2. Emotional Disorders

3. Emotional Disorders
Anxiety Disorder
Mood Disorder
Oppositional Defiant Disorder
Conduct Disorder
Schizophrenia

4. Emotional Disorders
Anxiety Disorder
Mood Disorder
Oppositional Defiant Disorder
Conduct Disorder
Schizophrenia
L aura, Ali , Jo ey, K a it ly n, An th ony

6. Emotional Disorders, as defined by IDEA include the
following characteristics over a long period of time that
directly effect a students educational performance:

7. Emotional Disorders, as defined by IDEA include the
following characteristics over a long period of time that
directly effect a students educational performance:
An inability to learn that can’t be explained by
intellectual, sensory, or health factors

8. Emotional Disorders, as defined by IDEA include the
following characteristics over a long period of time that
directly effect a students educational performance:
An inability to learn that can’t be explained by
intellectual, sensory, or health factors
Inability to build or maintain quality, healthy
relationships with peers and educators.

9. Emotional Disorders, as defined by IDEA include the
following characteristics over a long period of time that
directly effect a students educational performance:
An inability to learn that can’t be explained by
intellectual, sensory, or health factors
Inability to build or maintain quality, healthy
relationships with peers and educators.
Inappropriate types of behavior or feelings under
normal circumstances

10. Emotional Disorders, as defined by IDEA include the
following characteristics over a long period of time that
directly effect a students educational performance:
An inability to learn that can’t be explained by
intellectual, sensory, or health factors
Inability to build or maintain quality, healthy
relationships with peers and educators.
Inappropriate types of behavior or feelings under
normal circumstances
Generally unhappy or depressed

11. Emotional Disorders, as defined by IDEA include the
following characteristics over a long period of time that
directly effect a students educational performance:
An inability to learn that can’t be explained by
intellectual, sensory, or health factors
Inability to build or maintain quality, healthy
relationships with peers and educators.
Inappropriate types of behavior or feelings under
normal circumstances
Generally unhappy or depressed
Often develop physical symptoms or fears associated
with school or personal problems

13. Anxiety Disorder

14. Anxiety Disorder
Defined as: excessive fear, worry, or uneasiness

15. Anxiety Disorder
Defined as: excessive fear, worry, or uneasiness
Is the most common childhood disorder

16. Anxiety Disorder
Defined as: excessive fear, worry, or uneasiness
Is the most common childhood disorder
Tend to worry a lot about school and assignments

17. Anxiety Disorder
Defined as: excessive fear, worry, or uneasiness
Is the most common childhood disorder
Tend to worry a lot about school and assignments
Often isolated from their peers and tend to
avoid majority of social situations

19. Examples of Anxiety
Disorders

20. Examples of Anxiety
Disorders
Anxiety Disorder- excessive and intense fear
associated with separating from home, family and
others

21. Examples of Anxiety
Disorders
Anxiety Disorder- excessive and intense fear
associated with separating from home, family and
others
Generalized anxiety-overwhelming worry not caused
by any recent experience

22. Examples of Anxiety
Disorders
Anxiety Disorder- excessive and intense fear
associated with separating from home, family and
others
Generalized anxiety-overwhelming worry not caused
by any recent experience
Phobia-unrealistic, overwhelming worry not caused
by a recent experience

24. Anxiety Disorders Cont.

25. Anxiety Disorders Cont.
Panic-Overwhelming panic attacks resulting in
rapid heartbeat, dizziness, and/or other
physical problems

26. Anxiety Disorders Cont.
Panic-Overwhelming panic attacks resulting in
rapid heartbeat, dizziness, and/or other
physical problems
Post Traumatic Stress- flashbacks and other
recurrent symptoms following exposure to an
extremely distressing or dangerous event such
as witnessing violence or a hurricane

27. Anxiety Disorders Cont.
Panic-Overwhelming panic attacks resulting in
rapid heartbeat, dizziness, and/or other
physical problems
Post Traumatic Stress- flashbacks and other
recurrent symptoms following exposure to an
extremely distressing or dangerous event such
as witnessing violence or a hurricane
Obsessive Compulsive Disorder- obsessions
manifesting as repetitive, persistent, and intrusive
impulses, images, or thoughts and/of compulsions
manifesting as repetitive, stereotypical behaviors

29. Mood Disorders

30. Mood Disorders
Defined as: extreme deviation in either a depressed or an
elevated direction or sometimes both directions at the same
time

31. Mood Disorders
Defined as: extreme deviation in either a depressed or an
elevated direction or sometimes both directions at the same
time
Can occur at any age

32. Mood Disorders
Defined as: extreme deviation in either a depressed or an
elevated direction or sometimes both directions at the same
time
Can occur at any age
Includes depression and bipolar disorder

33. Mood Disorders
Defined as: extreme deviation in either a depressed or an
elevated direction or sometimes both directions at the same
time
Can occur at any age
Includes depression and bipolar disorder
Both disorders effect students school success and their interactions
with peers

34. Mood Disorders
Defined as: extreme deviation in either a depressed or an
elevated direction or sometimes both directions at the same
time
Can occur at any age
Includes depression and bipolar disorder
Both disorders effect students school success and their interactions
with peers
Depression is most frequent in Adolescent Females

35. Mood Disorders
Defined as: extreme deviation in either a depressed or an
elevated direction or sometimes both directions at the same
time
Can occur at any age
Includes depression and bipolar disorder
Both disorders effect students school success and their interactions
with peers
Depression is most frequent in Adolescent Females
Tend to have lower academic scores and score lower on
intelligence tests during an episode

37. Students with depression may experience
these symptoms

38. Students with depression may experience
these symptoms
Depression is most frequent in Adolescent
Females

39. Students with depression may experience
these symptoms
Depression is most frequent in Adolescent
Females
Motivation- losing interest in play, friends, and
schoolwork, with a resulting decline in grades

40. Students with depression may experience
these symptoms
Depression is most frequent in Adolescent
Females
Motivation- losing interest in play, friends, and
schoolwork, with a resulting decline in grades
Physical Well-being: eating or sleeping too much or
too little, disregarding hygiene, or making vague
physical complaints

41. Students with depression may experience
these symptoms
Depression is most frequent in Adolescent
Females
Motivation- losing interest in play, friends, and
schoolwork, with a resulting decline in grades
Physical Well-being: eating or sleeping too much or
too little, disregarding hygiene, or making vague
physical complaints
Thoughts- perhaps believing he or she is ugly and
unable to to anything right and that life is hopeless

43. Oppositional Defiant
Disorder

44. Oppositional Defiant
Disorder
Definition- causes a pattern of negativistic, hostile, disobedient, and defiant
behaviors

45. Oppositional Defiant
Disorder
Definition- causes a pattern of negativistic, hostile, disobedient, and defiant
behaviors
Students must have some of the following

46. Oppositional Defiant
Disorder
Definition- causes a pattern of negativistic, hostile, disobedient, and defiant
behaviors
Students must have some of the following
loss of temper
arguments with adults
Refusal to cooperate with adult
requests
frequent rule-breaking
expressed resentfulness and
angered

47. Oppositional Defiant
Disorder
Definition- causes a pattern of negativistic, hostile, disobedient, and defiant
behaviors
Students must have some of the following
loss of temper deliberate annoyance of others
arguments with adults tendency for vindictiveness
Refusal to cooperate with adult blaming others for mistakes
requests
misbehavior
frequent rule-breaking
low self-esteem
expressed resentfulness and
angered easily annoyed

49. Conduct Disorder

50. Conduct Disorder
Definition-A persistent pattern of antisocial behavior that significantly
interferes with other’s rights or with schools’ and communities’ behavioral
expectations.

51. Conduct Disorder
Definition-A persistent pattern of antisocial behavior that significantly
interferes with other’s rights or with schools’ and communities’ behavioral
expectations.
Usually have very little empathy for others

52. Conduct Disorder
Definition-A persistent pattern of antisocial behavior that significantly
interferes with other’s rights or with schools’ and communities’ behavioral
expectations.
Usually have very little empathy for others
Extremely high self esteem or extremely low.

53. Conduct Disorder
Definition-A persistent pattern of antisocial behavior that significantly
interferes with other’s rights or with schools’ and communities’ behavioral
expectations.
Usually have very little empathy for others
Extremely high self esteem or extremely low.
50% of students with conduct disorder are diagnosed with ADHD.

54. Conduct Disorder
Definition-A persistent pattern of antisocial behavior that significantly
interferes with other’s rights or with schools’ and communities’ behavioral
expectations.
Usually have very little empathy for others
Extremely high self esteem or extremely low.
50% of students with conduct disorder are diagnosed with ADHD.
Conflictual relationships with adults.

55. Conduct Disorder
Definition-A persistent pattern of antisocial behavior that significantly
interferes with other’s rights or with schools’ and communities’ behavioral
expectations.
Usually have very little empathy for others
Extremely high self esteem or extremely low.
50% of students with conduct disorder are diagnosed with ADHD.
Conflictual relationships with adults.
Linked with psycho-social factors such as childhood abuse or living in
a rough neighborhood/poverty.

57. Four categories of Conduct
Disorder include:

58. Four categories of Conduct
Disorder include:
Aggressive conduct that results in harm to people or
animals

59. Four categories of Conduct
Disorder include:
Aggressive conduct that results in harm to people or
animals
Property destruction

60. Four categories of Conduct
Disorder include:
Aggressive conduct that results in harm to people or
animals
Property destruction
Deceitfulness and theft

61. Four categories of Conduct
Disorder include:
Aggressive conduct that results in harm to people or
animals
Property destruction
Deceitfulness and theft
Serious rule violations

63. Schizophrenia

64. Schizophrenia
Schizophrenia is commonly misdiagnosed as a
mood disorder, and often begins in late
adolescence and is rarer than most other
common emotional disorders.

65. Schizophrenia
Schizophrenia is commonly misdiagnosed as a
mood disorder, and often begins in late
adolescence and is rarer than most other
common emotional disorders.
Treated with medication and psychosocial
interventions. The drugs are antipsychotics that
include anti-depressants and mood stabilizers.

67. Characteristics of
Schizophrenia

68. Characteristics of
Schizophrenia
Hallucinations
Withdrawal
Delusions
Inability to experience pleasure
Loss of contact with reality
Disorganized speech

70. External Behaviors of All ED

71. External Behaviors of All ED
External behaviors: Exhibit high intensity but
low frequency, and are often referred to special
education classroom because their classroom
behavior is so disruptive. Externalizing behaviors
could include lighting fires, assaulting someone,
or exhibiting cruelty.

72. External Behaviors of All ED
External behaviors: Exhibit high intensity but
low frequency, and are often referred to special
education classroom because their classroom
behavior is so disruptive. Externalizing behaviors
could include lighting fires, assaulting someone,
or exhibiting cruelty.
Subject to zero-tolerance, but if evaluated and
diagnosed and receiving special education service,
they are protected from total cessation under
IDEA.

73. Internal behavior

74. Internal behavior
Internal behaviors: Withdrawal, depression,
anxiety, obsessions or compulsions.

75. Internal behavior
Internal behaviors: Withdrawal, depression,
anxiety, obsessions or compulsions.
Poor social skills and less accepted by peers.

76. Internal behavior
Internal behaviors: Withdrawal, depression,
anxiety, obsessions or compulsions.
Poor social skills and less accepted by peers.
Try to blend into the background, not be noticed.

77. Internal behavior
Internal behaviors: Withdrawal, depression,
anxiety, obsessions or compulsions.
Poor social skills and less accepted by peers.
Try to blend into the background, not be noticed.
Because their behavior is not as disruptive,
they’re disorder is often overlooked or
misidentified.

79. NAME THAT
EMOTIONAL DISORDER

82. If you guessed
YOUR RIGHT!!!

83. If you guessed
Oppositional
Defiant Disorder
YOUR RIGHT!!!

86. If You Guessed
YOUR RIGHT!!!

87. If You Guessed
Schizophrenia
YOUR RIGHT!!!

90. If you guessed
YOUR RIGHT!!!

91. If you guessed
Anxiety Disorder/
Obsessive
Compulsive Disorder
YOUR RIGHT!!!

94. If you guessed
YOUR RIGHT!!!

95. If you guessed
Conduct Disorder
YOUR RIGHT!!!

98. If you guessed
YOUR RIGHT!!!

99. If you guessed
Mood Disorder/
Depression
YOUR RIGHT!!!

100. Prevelance

102. 1% of students served for ED during
the 1999-200 School Year

103. 1% of students served for ED during
the 1999-200 School Year
A more accurate percentage is 9-10%

104. 1% of students served for ED during
the 1999-200 School Year
A more accurate percentage is 9-10%
Why are ED’s so under-identified?

105. Causes of Emotional
Disorders

107. Biological

108. Biological
Environmental

109. Biological
Environmental
School Related

110. Diagnosis

112. Based on criteria in observations
and interactions

113. Evaluating Students
with Emotional
Disorders

115. Step 1: Observation

116. Step 1: Observation
Teacher and parents observe and look for the 5
elements of emotional or behavioral disorders.

117. Step 1: Observation
Teacher and parents observe and look for the 5
elements of emotional or behavioral disorders.
The 5 elements: (1)Inability to learn, (2)Inability
to build or maintain satisfactory relationships,
(3) Inappropriate behavior, (4) unhappiness or
depression, and (5) physical symptoms or fears.

119. Step 2: Screening

120. Step 2: Screening
Classroom work products are looked at along
with group intelligence tests, group achievement
tests, and even vision and hearing screenings.

122. Step 3: Pre-referral/Referral

123. Step 3: Pre-referral/Referral
The teacher implements suggestions from school
based team. If the student is not responsive he or
she will be referred.

125. Step 4: Nondiscriminatory
Evaluation

126. Step 4: Nondiscriminatory
Evaluation
Many things are taken into account like the
individualized intelligence test and achievement
test, their behavior rating scale, and assessments
of strength and social skills/personality.
The Scale for Assessing Emotional Disturbance is
used.

128. Step 5: Determination

129. Step 5: Determination
The nondiscriminatory evaluation team
determines that the student has emotional or
behavioral disorders and needs special education
and related services.

131. Observation of “Ali”

132. Observation of “Ali”
Teacher observes physical signs such as:
bruising, cuts, malnourishment, or noticeable
pain
Teacher observes socials signs such as:
withdrawn behavior, distrust, depression, or
moods of unhappiness

134. Screening of “Ali”

135. Screening of “Ali”
Teacher encourages child to participate in group
or social activities
Teacher tries to build confidence by encouraging
the child

137. Pre-referral/Referral of
“Ali”

138. Pre-referral/Referral of
“Ali”
“Ali” does not respond to the teachers attempts
to be involved in social and group activities, and
continues to seclude herself, and show signs of
depression

140. Nondiscriminatory
Evaluation of “Ali”

141. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:

142. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
(1)Inability to learn (0-3)

143. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
(1)Inability to learn (0-3) Score of 1

144. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
(1)Inability to learn (0-3) Score of 1
(2)Inability to build or maintain satisfactory
relationships

145. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
(1)Inability to learn (0-3) Score of 1
(2)Inability to build or maintain satisfactory
relationships score of 0

146. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
(1)Inability to learn (0-3) Score of 1
(2)Inability to build or maintain satisfactory
relationships score of 0
(3) Inappropriate behavior

147. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
(1)Inability to learn (0-3) Score of 1
(2)Inability to build or maintain satisfactory
relationships score of 0
(3) Inappropriate behavior score of 3

148. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
(1)Inability to learn (0-3) Score of 1
(2)Inability to build or maintain satisfactory
relationships score of 0
(3) Inappropriate behavior score of 3
(4) unhappiness or depression

149. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
(1)Inability to learn (0-3) Score of 1
(2)Inability to build or maintain satisfactory
relationships score of 0
(3) Inappropriate behavior score of 3
(4) unhappiness or depression score of 0

150. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
(1)Inability to learn (0-3) Score of 1
(2)Inability to build or maintain satisfactory
relationships score of 0
(3) Inappropriate behavior score of 3
(4) unhappiness or depression score of 0
(5) physical symptoms or fears.

151. Nondiscriminatory
Evaluation of “Ali”
In the scale for assessing Emotional Disturbances “Ali” scored on the
five elements in the IDEA definition:
(1)Inability to learn (0-3) Score of 1
(2)Inability to build or maintain satisfactory
relationships score of 0
(3) Inappropriate behavior score of 3
(4) unhappiness or depression score of 0
(5) physical symptoms or fears. score of 0

153. Determination of “Ali’s” ED

154. Determination of “Ali’s” ED
“Ali” is diagnosed with an mood disorder, more
specifically depression.
“Ali” also shows signs of anxiety disorders such
as generalized anxiety

155. Progress in General
Curriculum

157. Measuring a Students
Progress

158. Measuring a Students
Progress
Use the Social Skill Ratings System, which
consists of 3 ratings from the student, teacher,
and parent which allows students to report the
frequency and importance of a skill and how well
they learn it

160. Inclusion Tips

161. Inclusion Tips
What would you do?

162. Inclusion Tips
What would you do?
Student refuses to follow directions and uses
inappropriate language.

163. Inclusion Tips
What would you do?
Student refuses to follow directions and uses
inappropriate language.
Student fights with other students and is always on
the defensive.

164. Inclusion Tips
What would you do?
Student refuses to follow directions and uses
inappropriate language.
Student fights with other students and is always on
the defensive.
Student is rarely on task and appears to have an
inability to learn.

165. Inclusion Tips
What would you do?
Student refuses to follow directions and uses
inappropriate language.
Student fights with other students and is always on
the defensive.
Student is rarely on task and appears to have an
inability to learn.
Student is sad all of the time and does not interact
with other student.

166. Inclusion Tips Game

167. Goals and Strategies

169. Academic/ Vocational
Goals

170. Academic/ Vocational
Goals
Improve grades overall

171. Academic/ Vocational
Goals
Improve grades overall
Set aside time outside of the classroom to work
on schoolwork/ homework

172. Academic/ Vocational
Goals
Improve grades overall
Set aside time outside of the classroom to work
on schoolwork/ homework
Be on time to class

173. Academic/ Vocational
Goals
Improve grades overall
Set aside time outside of the classroom to work
on schoolwork/ homework
Be on time to class
Will follow routines, instructions, and directions
promptly

175. Personal Skill Goals

176. Personal Skill Goals
Exhibit anger management

177. Personal Skill Goals
Exhibit anger management
Use acceptable voice tones as instructed

178. Personal Skill Goals
Exhibit anger management
Use acceptable voice tones as instructed
Cope with stress in a healthy/positive manner

179. Personal Skill Goals
Exhibit anger management
Use acceptable voice tones as instructed
Cope with stress in a healthy/positive manner
Will be accountable for inappropriate actions

181. Social Skills Goals

182. Social Skills Goals
Will interact with peers in a positive manner

183. Social Skills Goals
Will interact with peers in a positive manner
Will demonstrate respect for others and the
property of others

184. Social Skills Goals
Will interact with peers in a positive manner
Will demonstrate respect for others and the
property of others
Work quietly without distracting others

186. Instructional Strategies

187. Instructional Strategies
• Present materials at independent level, not frustration

188. Instructional Strategies
• Present materials at independent level, not frustration
level

189. Instructional Strategies
• Present materials at independent level, not frustration
level
• Provide short, manageable tasks

190. Instructional Strategies
• Present materials at independent level, not frustration
level
• Provide short, manageable tasks
• Set short-term expectations

191. Instructional Strategies
• Present materials at independent level, not frustration
level
• Provide short, manageable tasks
• Set short-term expectations
• Repeat directions frequently

192. Instructional Strategies
• Present materials at independent level, not frustration
level
• Provide short, manageable tasks
• Set short-term expectations
• Repeat directions frequently
• Use special education staff for problem solving

193. Instructional Strategies
• Present materials at independent level, not frustration
level
• Provide short, manageable tasks
• Set short-term expectations
• Repeat directions frequently
• Use special education staff for problem solving
• Follow through on everything

194. Instructional Strategies
• Present materials at independent level, not frustration
level
• Provide short, manageable tasks
• Set short-term expectations
• Repeat directions frequently
• Use special education staff for problem solving
• Follow through on everything
• Be willing to modify classroom expectations and

195. Instructional Strategies
• Present materials at independent level, not frustration
level
• Provide short, manageable tasks
• Set short-term expectations
• Repeat directions frequently
• Use special education staff for problem solving
• Follow through on everything
• Be willing to modify classroom expectations and
homework problems

197. Instructional Strategies
Continued

198. Instructional Strategies
Continued
• Request students to demonstrate verbally their

199. Instructional Strategies
Continued
• Request students to demonstrate verbally their
understanding of directions/expectations

200. Instructional Strategies
Continued
• Request students to demonstrate verbally their
understanding of directions/expectations
• Materials should be presented for all learning styles;

201. Instructional Strategies
Continued
• Request students to demonstrate verbally their
understanding of directions/expectations
• Materials should be presented for all learning styles;
e.g., auditory, visual

202. Instructional Strategies
Continued
• Request students to demonstrate verbally their
understanding of directions/expectations
• Materials should be presented for all learning styles;
e.g., auditory, visual
• Use study skills support

203. Instructional Strategies
Continued
• Request students to demonstrate verbally their
understanding of directions/expectations
• Materials should be presented for all learning styles;
e.g., auditory, visual
• Use study skills support
• Provide mini-breaks between lessons

204. Instructional Strategies
Continued
• Request students to demonstrate verbally their
understanding of directions/expectations
• Materials should be presented for all learning styles;
e.g., auditory, visual
• Use study skills support
• Provide mini-breaks between lessons
• Allow for peer tutoring

205. Instructional Strategies
Continued
• Request students to demonstrate verbally their
understanding of directions/expectations
• Materials should be presented for all learning styles;
e.g., auditory, visual
• Use study skills support
• Provide mini-breaks between lessons
• Allow for peer tutoring
• Provide positive reinforcement

206. Instructional Strategies
Continued
• Request students to demonstrate verbally their
understanding of directions/expectations
• Materials should be presented for all learning styles;
e.g., auditory, visual
• Use study skills support
• Provide mini-breaks between lessons
• Allow for peer tutoring
• Provide positive reinforcement
• Individualize work assignments

207. Instructional Strategies
Continued
• Request students to demonstrate verbally their
understanding of directions/expectations
• Materials should be presented for all learning styles;
e.g., auditory, visual
• Use study skills support
• Provide mini-breaks between lessons
• Allow for peer tutoring
• Provide positive reinforcement
• Individualize work assignments
• Structure classroom environment

209. Behavioral Strategies

210. Behavioral Strategies
• Use positive reinforces

211. Behavioral Strategies
• Use positive reinforces
• Use behavior contracts

212. Behavioral Strategies
• Use positive reinforces
• Use behavior contracts
• Model behavior

213. Behavioral Strategies
• Use positive reinforces
• Use behavior contracts
• Model behavior
• Do not place hands on students

214. Behavioral Strategies
• Use positive reinforces
• Use behavior contracts
• Model behavior
• Do not place hands on students
• Keep a sense of humor and use it

215. Behavioral Strategies
• Use positive reinforces
• Use behavior contracts
• Model behavior
• Do not place hands on students
• Keep a sense of humor and use it
• Solve problems privately not publicly

216. Behavioral Strategies
• Use positive reinforces
• Use behavior contracts
• Model behavior
• Do not place hands on students
• Keep a sense of humor and use it
• Solve problems privately not publicly
• When disciplining the student address the specific

217. Behavioral Strategies
• Use positive reinforces
• Use behavior contracts
• Model behavior
• Do not place hands on students
• Keep a sense of humor and use it
• Solve problems privately not publicly
• When disciplining the student address the specific
behavior and avoid any indication you dislike

218. Behavioral Strategies
• Use positive reinforces
• Use behavior contracts
• Model behavior
• Do not place hands on students
• Keep a sense of humor and use it
• Solve problems privately not publicly
• When disciplining the student address the specific
behavior and avoid any indication you dislike
the student personally

219. Behavioral Strategies
• Use positive reinforces
• Use behavior contracts
• Model behavior
• Do not place hands on students
• Keep a sense of humor and use it
• Solve problems privately not publicly
• When disciplining the student address the specific
behavior and avoid any indication you dislike
the student personally
• Label exact behavior desired; do not be subtle

221. Behavioral Strategies
Continued

222. Behavioral Strategies
Continued
• Give two choices only, either/or

223. Behavioral Strategies
Continued
• Give two choices only, either/or
• Be firm, fair, and flexible

224. Behavioral Strategies
Continued
• Give two choices only, either/or
• Be firm, fair, and flexible
• Avoid setting the student up for failure

225. Behavioral Strategies
Continued
• Give two choices only, either/or
• Be firm, fair, and flexible
• Avoid setting the student up for failure
• Do not put unrealistic expectations on the students

226. Behavioral Strategies
Continued
• Give two choices only, either/or
• Be firm, fair, and flexible
• Avoid setting the student up for failure
• Do not put unrealistic expectations on the students
• Define classroom expectations relating to behavior

227. Behavioral Strategies
Continued
• Give two choices only, either/or
• Be firm, fair, and flexible
• Avoid setting the student up for failure
• Do not put unrealistic expectations on the students
• Define classroom expectations relating to behavior
and establish rules with the students

228. Behavioral Strategies
Continued
• Give two choices only, either/or
• Be firm, fair, and flexible
• Avoid setting the student up for failure
• Do not put unrealistic expectations on the students
• Define classroom expectations relating to behavior
and establish rules with the students
• Have rules posted around the room

229. Behavioral Strategies
Continued
• Give two choices only, either/or
• Be firm, fair, and flexible
• Avoid setting the student up for failure
• Do not put unrealistic expectations on the students
• Define classroom expectations relating to behavior
and establish rules with the students
• Have rules posted around the room
• Make expectations clear

230. Behavioral Strategies
Continued
• Give two choices only, either/or
• Be firm, fair, and flexible
• Avoid setting the student up for failure
• Do not put unrealistic expectations on the students
• Define classroom expectations relating to behavior
and establish rules with the students
• Have rules posted around the room
• Make expectations clear
• Avoid power struggles

232. Behavioral Strategies
Continued

233. Behavioral Strategies
Continued
• Individualize behavior plans

234. Behavioral Strategies
Continued
• Individualize behavior plans
• Consistently interrelate with students

236. THE END!!!!

237. THE END!!!!

238. THE END!!!!
Now you know what to look for in your students when
you suspect an emotional disorder...YAY YOU!!!!