Week 7 – Emotional & Behavioral Disabilities
Weekly Overview
This week’s content will provide an overview of the characteristics of students with externalizing and internalizing problems, from the perspectives of professionals in clinical psychology, psychiatry, and special education. You will also get a chance to explore a framework for integrating systems of service delivery (PBIS + school-and-community-based-mental-health). Finally, you will get a chance to apply a dynamic model of intervention to work in schools with youth who have social, emotional, behavioral, and mental health needs.
This week contains:
1 powerpoint on the characteristics of youth with EBD
1 article describing the integrated systems framework
Multiple resources on isolated time outs (One report and 2 audio news stories)
1 article on self-monitoring
Case study for this week’s discussion
Integrated Systems Framework
This article by Barrett, Eber, Weist (2013) provides a description of the integrated systems framework.
Barrett et al. (2013) say, ” ISF blends education and mental health systems and resources toward depth and quality in prevention and intervention within a multi-tiered framework, allowing for greater efficiency and effectiveness” (p.3).
Click the attached article to read chapter 1, pages 3-17 (required) and feel free to skim the rest of the material for good resources and ideas.
Isolated Time Out in Illinois Schools
Use of time out and restraint in Illinois schools in the past several years has recently become a major topic in the news. While the idea of isolated seclusion may sound like a thing of the past, the reports below will show just how recently this was occurring in schools. The reports below show the events from several days of reporting on the subject.
1.) In a joint report, ProPublica Illinois and the Chicago Tribune exposed many Illinois schools for their use of isolated seclusion rooms, often for children with disabilities. READ the full report at the link below.
**Content Warning: Some of the stories in the article may elicit strong emotional responses.
Full Report AVAILABLE HERE: https://graphics.chicagotribune.com/illinois-seclusion/index.html
2.) LISTEN to this NPR news story to hear Steve Inskeep follow up on a report from the Chicago Tribune and ProPublica Illinois.
Audio and Transcript AVAILABLE HERE: https://www.npr.org/transcripts/782537026
3.) LISTEN to the news story and READ the article with News Channel ABC 20, from Sangamon County, Illinois where over twenty events were documented showing the use of secluded isolation in the 2019 school year. Scroll to the bottom of the article to read the Illinois State Board of Educations Tweet stating that they took emergency action on November 20th, 2019 to end isolated seclusion in Illinois schools.
Audio and News Story AVAILABLE HERE: https://newschannel20.com/news/local/isbe-to-end-use-of-isolated-seclusion-in-schools
Helping students “catch themselves”
Effective Supports for Teaching Self-Monitoring
This articles provides an overview of the importance of teaching self-monitoring when supporting students with emotional and behavioral disorders. When students are able to identify their own needs and “catch” those needs as the arise and before they act on them in less appropriate ways then they can choose ways that are more acceptable for classroom environments. They can monitor themselves rather than being “called out” by the teacher. Not only is this more effective for the teacher and the rest of the classroom, but it teaches a skill that can then support the student throughout their life. Read this article to think about the various ways that self-monitoring can be taught and monitored in the classroom.
Article Link AVAILABLE HERE: https://www.responsiveclassroom.org/checking-in-helping-students-catch-themselves/
Case study for this week’s discussion
Read this case study for our discussion of emotional and behavioral disabilities.
Click the attached article to read!
THIS WEEK’S ASSIGNMENT WRITING PROMPT:
Week 7 – EBD
The Case of Annabelle
What can Annabelle’s intervention team do to help Annabelle reduce her aggression and increase appropriate interactions with peers?
ASSESSMENT AND INTERVENTION STEPS
In your initial response post address the following:
Define simply (with examples) one behavior to address for Annabelle (e.g., reduce verbal aggression or increase positive interactions with peers). Remember to be specific and clear in your definition!
Describe strategies teachers and staff can use to help Annabelle reduce the undesired behavior or increase the desired behavior through teaching and practice in a range of natural settings.
