I-LEARNED CHART
(Adapted from Johnson, 2008)
TOPIC: Things I learned about students with Emotional/ Behavioral Disorders
This week’s reading assignment: ONE thing that
impacted my learning/understanding
“These students pose unique challenges to school
personnel because they often need structure and
therapeutic intervention strategies that are
difficult to provide” (Friend, 2018,pg. 195)
This quotation impacted me because
I currently have a student with Emotional
Disturbance. Before being diagnosed, in the
beginning of the year it was difficult trying to
figure out how to best help when he would
become upset, have a meltdown or become
aggressive. I agree with what I read, teachers
report feeling unprepared when having a student
with Emotional Disturbance. I was very
unprepared with how to help, I constanly tried
researching on how to help and kept constant
communication with the parents. With the help
of the parents, school Psychologist,and Behavior
Specialist we have worked together to provide
the best learning environment possible.
My own experience, observation, or idea (one)
As I read through figure 7.2 (pg.202) I could make
the connection with a student I currently have, he
was diagnosed with Emotional Distrubance in
November 2023. Reading on the characteristics
of internalizing and externalizing behaviors, I
noted he shows a mixture of both behaviors in
the classroom. Speaking with the students mom
she shared information of behaviors he shows at
home, but does not show in the classroom.
References
Friend M. (2018). Special education: Contemporary perspectives for school professionals (5th ed.)
Pearson.
Searching the internet: One website
In the article I read on understood.org I learned
the difference between tantrums and meltdowns.
Tantrums happen when children don’t have the
language to express themselves or keep their
emotions on check. Experts think meltdowns
happen when the brain is too stimulated by
certain sounds, sights, tastes, or textures. The
article really helps by providing tips on what to do
when a child is having a meltdown or tantrum. A
particular statement that stood out to me was
validating the student’s feeling and reassuring the
student that there is no right or wrong feeling.
Ideas or knowledge of another person
I spoke to the Behavior Specialist that services my
student. We discussed the internalizing and
externalizing behaviors my student shows in the
classroom and when working one-on-one with
the Behavior Specialist. We both agreed, on the
same behaviors the student presents and what
causes the student to react certain ways. Sharing
specific behaviors we see helps give each other
ideas on how to help the studet control his
emotions depending on the situation.
 Morin, A. (2023, October 5). The difference between tantrum and meltdowns. Understood.

The difference between tantrums and meltdowns (understood.org)

Response:

Hello Katrina,

You connected with the quote “These students pose unique challenges to school personnel because
they often need structure and therapeutic intervention strategies that are difficult to provide” (Friend,
2018,pg. 195)

I have found myself in a similar situation as you listed with your student. I have been working with this
student for almost two years and have been dealing with emotional outburst and physical altercations.
His behaviors fluctuate from sleeping all day to hours of aggressive and verbal lashing out. I have built a
relationship with the parent, which makes a huge difference. She is able to forewarn me of his
evening/moring routine and therefore it is easier to deal with his day at school. He has not been
diagnosed as of yet, however we are in the process of gaining constent forms to have him assessed.

Friend M. (2018). Special education: Contemporary perspectives for school professionals

(5th ed.) Pearson