Emotional Disturbance (ED)

IDEA Definition: A condition exhibiting 1 or more of the following characteristics over a long period of time
and to a marked degree that adversely affects educational performance:
An inability to learn, not explained by intellectual, sensory, or health factors;
An inability to build & maintain satisfactory interpersonal relationships with peers and teachers;
Inappropriate types of behavior or feelings under normal circumstances;
A general pervasive mood of unhappiness or depression;
A tendency to develop physical symptoms or fears associated with personal or school problems.
Common Characteristics of Students with ED:
Academic
Easily frustrated - antsy edgy
Inappropriate language/topics
Often 2+ years behind in curriculum
Deficits in communication pragmatic
Gives up easily
Does not following directions
Social

Difficulty reading social cues - sometimes lack sense of humor

Lack a sense of fair play /turn-taking
Lie, steal, deceitful
Noncompliant - - ignoring adults
Limited social interactions - isolated / solitary
Relationship difficulties

Behavioral
Out of seat - talking out - argumentative
Impulsive
Inattentive & distracted
Challenges others
Complaining feeling sick
Verbally aggressive
Physically aggressive to include destruction of property
Physical
Physically abused
Eating disorders
Sleepy
Daydreaming
Fantasizing
Psychosomatic
Anxious
Nervous
Tense
Disheveled
Withdrawn
Feeling ill

Educational Approaches
Direct Instruction / UDL / Differentiated Instruction
Modeling
Think Aloud
Unison Responding
Social Skills Instruction
Behavior Specific Praise
Structured Instructional and Transition Times (reduced down time)
Effective Instructional Strategies
BE PROACTIVE
GET, SET, Behavior Specialist Must Work Together
Teach & Post Expectations/Class Plan
Post Recognition & Consequences
Build a Relationship show student(s) you care
Provide a Positive & Safe Environment
Model Respect (even in tough times) so peers will follow your lead
Have High Expectations (let EVERYONE know you expect student(s) to do well)
Use Behavior Specific Praise frequently
Provide Immediate Feedback (social, behavioral, academic)
Teach self-management/self-monitoring/ self-correction
Pre-teach Behaviors / Expectations for Upcoming Situations
Teach using Systematic & Direct Instruction
Connect Learning to Students Life Demonstrate Purpose
Move at a Brisk Pace (down time is detrimental)
Provide Immediate Feedback (for academic attempts & successes)
Use visuals to Demonstrate Correct Responses
Focus on Correct Responses
Use structured Peer-tutoring (PAL)
Demonstrate Belief In Student Meeting the High Expectations
Post Assignment Instructions & Expectations
Teach self-management/self-monitoring/ self-correction
Common Accommodations & Supports
Pre-correction
Behavior contracts
Positive behavior intervention plans (BIP)
Cool down area
Chunking work
Mini breaks
Alternative method of work completion
Audio texts
Signaling system between teacher & student
Check-in/check-out