Psychological Disorders. Behavior Disabilities. Teaching the strategies to Student for Emotional and behavioral disorders . Positive behavior management strategies .

1. Classroom
mental and
behavior
problems.
IN THIS PRESENTATION WE ARE GOING
TO PRESENT ABOUT CLASSROOM
MENTALITY.

2. OBJECTIVES.
 Introduction.
 Psychological Disorders.
 Behavior Disabilities.
 Teaching the strategies to Student for Emotional and behavioral disorders .
 Positive behavior management strategies .

3. Introduction.
– 'Emotional and behavioral disorder' is an umbrella term used to describe several separate diagnoses (for
example, anxiety, manic-depressive, opposition-defied, etc.). Such conditions are called emotions
dysfunction and emotionally impaired children display one or more of these five symptoms according to
the Individuals with Disabilities Education Act (IDEA):
 The unable to grasp what mental, sensory or health variables cannot compensate for.
 The inability to develop or maintain productive interpersonal relationships with peers and teachers.
 Inappropriate behavioral forms or perceptions in normal situations.
 An all-out state of frustration or depression.
 A propensity towards the development of physical or personal or school issues symptoms or fears.

4.  In the least restrictive environment (LRE), IDEA grants students access to free
and appropriate public education (FAPE). Students that have been diagnosed
with emotional disorders (ED) are also placed in the classes of general
education.
 However, in severe cases, students are often required to be taught "cluster
units," independent programs, or even separate classes in special education.
There are two groups under the term cognitive and compartmental disorders:
psychological and behavioral disorders.

5. Psychological Disorders.
 There are a wide variety of conditions in this group. Emotional, behavioral, or perceptive patterns or
abnormalities that affect everyday functions and lead to distress are classified as psychiatric disorders.
Some of these diagnoses are common examples:
 Of anxiety
 Manic-Depressive Disorder (Bipolar Disorder, etc.).
 Eating disorder (for example anorexia, stomach disease, and binge-eating disorder)
 Compulsory Obsessive Disorder
 Psychotic Tension

6.  Psychiatric disorders are a fundamental challenge from a teacher's perspective
for several reasons. For one thing, schools are not hospitals, and teachers are
unable to "treat." Students who face these kinds of challenges frequently
receive medicine and undergo treatment. Medicinal products may have
unforeseen effects on people, and as medical information is confidential,
teachers may not know why students act as they are. In addition, students
suffering from such conditions can simply not meet academic and behavior
requirements. This makes it difficult to respond appropriately to certain
behaviors. In these cases, students must be given some form of special
education and may need to be moved to a special education classroom.

7. Behavior Disabilities .
 Children with behavioral disorders have activity that is detrimental for their own and others' functioning in the
classroom. In order to be diagnosed as a behavioral impairment, the comportments must not be attributed to a
psychiatric disease referred to above. Behavioral disabilities include two categories: oppositional defiant disorder
and behavioral disorder.
 Oppositional defiant disorder is characterized by extreme disorder, negative behavior, and an absence of
cooperation and guidance. Children who suffer from this disorder do not behave violently or aggressively, just
refuse to cooperate with adults or peers. The behavioral disorder is much more severe. This disturbance is
characterized by assault, aggression, and harm to oneself and others. Students with conduct disorder usually
need to be taught in schools until their behavior has been sufficiently improved to enable them to get in touch
with the population of general education.

8.  Teaching the strategies to
Student for Emotional and
behavioral disorders
 As with other conditions, emotionally and behaviorally problem students need a good structured atmosphere
that promotes development, self-esteem, and positive behavior. At the beginning of the school year, rules need
to be established and written so that they are simple and understandable. "Love yourself and others" is a better
rule than "Don't harm others." The wording of the rules should be constructive. Consequences for violating rules
are also to be defined and enforced regularly and effectively at the beginning of the school year, when rules are
violated. The implications have to be consistent and predictable. Provide suggestions to the student calmly and
simply when providing consequences.
 The student therefore understands why the result is required. If rules are broken, try not to get emotionally
reactive. Emotional responsiveness gives the student a negative attention, which is very rewarding to many
children. Stay calm and unconnected, still be kind. It is a difficult balance but vital for good outcomes. This is
important. For classroom management, routines are very important. Emotional and behavioral disorders
students tend to fight transitions and unforeseen change. Executing the day's visual calendar is a good way to
begin the day and helps the students feel grounded.

9.  Positive behavior management
strategies .
 Schooling in a special school setting is often necessary for students with
emotional and behavioral disorders as their behavior is overly ill-suited to
general education. Here are a couple of ideas for guiding and supporting growth
in a positive, adaptive way:
• Token Economy
For each case of positive behavior, students earn points or tokens. These
tokens can then be used in the token store to buy rewards. Positive behavior
should be consistently rewarded and items in the token store should
genuinely motivate the student in order to be effective. This requires a good
deal of planning and coordination, but is very successful.

10. .
• Classroom Comportment Chart
a graph which shows every classroom student's level of comportment. Students who behave positively step up
the chart; students who behave negatively slide downward. This accounts for every student and helps to track
the progress and to reward them. When hard students are always on the bottom of the table, this does not
work. Concentrate on the good and inspire them to the fullest extent possible.
• Lottery Scheme
Like a token economy, a ticket is issued for students who behave positively. These tickets are in a jar and you
draw one out once or twice a week.
• Good peer analysis
Students are expected to observe and recognize successful habits in their peers. Both the student who behaves
well and the student who makes the recognition are compensated. That's the exact opposite of "tattle-telling"
which promotes a sense of teamwork and social support.

11. It can be particularly difficult to teach children who have mental and behavioral
problems. Note: it proved much more successful in promoting and rewarding good
behavior than in attempting to eradicate negative behavior. Criminality and
adverse consequences lead to power struggles, which only exacerbate problems.