learning environment in order to succeed so the atmosphere of the classroom would have to be positive. I would also create behavioral contracts that the students understand and agree with and have them sign it. Therefore, if they break it they understand they have done something wrong because the read through the contract and made sure to understand every bit of it. Another rule I would follow in my classroom is the consistency of routines so every student feels comfortable with the way the classroom runs. For example, the students will be expected to raise their hands and ask to go to the bathroom before leaving the room.
In order to develop a better understanding on a child with conduct disorder I would read any books, articles, journals, and websites that I found useful. I would read about the disorder and ways to help the child with it. I would also speak with a counselor at my school. I would ask the counselor for suggestions on how I could run the class to make it a positive classroom for the child. To get a more in depth understanding I would read the book, Causes of Conduct Disorder and Juvenile Delinquency, to learn about the origins of the disorder. It provides in depth information about the disorder along with several theories of how it begins. Another source I would go to is www.aacap.org/cs/root/facts_for_families/conduct_disorder. This website is imperative because it not only gives information about conduct disorder but it also gives links to other websites that contain information. Also, the website has several book titles that relate to the information you are seeking.
Another great website to use as a reference is www.mentalhealth.com/dis/p20-ch02.html because it focuses on mental health. The website has the most up to date information on different disorders.
This website is also incredibly useful because it specifically lists different methods that may be helpful to teachers when they have students with conduct disorders in their classrooms. It also has guidelines to set up behavioral plans and techniques that can help a teacher.
How is your disability defined by the federal and state laws? (Consider federal education laws such as IDEA & NJ spec ed code.) Federal Law
Emotional Disturbance:
The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
• An inability to learn that cannot be explained by intellectual, sensory, or health factors
• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
• Inappropriate types of behavior or feelings under normal circumstances
• A general pervasive mood of unhappiness or depression
• A tendency to develop physical symptoms related to fars associated with personal or school problems
Emotional disturbance included schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.
State Law
"Emotionally disturbed" means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a student's educational performance due to:
• An inability to learn that cannot be explained by intellectual, sensory or health factors;
• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
• Inappropriate types of behaviors or feelings under normal circumstances;
• A general pervasive mood of unhappiness or depression; or
• A tendency to develop physical symptoms or fears associated with personal or school problems.
What are the developmental characteristics of persons with this disability? (cognitive, social, emotional, physical, and levels of functioning.) Children that display externalizing behaviors have persistence aggression. The pattern of early aggression can lead to bullying in school. Youth who build or join a community of peers who are involved in delinquent act is what socialized aggression consists of. Delinquency consists of the commission by juveniles of illegal acts, which could include crimes such as theft or assault. The children with emotional behavioral disorders are 13 times more likely to be arrested then other students with disabilities. Children with socialized aggression aren’t very social with the other children.
If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? This would include academic and social support. In order to best support a child with this disability there are some few tips for effective teaching.
• Use as few commands as possible to teach and manage behavior
• When giving commands, focus on initiating commands rather than terminating commands.
• Be clear and direct
• Repeat the command one time only.
• Be relatively close to the student when delivering a command.
• Develop common rules and expectations for all students.
• Teach them to all students.
• Provide more intensive levels of support to meet the behavioral, social, and academic needs of students who are not responding to the school wide intervention efforts.
• Be alert to the students and classroom.
• Be skilled in managing your classroom.
What resources would help you as a teacher to serve this child? (websites, agencies, people within your school, curriculum materials: 2 or 3 line description for each resource is required.) www.cec.sped.org-The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted.
www.ccbd.net- is the official division of the Council for Exceptional Children (CEC) committed to promoting and facilitating the education and general welfare of children and youth with emotional or behavioral disorders.
Blog Response Assignment
a.) The second disability that I was assigned is an Externalizing behavior, more specifically conduct disorder. Externalizing behaviors are defined by the state and federal law as a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
• An inability to learn that cannot be explained by intellectual, sensory, or health factors
• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
• Inappropriate types of behavior or feelings under normal circumstances
• A general pervasive mood of unhappiness or depression
• A tendency to develop physical symptoms related to fears associated with personal or school problems
State Law
"Emotionally disturbed" means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a student's educational performance due to:
• An inability to learn that cannot be explained by intellectual, sensory or health factors;
• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
• Inappropriate types of behaviors or feelings under normal circumstances;
• A general pervasive mood of unhappiness or depression; or
• A tendency to develop physical symptoms or fears associated with personal or school problems.
Conduct disorder is a psychiatric term describing externalizing behavior, “acting out” behaviors. Conduct disorder is defined as any of a number of types of repetitive and persistent antisocial behavior exhibited in childhood or adolescence.
b.) Developmental characteristics of children with conduct disorder may include some cognitive difficulties which would result in academic troubles. Other characteristics may include behavioral signs such as aggressive behavior toward other people or animals, destructive behavior that damages property, lying or theft, truancy, abuse of tobacco, alcohol and other substances at an early age, and sexual activity. Some children with this disability also may develop characteristics that lead to higher rates of depression suicidal thoughts, suicidal attempts and suicide, academic troubles, poor relationships with other students and adults, sexually transmitted infections, problems remaining in adoptive, foster, or group homes, and higher rates of injuries, school expulsions and complications with the law.
c.) There are many classroom strategies, needs, and strengths that apply to children with this disability. From what I have read, I believe that these children specifically need more structure and rules in the classroom. They need to be motivated and praised on a consistent basis for doing the right things, as well as have consistency in their classrooms because this means that they will be able to learn the rules and be used to the general theme of what the teacher considers appropriate and inappropriate behavior. There also has to be repercussions for acting out however this doesn’t always mean punishment. It is vitally important that they are shown and understand that their behavior was not acceptable and then they need to be encouraged to fix that behavior and then praised for when they get it right.
The second disability category I learned about from the blog post is different/similar from my original category in the following ways:
a. Definition
b. Developmental characteristics
c. Classroom strategies, needs, strengths.
a.) The second disability category I learned about from the blog post is social and emotional disorders (externalizing behaviors), particularly socialized aggression. Emotional disturbance is defined as a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
• An inability to learn that cannot be explained by intellectual, sensory, or health factors
• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
• Inappropriate types of behavior or feelings under normal circumstances
• A general pervasive mood of unhappiness or depression
• A tendency to develop physical symptoms related to fears associated with personal or school problems
Emotional disturbance included schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.
Like Asperger’s Syndrome (AS), this disorder affect’s an individual’s social skills. It limits one’s ability to make and keep relationships with other people, which can lead to anger or feeling bad. The children with Socialized Aggression also tend to express inappropriate behavior or feelings under normal circumstances; children with Asperger’s Syndrome have difficulty knowing what emotions coincide with different situations. Therefore, they too may exhibit inappropriate behavior or feelings.
These two disorders may share a few characteristics, but they differ quite significantly. Asperger’s Syndrome is a form of autism that developmentally affects a person’s communication, socialization, emotions and behaviors. As opposed to Socialized Aggression, people with AS are not consistently unhappy or depressed. They may prefer to work alone on tasks but it is a mere preference, not a result of being in a bad mood. People with this disorder also can learn effectively if under the right circumstances (i.e. concise directions, personal attention, thorough explanations), and people with socialized aggression have difficulty learning without any intellectual, sensory, or health factors.
b.) Children with Asperger’s Syndrome and externalizing behaviors such as Socialized Aggression do not share many developmental characteristics. People with Socialized Aggression have a higher chance of becoming bullies in school. Much of socialized aggression consists of acts of delinquency, and this is not common among those with AS. An individual with Asperger’s may be involved in illegal acts, but this is not a due to their disability. If someone with socialized aggression was involved in any crimes or illegal acts; however, this would be a characteristic of their disorder.
People with AS display a number of developmental challenges most prevalent in social, cognitive, and communicative areas. People with Socialized Aggression have their most difficult challenge in social and cognitive areas. Each disorder presents individual needs, but perhaps the most similar aspect of the two is that children with either disorder do not socialize very much with other children.
c.) To be an effective teacher with students who have either Socialized Aggression or Asperger’s Syndrome, there are several strategies one can use. Children with either of these disorders need precise instructions. By using clear and direct language to assign tasks and teach lessons is a great way of getting through to these students. Children with Socialized Aggression learn better by initiating commands rather than terminating commands, which could also be helpful for students with Asperger’s Syndrome who need understand the importance of every step in a task not just the terminating, or final, outcome. Teachers should do everything to make children feel comfortable in their classroom, because by feeling safe children are less likely to act out or keep to themselves.
It is necessary to know how to manage a classroom. A good thing to do for all children is to set up a routine to follow. This makes it easy for a child to understand the process of daily life. When disciplining children with Socialized Aggression and Asperger’s Syndrome, if a teacher states that their will be a certain consequence to any given action, it is necessary to follow through with those consequences. Children with Socialized Aggression need to know that acting out can lead them into trouble and children with AS have to learn what appropriate behavior is.
Because it may be easy for children with disabilities to fall behind in a general education classroom, teachers must be aware of his or her students at all times. He or she should be able to recognize behavior patterns of specific children and be able to identify what their needs are. For children with Socialized Aggression, a teacher should limit the commands used and repeat them a maximum of one time. Teaching students with Asperger’s Syndrome may require a little more patience in giving out commands.
Children with these disorders have difficulty socializing so it would be beneficial for the teacher to go over social cues and explaining why particular behaviors are and are not acceptable. Children like praise and feel good about themselves when they receive it, so when deserving of it the teacher should be sure to acknowledge them.
Question 1: How is your disability defined by the federal and state laws?
Social & Emotional Disorders (Internalizing Disorders)
Emotional disturbed is defined by the IDEA as a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance. Some of these characteristics include a depressive disorder, a condition of general emotional dejection and withdrawal, and an inability to learn which cannot be explained by intellectual, sensory, or health factors.
--This disability is similar to Deafness and Hard of Hearing because both the disorders affect educational performance. The disorders differ because Social and Emotional Disorders is something that cannot be explained and are behavioral or emotional responses. Anorexia and bulimia eating disorders are caused because individuals want to limit their weight gain, or fear gaining weight. Social and Emotional Disorders are different since deafness and hard of hearing deals with one’s ability to hear.
Question 2: What are the developmental characteristics of persons with this disability?
Social & Emotional Disorders (Internalizing Disorders)
Depression symptoms are characterized by negative thoughts, moods, and behaviors and also by changes in bodily functions like irregular eating. Other characteristics include a person being withdrawn, lonely, depressed, and anxious.
--This disability is similar to Hard of Hearing because they both cause one to be lonely. Social and Emotional Disorders developmental characteristics differs from people who are Hard of Hearing because people who are Hard of Hearing do not get thinner due to eating habits.
Question 3: If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability?
Social & Emotional Disorders (Internalizing Disorders)
Get the child an appropriate diagnosis treatment which may include monitoring whether the depressed child is taking medication. As a teacher one should encourage the student to participate in activities that once gave them pleasure.
--These strategies differ from the strategies for a child who is Hard of Hearing because children who have Social& Emotional Disorders need to get treatment and sometimes take medication. Children who are Hard of Hearing can not take medication to make them hear more effectively. Instead, they can use assistive technology devices and teachers can alter classroom strategies so they can receive information that is presented verbally in class.
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