Addressing Issues of Students Facing Obsessive-Compulsive Disorder

Addressing Issues of Students Facing Obsessive-Compulsive Disorder Utilizing Emerging Teac ing and !earning Support S"stems #o n $% &ratina

In partial fulfillment of t e re'uirements for ED()* Instructor+ Dr% Timot " Fr" #une ,(- ,./0

Abstract
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Addressing Issues of Students Facing Obsessive-Compulsive Disorder

T is paper e1amined some of t e comple1 and multi-faceted issues of students facing obsessivecompulsive disorder 2OCD3- suc as deficits in implicit learning- impaired se'uence learning and significantl" ig er levels of cognitive responsibilit"- arm probabilit" and severit"- t oug taction fusion 2TAF3- as 4ell as deficits in cognitive control% In addition- emerging teac ing concepts and student learning support s"stems t at are addressing t ese issues 4ere e1plored% Evolving from t e studies of teac ing and learning- social and emotional learning 2SE!3 programs and learning support s"stems revie4ed in t is paper- is t e Common Core Standards for a !earning Supports Component% It 4as observed t at t is is a ver" 4ort " and innovative s"stem- "et t ere are so man" factors t at depend on t e complete cooperation and collaboration of sc ools- sc ool administrators- educational leaders- support staff- students- student5s familiessocial organizations in t e communit" and la4ma6ers t at it could easil" fail% In summar" of t is approac - 4 ic utilizes different aspects of umanistic- social reconstruction and academic curriculum- t e program 4as found to be ver" 4ell planned- organized and focused on t e success for all students% It is opeful t at t ese ne4 standards 4ill indeed improve t e 'ualit" of t e learning environment for eac and ever" student in t e ver" near future%

Addressing Issues of Students Facing Obsessive-Compulsive Disorder Utilizing Emerging Teac ing and !earning Support S"stems
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Addressing Issues of Students Facing Obsessive-Compulsive Disorder

Common perceptions of issues or s"mptoms of students facing t e effects of obsessivecompulsive order 2OCD3 suc as e1cessive and 4as ing- counting and organizing are- in realit"- onl" a fraction of 4 at t ese students are e1periencing ever" da"% Scientists agree t at / out of ever" ,.. students are e1periencing t e effects of Obsessive Compulsive Disorder 2OCD3% T is disorder is not onl" 6no4n as being in t e emotional disturbance categor" under t e Individuals 4it Disabilities Education Act 2IDEA3 but is also recognized as a ealt impairment% T e effects are 'uite paral"zing and debilitating% It is no 4onder 4 " students t at are diagnosed 4it OCD are often struggling to maintain good stud" abits- 6eep up 4it t eir fello4 classmates on assigned tas6s- as 4ell as- being able to interact 4it ot ers% T e purpose of t is document is to bring to t e forefront several- but b" far not allof t e issues t at students 4it OCD are facing% In addition- emerging teac ing concepts and student learning support s"stems t at are addressing t ese issues 4ill be discussed% To better serve students facing t e issues of OCD- 4e must scientificall" stud" 4 at is ta6ing place and 4 at t"pe of perceptions are formulating in t e minds of t ese students 4 en t e" are tr"ing to engage in a teac ing and learning environment% One suc stud" publis ed in ,..0 b" t e Journal of Anxiety Disorders- broug t up concerns 4 ic are 4ell stated in t e title+ 7Too $uc T in6ing About T in6ing8+ $etacognitive Difference in Obsessive-Compulsive Disorder%9 :ere- t e aut ors concluded t at t e tendenc" to e1cessivel" reflect upon one5s cognitive processes ma" increase opportunities for negative appraisals of intrusive t oug tsfoster over-importance of t oug t beliefs- and increase t e li6eli ood of developing OCD 2#anec6- Calamari- ;iemann < :effelfinger- ,..03% T at same "ear- anot er group of researc ers probed furt er to see if an" of t e si1 6e" cognitive responses- being inflated responsibilit"- overestimation of arm probabilit" and
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Addressing Issues of Students Facing Obsessive-Compulsive Disorder

severit"- t oug t-action fusion 2TAF3- self-doubt and cognitive control- 4ould be seen in c ildren diagnosed 4it OCD% T eir findings included t at c ildren- 4it in t e ages of = and /0 4 o are diagnosed 4it OCD- are beginning to process t reatening information in a different 4a" from ot er c ildren% In addition- c ildren diagnosed 4it OCD displa"ed significantl" ig er levels of cognitive responsibilit"- arm probabilit" and severit"- TAF and less cognitive control as compared to non-clinic students% It 4as also concluded t at c ildren- diagnosed 4it OCD- displa"ed a clear differentiation from c ildren 4it an1iet" on ratings of cognitive control 2>arrett < :eal"- ,..03% T roug out t is paper5s investigation to understand 4 at is appening cognitivel" 4it in t e mind of a student diagnosed 4it OCD and o4 one 4ould cope and persevere in able to learn in t e classroom- it is obvious t at a umanistic curriculum t at aids in self-actualization t roug a teac ing and learning atmosp ere of 4armt - understanding and trust 4ould be an essential component 2$c?eil- ,..@3% A researc stud" t at 4as publis ed b" t e Journal of Abnormal Child Psychology in ,./.found t at c ildren 4it OCD s o4ed neurocognitive deficits in implicit learning% T e implicit learning deficits 4ere associated b" severit" of obsessions in t e OCD group (rA.%(0- pB.%.,3% Students diagnosed 4it OCD also s o4ed impaired se'uence learning as compared to nonclinical students 2Cioet- $ar1- &a raman-!anzerat - :erpertz-Da lmann- < &onrad- ,./.3% ?o4 t at t ere is a better understanding of t e issues t at students facing t e effects of OCD ave to cope 4it - 4e can move for4ard to t e findings b" !eninger- D"c es- Drater- $% and :eat 2,./.3 stressing t at educators must be observant of t e be aviors of OCD and adEust t eir teac ing and learning met ods and curriculum deliver" in 4a" t at all students can obtain success in learning% Communication lines bet4een t e student- is or er teac ers- t e sc ool
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Addressing Issues of Students Facing Obsessive-Compulsive Disorder

counselors- parents and sometimes ot er medical professionals must be open to ensure students success% Teac ers also need to recognize t at t ese students often ave lo4 self-esteem and need additional positive attention% T e aut ors emp asized t at educators must ac6no4ledge t at7Obsessive-Compulsive be aviors are distinctl" different from t"pical developmental be aviors 2Francis < Fragg- /@@)3% Unli6e students 4it t"pical ritual be aviors- students 4it OCD ave obsessions and compulsions t at are all-consuming and fears t at t e" ma" never outgro4 2>lac6- /@@@G Sc lozman- ,..,3%9 T e researc ers ig lig ted- 7T ese obsessions are not simpl" e1cessive 4orries about real-life problems 2ADA- ,...3%9 Teac ers s ould realize- 7neatness and correctness are virtuesG unnecessar" erasing- redoing- and t e inabilit" to accept mista6es are concerns 2Dar6er < Ste4art- /@@H- p% (=.3%9 A strong learning foundation must implemented b" stating clear rules- e1pectations and appropriate goals% &eeping students diagnosed 4it OCD on tas6 and instilling t e po4er of self-a4areness of triggers- along 4it suggestions of minimizing t e triggers are ver" important% Several suggestions 4ere discussed in 4a"s to aid educators in modif"ing t eir teac ing and learning curriculum to promote success for students diagnosed 4it OCD- as 4ell as- nonclinical students% T is included- 2/%3 elping students get 7unstuc69 and prevention of it reoccurring- 2,%3 ignoring student5s repeated re'uests for assurance- 20%3 elp alleviate stress during an1iet"-provo6ing situations- 2H%3 elp students sta" focused and complete assignmentsand 2(%3 provide appropriate assistance 4it test ta6ing 2!eninger et al%- ,./.3% ;esults of meta-anal"sis of ,/0 studies of Social and Emotional !earning 2SE!3 Drograms conducted b" SE! Drograms and ;esearc FroupICASE! at t e Universit" of Illinois in C icago- 4it participation of over ,=.-... students from urban- suburban- and rural elementar" and secondar" sc ools- revealed t at students involved in a program suc as t is obtain several

Addressing Issues of Students Facing Obsessive-Compulsive Disorder

benefits% Durla6 also reported t at students t at 4ere involved 4it 7Jstructured- activefocused- and e1plicit 2SAFE3 after-sc ool programs improved significantl" in t eir feelings and attitudes- be avioral adEustment- and sc ool performance%9 T e aut ors stated t at t ese programs could easil" and effectivel" be led b" t e classroom teac er- and t at program planning- implementation and 'ualit" must be monitored% T e researc ers noted t at specific educational polic" must be initiated b" la4 ma6ers and support to sc ool personnel must be maintained for continued success 2Keissberg- Durla6- D"mnic6i- Ta"lor < Sc ellinger- ,./.3% A ne4 approac for student learning supports- aut ored b" t e UC!A Center for $ental :ealt in Sc ools-Drogram and Dolic" Anal"sis- is being utilized in t e planning- organizing and t e preparation for implementation of t e Common Core Standards for a !earning Supports Component% T e researc ers noted t at t is initiative is concerned 4it creating or revising e1isting programs into an all-encompassing and streamlined net4or6 of learning supports in an effort to tear do4n barriers of teac ing and learning and to reac out to students t at are struggling or not maintaining appropriate participation at sc ool% T is initiative 4ill incorporate sc ool- communit" and families in a streamlined process% T e aut ors stated t at t is 4ould en ance program effectiveness and t e appropriate use of funding resources% Interventions 4ill be put in place to inform teac ers5 of effective met ods to tac6le common be avior and learning issues- address causes for and prevention of crises- in addition to increase t e net4or6ing of ome- sc ool and communit" resources% Clearl"- it is observed t at a blending of different aspects of umanistic- social reconstruction and academic curriculum are being utilized in t e learning supports initiative% T e specific needs of t e students are being met b" a unified tas6 force of educators- famil" members and social organizations out in t e communit"%
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Addressing Issues of Students Facing Obsessive-Compulsive Disorder

T e researc ers e1plained t at la4ma6ers- state educational boards- as 4ell as- local districts and sc ools must realize t at a more compre ensive and streamlined approac is needed to address learning barriers and t e struggling or at-ris6 student population% It is imperative t at all groups involved 4ill need to be 4illing to 7t in6-outside-of-t e-bo19 and not settle for t e current- traditional deliver" of services% It is also evident t at all parties 4ill need to 7bu"-in9 to t is ne4 plan of student and learning supports 4 ic is created to serve t e overall maEorit" of t e student population% T is is a monumental tas6 and program% Kit out t e cooperation and steadfast collaboration of all involved- t is s"stem 4ill fail% After all groups are on board- t e" must proceed diligentl" 4it t eir specific tas6s and goals 4 ile remaining accountable to eac ot er- in order to reac program fruition% T e aut ors concluded t at all involved must continuousl" strive-9%%%to unif" and reconceive 4a"s to better meet t e needs of t e man"- rat er t an Eust providing traditional services to a relativel" fe4 students%9 2UC!A Center for $ental :ealt in Sc ools-Drogram and Dolic" Anal"sis- ,./03% A more recent publication of t e Common Core Standards for a !earning Supports Component summarized t at t e 7Jdevelopment of a unified and compre ensive learning supports component at ever" sc ool is needed to en ance e'uit" of opportunit" for t e man" students 4 o- at some time or anot er- bring problems 4it t em t at affect t eir learning and often interfere 4it t e teac er5s efforts to teac %9 T is 4ould include properl" addressing t e specific needs of students t at are diagnosed 4it OCD and ot er emotionalIbe avioral disorders% As t is 4riter suspected- t e aut ors pointed out t at 7Jt e need is especiall" evident in geograp ic areas 4 ere a large proportion of students e1perience t e restricted opportunities associated 4it povert" and lo4 income- difficult and diverse famil" circumstances- ig rates of
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Addressing Issues of Students Facing Obsessive-Compulsive Disorder

mobilit"- lac6 of Englis language s6ills- violent neig bor oods- problems related to substance abuse- inade'uate ealt care- and lac6 of enric ment opportunities% T e researc er5s continued in ac6no4ledging t at- 7Jproblems are e1acerbated as "oungsters internalize t e frustrations of confronting barriers and t e debilitating effects of performing poorl" at sc ool% In some localest e realit" often is t at over (.L of students are not succeeding% And- in most sc ools in t ese locales- teac ers are poorl" supported in addressing t e problems in a potent manner 2UC!A Center for $ental :ealt in Sc ools-Drogram and Dolic" Anal"sis- ,./03%9
T e five areas and corresponding standards for t e learning supports component are presented b" t e UC!A Center 2,./03 as follo4s+ Common Core Standards for a !earning Supports Component Area /% Framing and Delineating Intervention Functions Standard /% Establis ment of an overall unif"ing intervention frame4or6 for a compre ensive- multifaceted- and co esive component for addressing barriers to learning and teac ing- including re-engaging disconnected students% Standard / addendum+ Specific standards for t e content arenas of a learning supports component Standard /a% Continuous en ancement of regular C!ASS;OO$ ST;ATEFIES to enable learning Standard /b% Continuous en ancement of programs and s"stems for a full range of T;A?SITIO? SUDDO;TS Standard /c% Continuous en ancement of programs and s"stems to increase and strengt en :O$E A?D SC:OO! CO??ECTIO?S Standard /d% Continuous en ancement of programs and s"stems for responding to- and 4 ere feasible- preventing sc ool and personal C;ISES A?D T;AU$A Standard /e% Continuous en ancement of programs and s"stems to SUDDO;T Standard /f% Continuous en ancement of programs and s"stems to facilitate student and famil" access to effective services and increase and strengt en CO$$U?ITM I?CO!CE$E?T A?D

SDECIA! ASSISTA?CE on campus and in t e communit" as needed Area ,% ;e4or6ing Operational Infrastructure Standard ,% Establis ment of an integrated operational infrastructure for t e ongoing planning and development of t e learning supports component% Area 0+ En ancing ;esource Use Standard 0% Appropriate resource use and allocation for developing- maintaining- and evolving t e component% Area H+ Continuous Capacit" >uilding Standard H% Capacit" building for developing- maintaining- and evolving t e component% Area (+ Continuous Evaluation And Appropriate Accountabilit" Standard (% Formative and summative evaluation and accountabilit" are full" integrated into all planning and implementation of t e component% 2p% 03

Addressing Issues of Students Facing Obsessive-Compulsive Disorder

T e aut or5s proclaim t at- 7Establis ing common core standards for a s"stem of learning supports is essential for strengt ening safet" net supports for c ildren and adolescents% It involves revamping and revitalizing e1isting student and learning supports and ma6ing t em an integral rat er t an marginalized component of sc ool improvement 2UC!A Center for $ental :ealt in Sc ools-Drogram and Dolic" Anal"sis- ,./03%9 In summar"- some of t e comple1 and multi-faceted issues of students facing OCD- suc as deficits in implicit learning- impaired se'uence learning and significantl" ig er levels of cognitive responsibilit"- arm probabilit" and severit"- TAF- as 4ell as deficits in cognitive control 4ere discussed% In addition- emerging teac ing concepts and student learning support s"stems t at are addressing t ese issues 4ere presented% Evolving from t e studies of teac ing and learning- SE! and learning support s"stems revie4ed in t is paper- is t e Common Core Standards for a !earning Supports Component% It 4as observed t at t is is a ver" 4ort " and innovative s"stem- "et t ere are so man" factors t at depend on t e complete cooperation and collaboration of sc ools- sc ool administrators- educational leaders- support staff- studentsstudent5s families- social organizations in t e communit" and la4ma6ers t at it could easil" fail% ?onet eless- t is approac 4 ic utilizes different aspects of umanistic- social reconstruction and academic curriculum is ver" 4ell planned- organized and focused on success for all students% T is ne4 direction 4ill give students- including t ose 4it special needs suc as a diagnosis of OCD or ot er emotionalIbe avioral disorders- an e'ual opportunit" to succeed in sc ool% It is opeful t at t ese ne4 standards 4ill indeed improve t e 'ualit" of t e learning environment for eac and ever" student in t e ver" near future%

Addressing Issues of Students Facing Obsessive-Compulsive Disorder

;eferences >arrett- D% < :eal"- !% 2,..03% An e1amination of t e cognitive process involved in c ild ood obsessive-compulsive disorder- Behavior Research and Therapy- H/- ,*(,@@% #anec6- A%- Calamari- #%- ;iemann- >% < :effelfinger- S% 2,..03% Too muc t in6ing about
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Addressing Issues of Students Facing Obsessive-Compulsive Disorder

t in6ing8+ metacognitive difference in obsessive compulsive disorder Journal of Anxiety Disorders- /=- /*/-/@(% !eninger- $%- D"c es- T%- Drater- $% and :eat - $% 2,./.3% Teac ing students 4it obsessive compulsive disorder% !ntervention in "chool and Clinic- H(- ,,/DOI+/.%//==I/.(0H(/,.=0((((((0HH=% $c?eil- #% 2,..@3% Contemporary curriculum# in thought and action 2=t ed%3 % :obo6en- ?# + Kile"% UC!A Center for $ental :ealt in Sc ools-Drogram and Dolic" Anal"sis 2,./03% About ne4 directions for student and learning supports% ;etrieved from+ ttp+II444%sm p%ps"c %ucla%eduI UC!A Center for $ental :ealt in Sc ools-Drogram and Dolic" Anal"sis 2,./03% Common core standards for a learning supports component% Full document retrieved from+ ttp+IIsm p%ps"c %ucla%eduIpdfdocsIcommcore%pdf

UC!A Center for $ental :ealt in Sc ools-Drogram and Dolic" Anal"sis 2,./03% Common core standards for a learning supports component% E1ecutive Summar" retrieved from+ ttp+IIsm p%ps"c %ucla%eduIpdfdocsIcommcoresum%pdf

Cioet- T%- $ar1- I% - &a raman-!anzerat - >%- :erpertz-Da lmann- >% < &onrad- &% 2,./.3% ?eurocognitive performance in c ildren 4it AD:D and OCD% Journal of Abnormal Child Psychology$ 0*- @)/-@)@% Keissberg- ;%- Durla6- #%- D"mnic6i- A%- Ta"lor- ;% and Sc ellinger- &% 2,./.3% T e benefits of sc ool-based social and emotional learning programs+ ig lig ts from a maEor ne4 report "ocial and %motional &earning Research 'roup(Collaborative for Academic$ "ocial and
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Addressing Issues of Students Facing Obsessive-Compulsive Disorder

%motional &earning )pdate- #ul" ,./.- /-0- Universit" of Illinois in C icago%

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