Edu 223Aa Final Exam

Front 1

Identify the role of the mental health system in serving students with E&BD.

Back 1

Day treatment is more intensive than outpatient therapy, but less restrictive than residential treatment. Often, day treatment programs use milieu therapy, which teaches adaptive skills and other supports; remedial academics; and tutoring. Day treatment programs are offered within public schools and in private settings.

Residential settings include hospitals, residential treatment centers, and sometimes psychiatric hospitals. Treatment includes psychotherapy and psychotropic drug therapy. Schools may provide educational services to continue the student's learning. An example of a residential treatment program with a strong emphasis on mental health is Project Re-ED, developed by a pioneer in the field, Nicholas Hobbs.

A form of residential treatment revolves around wilderness or adventure experiences involving outdoor challenges. These programs generally last from several weeks to several months. Therapy is based heavily on the natural consequences inherent in adventure tasks and the wilderness. Participants are encouraged to consider the implications of their behaviors and accomplishments.

Front 2

Define the types of psychotropic drugs prescribed for children with E&BD.

Back 2

Psychotropic drugs include stimulants, antidepressants, antipsychotics, antimanic agents, and antianxiety agents and are given to impact a person's behavior, thinking, or emotions.

Front 3

Describe the child and family welfare system.

Back 3

When families cannot care for their children, the child and family welfare system provides temporary care and in some cases long-term care. Therapeutic foster care is provided to individual children who have emotional and behavior problems. Therapeutic group homes address the needs of several children cared for by trained mental health providers. The Teaching- Family Model of intervention, a community-based therapeutic group home program, includes these components:

Functional skills assessment
Teaching of functional skills
Points and level system based on a token economy
Self-government sessions to develop group rules
Counseling and therapeutic services from community agencies
Community generalization and integration of skills to school, home, and other settings

Front 4

Identify the connection between juvenile justice system and students with E&BD.

Back 4

Juvenile delinquency and E&BD are related and it is estimated that 20 to 60% of detained juvenile delinquents have E&BD.

Front 5

Define the core values of a proposed system of care.

Back 5

Child-centered and family-focused
Community-based
Culturally competent

Front 6

Compare and contrast the Institute of Medicine's three prevention categories.

Back 6

Universal prevention consists of providing prevention activities to all students without targeting any individuals or groups. Some examples of universal prevention include school-wide and classroom management programs that teach prosocial competencies and conflict resolutions to all students.

Selective prevention activities target defined groups who are at risk for E&BD. Some examples of selective prevention include early intervention programs in the elementary schools for students who are in at-risk groups and suicide prevention for adolescents.

Indicated prevention activities specifically target students who exhibit problems that are early forms of E&BD. An example of a behavior plan for specific students is outlined in Table 10-4 in your textbook.

Front 7

Identify the importance of pre-referral interventions.

Back 7

Pre-referral interventions have the potential to prevent or reduce the frequency of future student problems by strengthening the teacher's capacity to effectively support the needs of diverse children within the classroom.

Front 8

Describe the continuum of placement options for students placed as ED.

Back 8

General or regular education classroom placement is often supported through collaboration between the regular and special education teachers.

Resource room services are defined as ranging from 21 to 60 percent of the school day outside the general education classroom. Resource rooms are described as:
Categorical programs serving students with a particular disability only.
Cross-categorical programs serving students with a variety of disabilities.
Non-categorical programs serving disabled and non-disabled students needing specific assistance in an academic or behavioral area.

Separate classroom services with a low student-to-teacher ratio with modifications to space, time, and curriculum. Students with ED are most often placed in separate classrooms.

Separate public schools, residential facilities, and homebound or hospital settings are the placements for approximately 20% of students placed as ED.

Front 9

Identify fundamental aspects of preventative classroom management.

Back 9

Clear teacher expectations, communicate high expectations for learning, conduct and student performance.

Front 10

Describe sociological, ecological, and values-based/spiritual theories as they relate to students with E&BD.

Back 10

Socioeconomic status - Students from a low socioeconomic status have higher rates of E&BD, especially psychotic and antisocial disorders.
Race-Ethnic Culture - Within cultures, definitions of normality vary, as do definitions of deviance. Prevalence figures for black students indicate an overrepresentation for the E&BD category.

SES are disproportionately likely to have E&BD because often both come about for the same reasons. This is called social selection or social drift. Another view, social causation, blames the disproportionate representation on economic injustice, race-ethnic discrimination, and malevolence of social institutions.

The ecological theory is based on the study of relationships within an ecosystem and the goodness of fit between a student's behavior and the environment. The ecological perspective studies the loss of goodness of fit for a student's educational environment that may lead to E&BD. Students operate within a variety of ecosystems that influence behavior. The ecosystem study includes the physical, social, and cognitive aspects and their relationship over time. Interventions include appropriate assessment of a range of physical, social, behavioral, and psychological aspects of the ecosystems.

Values-Based/Spiritual Perspective: According to the textbook, character education indicates that:

Citizens generally know what values and character traits we want our children to manifest.
Children can, want, and need to learn good character as well as academic knowledge.
Good character will best develop when educators model character and teach character.

Front 11

Identify intervention strategies associated with sociological, ecological, and values-based/spiritual theories.

Back 11

Sociological: Interventions include delivering services in a "culturally competent" manner, education of teachers on different cultural perspectives, and consideration of social class and race-ethnic cultural considerations to reduce bias in assessment.

Ecological: Specific assessment of classroom interactions and interventions are suggested to address deficiencies in goodness of fit by changing physical, social, and other variables in the educational ecosystem.

Public education is currently experiencing a return to a values-based education. Many schools are adopting a character education curriculum that incorporates values into education.

Front 12

Compare and contrast social drift and social causation explanations of E&BD among children of low socioeconomic status (SES).

Back 12

*Both theories are trying to explain the high correlation between low SES and E&BD
*Social drift argues that people with E&BD are more likely to have low SES because their behaviors prevent them from obtaining or maintaining a higher SES (poor interpersonal interactions; poor problem solving, tendency towards high risk behaviors such as substance abuse, etc.) Interventions are aimed at the individual because it is the individuals maladaptive behaviors that are seen as the problem.
*Social causation argues that social institutions and policies cause, or maintain, low SES which in turn causes conditions which cause E&BD (people who are currently losing their homes because of the mortgage crisis are likely to be experiencing a great deal of stress, depression, anxiety which in turn effects their interactions with their families, co-workers, etc.) Interventions are aimed at social institutions and policies because these are seen as the problem.
So in brief; social drift states that E&BD behavior causes the low SES, social causation states that social conditions and policies cause low SES which in turn causes E&BD

Front 13

Describe cognitive theory as it relates to students with E&BD.

Back 13

Modeling refers to changes in one person's thoughts, behaviors, and emotions that result from his or her observing another person (the model).Bandura's theory on modeling he included four subprocesses:

Attention
Retention
Response reproduction
Motivation

Reciprocal Determinism
In social cognitive theory, three kinds of phenomena influence each other:
Individual's behavior (B)
Environmental events (E)
Personal phenomena (P)

In social cognitive theory, there is a reciprocal influence between an individual's behavior and environmental events. This theory shares some of the same beliefs as operant conditioning. The most dramatic difference is the impact of personal phenomena on an individual's behavior and environmental events. According to social cognitive theory, environmental events often influence an individual's behavior indirectly through personal phenomena. Social cognitive theory explains how children might acquire maladaptive behavior patterns as a result of environmental events.

Front 14

Identify cognitive intervention strategies.

Back 14

Self-instruction, including cognitive modeling
Cognitive problem solving
Interventions for cognitive distortions include:
Modifying distorted information processing
Modifying distorted attributions and beliefs

Front 15

Compare and contrast cognitive deficits versus cognitive distortions.

Back 15

Cognitive deficit based on a partial or complete absence of some necessary cognitive process
Cognitive distortion based on faulty operation of a cognitive process

Front 16

Describe behavior theory as it relates to students with E&BD.

Back 16

Behavioral theory is based on operant conditioning and understanding that behavior is related to various environmental stimuli that precede and follow it. In operant conditioning, the stimuli that precede a behavior are called antecedents; consequences follow after the behavior. Reinforcement allows teachers to strengthen a behavior through reinforcers. This model is sometimes called the A-B-C model for antecedent-behavior-consequence.

Front 17

Identify intervention strategies associated with behavior theory.

Back 17

Researchers use applied behavior analysis to study behavior, particularly on an individual basis. Schools use behavior modification, based on operant conditioning, to improve student behavior.

behavior modification "involves carefully defining and measuring target behavior, then controlling the environmental stimuli that precede behavior (antecedents) and/or follow behavior (consequences) in order to improve that target behavior." As you reflect on the definitions of emotional and behavior disorders, many of the definitions describe behaviors that are deviant, so the study of behavior modification is particularly of interest for teachers of students with E&BD. Some of the ways that behavior modification is used in schools are:

Increasing target behaviors, particularly on-task and following rules. Desired behavior is positively reinforced and unwanted behaviors are ignored. This combination of tactics is called differential reinforcement.
Decreasing target behaviors that are inappropriate. Extinction is usually accomplished by ignoring inappropriate behavior and is usually used in combination with positive reinforcement of desired target behaviors. Punishment procedures include timeouts and loss of privileges.
Group contingencies for groups of students or entire classrooms. In this technique, peer pressure encourages cooperation and good behavior of all in the group.
Antecedent control of behavior. Sometimes schools focus more on inappropriate behavior instead of analyzing the antecedents to misbehavior. The book gives the example of a disorganized and disruptive start of a school day where the teacher reprimands the students for misbehavior. If specific routines were established and classroom arrangements were created to promote learning and rules, this type of disruption could have been avoided. This process can also be applied to an individual student with inappropriate behavior.
Pause here to review the precorrection components for an individual student displayed in Figure 7-3 in your textbook, Students with Emotional and Behavioral Disorders.

Self-management of behavior by the student. Students can use behavioral self-management through the use of antecedent self-control, self-monitoring, and self-reinforcement.

Front 18

Describe necessary components of a Functional Behavioral Assessment and a Behavioral Intervention Plan.

Back 18

The six steps in conducting a functional behavioral assessment are:
(Step 1) the IEP team identifies and defines the problem behavior first in broad and then specific terms.
(Step 2) The team reviews information from various sources (e.g., questionnaires; semi-structured interviews with students, teachers, and others; or observations of students in various settings) and in various forms (e.g., scatterplots or ABC charts)
(Step 3). Next, the team carefully examines what they have learned about the behavior and its context in order to determine its function(s) and decides what to do next
(Step 4). In some cases, both the purpose of the misbehavior and an appropriate intervention will quickly become apparent, as when a student repeatedly acts up when asked to complete too demanding an assignment in reading. In other instances, the IEP team will need to collect and analyze different types of information and look for multiple clues regarding the source(s) of the problem behavior, such as antecedents that trigger or consequences that maintain acting-out behavior
(Step 5). As we have suggested, no two problems are likely to stem from the exact same source, and information collected on different students will likely vary in kind and amount. In the end, the team must work to develop a probable explanation of why the student is not behaving appropriately, test the hypothesis
(Step 6), and develop a behavior intervention plan accordingly.

BIP Components: Responsibilities, Monitoring, Privileges, Bonus Clauses, Penalty Clauses