Working With Emotional Behavior Disorders Students In The Classroom
WorkingWith Emotional Behavior Disorders Students In The Classroom
WorkingWith Students With Emotional Behavior Disorders (EBD) In TheClassroom
Theemotional behavior disorder is a broad term which can be used todescribe some disorders such as the Manic-Depressive Disorder,Anxiety Disorder, and Oppositional-Defiant Disorder among others.These disorders can also be classified under emotional disturbance(Egger, & Angold, 2006). The skills a teacher should use as ameans of intervention should strive to help the behavior andemotional disorders especially those who exhibit these specificcharacteristics. These characteristics tend to have an inability tolearn, inability to maintain interpersonal relationships betweenhim/her teacher or peers. They have developed behaviors consideredinappropriate by what many consider normal conditions they areconstantly depressed and unhappy. Lastly, they have a tendency todevelop school related fear that affects their education life. Theinterventions detailed later in the document seek to help thelearners with emotional behavior disorders deal with these problems.
ADescription of the Intervention
Theintervention a teacher can use to help a learner with the disorder isbeing aware of the learner’s medical situation. It is essentialthat the teacher gets in touch with the behaviors and feelings of thelearner. One of the things teachers need to understand is thatdealing with such a person is a challenge. One of the main reasonswhich make the intervention challenging concerns the fact that theemotional behavior disorder cannot be treated medically (Lane, 2004).
Despitethe fact that a learner in school might be receiving medicalintervention, the disorder is always present. However, many of thelearners do not normally inform teachers of their conditionsespecially citing the fact that medical information is oftenconfidential. Understanding that these students might be unable tomeet the behavioral and academic expectations, the teacher can striveto provide special education intervention as opposed to punishingthem for low performance.
AReview of the Current Literature on the Intervention
Themain intervention which a teacher needs to implement if s/he has tohelp students suffering from the emotional behavior disorder entailsproviding special education to them. However, this is for theprivileged, but one is to ensure that they are catered for withoutrevealing their condition (Coleman, & Vaughn, 2000). Some of themeasures a teacher can make to ensure that they are comfortable inthe classroom include
Oneis to ensure that the classroom activities and rules are not onlyclear but also simple. The students who have been diagnosed with anyform of emotional behavior disorder are likely to struggle and haveproblems if the rules are long and complicated. It is recommendedthat a teacher ensures that the classroom rules and guidelines aresummarized into three to five main points. It is essential that thestudents have a look at it during the first day in class (Coleman, &Vaughn, 2000). Furthermore, the teacher should recommend that it ispinned in the class so that the learners are familiar with them. Ateacher can summarize the rules simply by writing “be on time, bepolite, try your best and respect one another.”
Inaddition to the simple rules, it is essential that a teacher outlinesthe class activities in a clear and simple manner. Doing so willensure that the learners suffering from the emotional behaviordisorder can easily follow and interact with his/her colleagues.Keeping the class activities simple entails writing something like“clickers, choral responding, responsive cards or guided notes.”Making the class activities simple will ensure that the learners withthe emotional behavior disorder interact with the lesson planestablished by the teacher.
Theteacher should also strive to reward positive behaviors from thestudents suffering from emotional behavior disorder. In as much aspunishing negative and undesirable behaviors can be effective arewarding positive behavior is even more effective. When oneconsiders the fact that the learners suffering from the emotionalbehavior disorder have a tendency to take any form of punishment as apersonal attack. However, developing a rewards system can bring aboutpositive feedback from the student suffering from emotional behaviordisorder (Rock, Fessler, & Church, 1997). It is these act thatwill ensure that they look at the reward as a positive effect of goodbehavior. As a result, they are likely to embrace good behavior whichwill make them behave well and increase their academic performance.
Theteacher should also strive to ensure that there are severalmini-breaks in between lessons. Learners who have been diagnosed withthe emotional behavior disorder should be allowed to have these minibreaks since they lack the emotional maturity and balance to helpthem focus for long periods of time. Teachers should avoidreprimanding these learners but should strive to ensure that theyhave an adequate number of breaks within the school day. Taking thetime to ensure that the learners catch up, stretch out, finish theirassignments and move a bit is essential in allowing them to burnexcess energy which might have built up after long periods of sittingdown.
Theteachers should also strive to ensure that all the learners includingthose with the emotional behavior disorder receive fair treatment.One of the challenges with the learners dealing with emotionalbehavior disorder concerns the response they have in unfairconditions. Treating learners with the emotional behavior disorderunfairly can result in the ejection of negative emotion andundesirable behaviors (Coleman, & Vaughn, 2000). If they are nottreated fairly as their colleagues, they are likely to change theirbehaviors. In an attempt to ensure that the teacher is treating everystudent fairly, the teacher needs to ensure that they do not bend therules in any one case.
Thedevelopment of simple rules and routines is very effective in makingsure that the learners understand the conduct they are to make thelife of the learners suffering from emotional behavior disordereasier. It has been found that keeping the rules clear and simple iseffective. However, the wordings of the rules can be even moreeffective, for instance, the rules worded as ‘respect others andyourself has been found to be more effective that ‘do not hurtanyone.’ It is also important to understand that breaking theserules comes with consequences which need to be outlined clearly atthe beginning of the school year. It is essential that teachersensure that all the students are familiar with the correspondingpunishment (Kern, Bambara, & Fogt, 2002). Doing so will ensurethat the student understands the consequences of undesirablebehavior. Furthermore, the reactions of the teacher can also have anegative impact on the behavior of a learner associated with theemotional behavior disorder. A teacher should never react emotionallyto a student who has broken any rule but should strive to understandthe cause of the problem.
Establishinga special setting for learners suffering from emotional behaviordisorder can help them deal with the issues that come with thedisorder. Teaching them in the same classroom with the other learnerscan do more harm than good. Doing so will ensure that they developpositive and adaptive behavior. Some of the ideas that have proved tobe effective include the establishment of a token economy. The tokeneconomy entails earning points for good behavior (Kern, Bambara, &Fogt, 2002). To make the technique even more effective, positivebehaviors should be rewarded more constantly. Another techniqueconcerns the development of a classroom behavior chart. The chartshould detail the graphs showing the behavior progress of everystudent. With every positive behavior, the chart of a student shouldbe inclined to go upwards. On the other hand, any unwanted behaviorsshould indicate a downward trend in the graph.
Tosum up, the paper has provided information on some of therecommendations for a teacher dealing with learners suffering fromthe emotional behavior disorder. In as much as it might sound simple,teaching learners suffering from one of the disorders under theumbrella term ‘emotional behavior disorder’ is a challengingendeavor (Bower, 1982). It is essential that the teacher firstdetermines who have the condition and who does not. S/he shouldconsider then devise ways in which one can strive to make sure thatno one is affected by the school activities. One of the mainintervention techniques that teachers should watch out for concernsthe idea of punishment and reward. A reward system is more effectivethan the punishment system especially when one is dealing thelearners diagnosed with the emotional behavior disorder.
Bower,E. M. (1982). Defining emotional disturbance public policy andresearch. Psychologyin the Schools,19(1), 55-60.
Coleman,M., & Vaughn, S. (2000). Reading interventions for students withemotional/behavioral disorders. BehavioralDisorders,93-104.
Egger,H. L., & Angold, A. (2006). Common emotional and behavioraldisorders in preschool children: presentation, nosology, andepidemiology. Journalof Child Psychology and Psychiatry,47(3‐4),313-337.
Kern,L., Bambara, L., & Fogt, J. (2002). Class-wide curricularmodification to improve the behavior of students with emotional orbehavioral disorders. BehavioralDisorders,317-326.
Lane,K. L. (2004). Academic instruction and tutoring interventions forstudents with emotional/behavioral disorders: 1990 to present.Handbookof research in emotional and behavioral disorders,462-486.
Rock,E. E., Fessler, M. A., & Church, R. P. (1997). The concomitanceof learning disabilities and emotional/behavioral disorders: Aconceptual model. Journalof Learning Disabilities,30(3), 245-263.
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