Definitions
The single definition of emotional or behavioural disorders in use in Canada
There isn't one single agreed upon definition
The person who provides subject education
Classroom teacher
Students with EBD exhibits this sort of behaviour
Disruptive behaviour
The desired form of discipline for students with emotional and behavioural disorders
Preventative discipline
The assessment tool to gather data for behaviour
Functional Behaviour Assessment
Individuals who are seeking attention, are disruptive and act out, may behave aggressively towards others have _______ disorder
Conduct disorder
The staff member who writes the student's Individual Education Plan (IEP) and Positive Behaviour Support Plan(PBSP)
Learning Support Teacher
Teachers and parents rate behaviours as more challenging than students with two other categories of exceptionalities
Learning disabilities and intellectual disabilities
The kind of support that reduces the impact of problems or keeps problems from occuring
Positive behaviour supports
The type of assessment approach that is used when assessing students with EBD
Strength-based assessment
Delinquency, truancy, and other "gang" behaviours are common to this group. They are openly disrespectful to their peers, teachers and parents
Socialized aggression
The staff who support the student with social skills training/programs
School Counsellor
Other behaviour that accompanies disruptive behaviour in students with EBD
noncompliant, aggressive and verbally abusive behaviour
The management strategies that are available to enhance the educational programs for students with EBD
Curricular, classroom, and behaviour management strategies
Deficits in children with EBD should be viewed as this
Opportunities to learn rather than fixed or stable
This group are self-consious, unsure of themselves, have low self-concepts, may "retrat" from immediate activites. Also are anxious and frequently depressed
Anxiety/Withdrawal
Professionals/Experts involved in the student's collaborative team
School Psychologist, Parents, Teachers, Mental Health Professionals
Problems typically associated with Children with EBD
aggressive/acting out behaviour, social deficits, poor peer relationships, hyperactivity/distractibility, lying, cheating and stealing, academic challenges, language disorders, depression and anxiety
The most important factor in the development and implementation of intervention methods
Consistency through collaboration between the classroom teacher, learning Support teacher, EA and LISW
Three considerations when planning interventions are based on the assessment of these factors
Risk factors, resiliency, and protective factors
Risk factors-increase a child's likelihood to experience negative life outcomes
resiliency-the ability to thrive despite risk
protective factors-those that increase the likelihood that a child will be resilient and avoid negative life outcomes
The commonalities of what constitutes and emotional or behavioural disorder
behaviour that goes to an extreme beyond what is expected
behaviour that is chronic and does not disappear quickly
behaviour that is unacceptable based on social or cultural norms
behaviour that affects student's academic performance
behaviour that cannot be explained by health, sensory, or social difficulties
Community support available to students with EBD
Mental Health personnel in community programs such as Foundry
Students with EBD tend to have greater success in this sort of educational program
Adult education programs
An intervention that is a tactic in preventing students with EBD from feeling isolated in general education classrooms
Positive reinforcement and peer tutoring
Variables that should be assessed as they influence behaviour
Physical factors-sickness or allergies, side effects of medication, fatigues, hunger, thirst, increased arousal
classroom environment-high noise level, uncomfortable temperature, over or under stimulation, poor seating, frequent disruptions
curriculum and instruction-no choice, lack of predictability, no assistance/support, unclear directions, activities that are too difficult, disliked, take too long, perceived as not relevant