Diversity concepts and applications

Special Education and Students With Edb

The objective of this work is to examine how emotional and behavioral disorders and delinquency cut across student populations and to discuss ways in which special education teachers can best serve all students.

Emotional and Behavioral Disorders

The work of Rush (2010) entitled: "Improving Education for Students with Emotional Disturbance" reports that the Individuals with Disabilities Education Act (IDEA) defines emotional disturbance as "an inability to learn that cannot be explained by intellectual, sensory or health factors. (p.1) Statistics show that students with emotional disturbance are more likely to experience "poor academic results. They fail more courses, earn lower grade point averages, miss more days of school, and are retained more than students with other disabilities. Fifty-five percent leave school before graduating. Of those students with severe emotional disturbance who drop out of school, 73% are arrested within five years of leaving school."(Rush, 2010, p.1) Examples of Emotional and Behavioral Disorders (EDB) include those as follows: (1) adjustment disorders; (2) Obsessive-Compulsive Disorder (OCD); (3) Post Traumatic-Stress Syndrome (PTSD); (4) Attention Deficit Hyperactivity Disorder (ADHD); (4) Oppositional Defiant Disorder (5) Conduct Disorder; (6) Anorexia Nervosa and Bulimia Nervosa; (7) Bipolar disorder (Manic Depressive Disorder); (8) Major Depressive disorder; (9) Autistic Disorder; and (10) Schizophrenia. (Pacer Center, 2006)

II. Coping with EBD in the Classroom

The work of Salmon (2006) entitled: "Educating Students with Emotional or Behavioral Disorders" reports that the inclusion movement has resulted in more students with Emotional and Behavioral Disorders (EBD) being placed in general education classrooms which are taught by general educators and "while research has proven that these students are fully capable of being successful in this environment, this group of students tends to have the lowest grade-point average of all students with disabilities with approximately 50% failing one or more classes per year." (p.49)

It is argued in the work of Sutherland and Wehby (2001) that students with Emotional and Behavioral Disorders (EBD) have higher dropout rates and higher unemployment rates than other students completing school. There have been various strategies proposed to improve education for students with EBD and for promoting the EBD student's chance for success. (cited in Salmon, 2006)

The work of Wehby, Lane and Falk (2003) report that students with EBD generally exhibit some type of behavior that is inappropriate and counterproductive to educational achievement. Furthermore, Salmon (2006) reports that students with EBD "are characterized by an inability to build acceptable relationships in their home and school environment, in appropriate behavior under normal circumstances, and/or a persistent mood of unhappiness." Furthermore, in academic situations it is reported that students with EDB "are inclined to act out, frequently fall off-task, and defy rules." (cited in: Salmon, 2006)

The work of Good and Brophy (2002) state that seventy percent of the work day is spent in independent work and that students with EBD "have difficulty with social behaviors and staying on task." (Salmon, 2006, p.51) This is reported to result in high levels of frustration for teachers who are reported to provide less instruction for disruptive students, instead of helping them cope and succeed in school." (Salmon, 2006, p.50)

It is asserted by Sutherland and Wehby (2001) that a strong inverse relationship exists between "problematic behavior and instruction." (Salmon, 2006, p.50) Findings in previous research are stated to show that the general tendency of teachers to ignore students with EDB results in these students falling behind and failing to achieve therefore, "educators need to focus heavily on implementing...strategies into their classroom to increase opportunities for students with EDB to succeed." (Salmon, 2006, p.51)

III. Classroom Strategies

Rush (2010) reports a technology assisted TIF-funded AISD Knowbility program which sought new methods toward the goal of reversing trends of coping with EBD students in today's classrooms. The program is reported to have six major components including those as follows:

(1) Equip 15 self-contained classrooms for students with emotional and behavioral disorders with the computer infrastructure necessary to allow individualized instruction for students on a computer-based curriculum, aligned with the Texas Essential Knowledge and Skills (TEKS). Each student was provided with a computer workstation. Each classroom obtained an LCD projector, a digital camera, a scanner and a printer.

(2) Train staff to use a computer-based curriculum to individualize instruction and to set and achieve high academic goals.

(3) Train staff to use online instructional resources and how to develop and implement web-based lessons and activities.

(4) Have participating teachers develop and lead online collaborative projects for students with emotional and behavioral disorders.

(5) Develop and maintain an online community for teachers in self-contained units where ideas, lessons, and strategies can be shared.

(6) Train staff on the concepts surrounding Positive Behavioral Intervention Support (PBIS) and support teachers as they develop preventative behavioral intervention plans that utilize PBIS strategies and concepts. (Rush, 2010, p.1)

Rush (2010) states that the key elements of the model were online, collaborative learning and accessible computer-based educational resources. The results are stated to have exceeded initial expectations for "changing the focus in self-contained classrooms from behavior control to academic achievement." (Rush, 2010, p.1) Not only is academic achievement up but as well it is reported that "behavior referrals are down, and teachers report improved student outcomes in all areas." (Rush, 2010, p.1)

The work of Pierangelo and Guiliani (2008) states the effective classroom interventions with children with EBD "result in long-term behavioral change. To produce long-term results, effective interventions must directly address the function and contextual influences of the challenging behavior." (p.11) The stated solution is teaching alternatives that are acceptable. Pierangelo and Guiliani state that one of the primary concepts when working with EDB students is understanding "the difference between a symptom and a problem" since this difference "will be crucial when it comes time to develop a treatment plan or functional behavioral assessment. (2008, p.13)

Post school outcomes for students with EDB are stated in the work of Jolivette, et al. (2000) entitled: "Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders" to include the following:

(1) Social Skills Training;

(2) Peer Mediation;

(3) Positive Behavioral Support;

(4) Vocational Training;

(5) Transition Planning; and (6) Wrap-Around Planning. (p.1)

Social skills training involves instruction in effective social skills in regards to individual planning. Effective social skills instruction typically involves "...s both direct instruction and teacher mediation. Direct instruction identifies the specific social skills needing development and provides teacher-directed instruction and practice across natural settings." (Jolivette, et al., 2000, p.1)

Peer Mediation and Conflict Resolution involves peer-mediated strategies in which a student without EDB is trained by an adult "to interact effectively with a student with disabilities. Following training, the two students meet for pre-selected social activities and the trained peer models, reinforces, and prompts appropriate social responses and behavior from the target student. Peer-mediated procedures remove the adult from the intervention, increasing the probability that the student will initiate interactions and not just respond to prompts, in an environment conducive to ongoing, age-appropriate interactions." (Jolivette, et al., 2000, p.1)