Another very informative site for more information regarding instruction in the classroom is the Wisconsin Department of Public Instruction. Found in the link below or click on the graphic above.
http://dpi.wi.gov/
Wednesday, May 13, 2009
Department of Public Instruction
Another very informative site for more information regarding instruction in the classroom is the Wisconsin Department of Public Instruction. Found in the link below or click on the graphic above.
http://dpi.wi.gov/
IDEA 2004 Statute and Regulations
There is a lot of legal information on the Wrightslaw home page regarding everying from IEPs and Regulations regarding Special Education. Click on the link below or the graphic above to check it out.
http://www.wrightslaw.com/idea/law.htm
Tuesday, May 12, 2009
Emotional or Behavioral Disorders
Jan 20 2009
Students with Emotional or Behavior Disorders have many characteristics that hinder academic and social growth.
Characteristics of a behavior disorder are usually evident and persistent in different settings and environment and usually with little respect or regards for social or cultural norms.
Academic Implications
* Disruptive to classroom activity.
* Impulsive.
* Inattentive, distractible.
* Appears pre-occupied.
* Disregards all classroom rules.
* Poor concentration.
* Extreme resistance to change and transitions.
* Speaks out, repeatedly.
* Is aggressive.
* Bullies and intimidates others.
* Regular truancy from school.
* Dishonest, consistently blames others.
* Low self esteem.
* Unable to work in groups.
* Engages in self injurious behavior.
* Has no regard for personal space and belongings.
* Persistently tries to manipulate situations.
Best Practices and Accommodations
* Develop consistent behavior expectations.
* Involve the student in setting academic and personal goals.
* Engage in role playing situations.
* Communicate with parents so that strategies are consistent at home and school.
* Set limits and boundaries.
* Apply established consequences immediately, fairly and consistently.
* Acknowledge and reinforce acceptable behavior.
* Avoid confrontation and power struggles.
* Provide a highly structured classroom environment.
* Clearly post rules and expectations.
* Establish a quiet cool off area.
* Provide and teach opportunities for the student to use self control/self
monitoring techniques to control behavior.
* Teach self talk to relieve stress and anxiety.
* Teach and provide time for relaxation techniques.
* Establish cues as reminders for inappropriate behavior.
* Redirect to avoid situations that may increase anxiety levels.
* Remain calm and aware of your body language when addressing the student.
* Provide a positive and encouraging classroom environment.
* Use a study carrel.
* Use visually stimulating material for assignments/learning presentations.
* Use specialized technology and software.
* Develop and use behavior contracts.
* Give frequent feedback.
(About.com)
(http://specialed.about.com/cs/behaviordisorders/a/Behavior.htm)
Reactive Attachment Disorder
What is RAD?
Reactive Attachment Disorder
No. 85; Updated May 2008
Reactive Attachment Disorder (RAD) is a complex psychiatric illness that can affect young children. It is characterized by serious problems in emotional attachments to others. RAD usually presents by age 5, but a parent, caregiver or physician may notice that a child has problems with emotional attachment by their first birthday. Often, a parent brings an infant or very young child to the doctor with one or more of the following concerns:
* severe colic and/or feeding difficulties
* failure to gain weight
* detached and unresponsive behavior
* difficulty being comforted
* preoccupied and/or defiant behavior
* inhibition or hesitancy in social interactions
* disinhibition or inappropriate familiarity or closeness with strangers.
The physical, emotional and social problems associated with RAD may persist as the child grows older.
Most children with Reactive Attachment Disorder have had severe problems or disruptions in their early relationships. Many have been physically or emotionally abused or neglected. Some have experienced inadequate care in an institutional setting or other out-of-home placement (for example a hospital, residential program, foster care or orphanage). Others have had multiple or traumatic losses or changes in their primary caregiver. The exact cause of Reactive Attachment Disorder is not known.
Children who exhibit signs of Reactive Attachment Disorder need a comprehensive psychiatric assessment and individualized treatment plan. These signs or symptoms may also be found in other psychiatric disorders. A child should never be given this label or diagnosis without a comprehensive evaluation.
Treatment of this complex disorder involves both the child and the family. Therapists focus on understanding and strengthening the relationship between a child and his or her primary care givers. Without treatment, this condition can affect permanently a child's social and emotional development. However, unconventional and forced treatments such as "rebirthing" strategies are potentially dangerous and should be avoided.
Parents of a young child who shows signs or symptoms of Reactive Attachment Disorder should:
* seek a comprehensive psychiatric evaluation by a qualified mental health professional prior to the initiation of any treatment
* make sure they understand the risks as well as the potential benefits of any intervention
* feel free to seek a second opinion if they have questions or concerns about the diagnosis and/or treatment plan
Reactive Attachment Disorder is a serious clinical condition. Fortunately, it is relatively rare. Evaluating and treating children with complex child psychiatric disorders such as Reactive Attachment Disorder is challenging. There are no simple solutions or magic answers. However, close and ongoing collaboration between the child's family and the treatment team will increase the likelihood of a successful outcome.
(Source found on American Academy of Child & Adolescent Psychiatry)
(http://www.aacap.org/cs/root/facts_for_families/reactive_attachment_disorder)
Strategies on how to handle a student with Reactive Attachment Disorder
Step 1
Talk to the child's parents. They may have some useful strategies for managing the child's behavior. It is important to phone or email directly, since notes sent home with the child will probably not get to the parents. Let the child know that you will be in frequent contact with her parents.
Step 2
Know that children with RAD need a different type of teaching. Traditional behavior plans such as getting stickers or treats for good behavior won't work because the RAD child will just figure out how to work the system. They do not care about your approval.
Step 3
Acknowledge good decisions and good behavior. Be specific in your praise. Avoid saying general things like, "You were a good girl today." Such non-specific praise won't mean anything to the RAD child. Do not attach good behavior to a tangible reward. Again, traditional behavior management plans don't work.
4.
Step 4
Administer consequences for poor decisions and behavior. Remain calm and in control of your emotions when you do this. He is trying to provoke a negative response from you and will feel as though he's won if you get angry. Similarly, avoid "I statements," such as "I'm disappointed that you did that." If you do get upset (as you are bound to do sometimes), remove yourself or the child from the situation until you have regained control of your emotions. Avoid using a traditional time-out for the child, though, as their goal is to isolate themselves.
Step 5
Teach them about choices. These children do not understand cause and effect. Explicitly point out choices they are making, i.e. "You are choosing to distract others from their work." This is a difficult concept for the RAD child, but once you make some headway on this, you can teach them about good choices and bad choices.
Step 6
Get help. Learn more about RAD (see Resources). The parents may be able to help you both with RAD resources and what has worked for their child. The school psychologist, counselor or social worker might also be able to help with interventions.
Step 7
Avoid losing faith in yourself. The child did not become this way overnight, and you cannot be expected to change her overnight. She will, in fact, require extensive therapy and support from the parents and school in order to turn things around and lead a healthy, happy and productive life.
(Source Ehow.com)
(http://www.ehow.com/how_2205074_child-reactive-attachment-disorder-classroom.html)
Reactive Attachment Disorder
No. 85; Updated May 2008
Reactive Attachment Disorder (RAD) is a complex psychiatric illness that can affect young children. It is characterized by serious problems in emotional attachments to others. RAD usually presents by age 5, but a parent, caregiver or physician may notice that a child has problems with emotional attachment by their first birthday. Often, a parent brings an infant or very young child to the doctor with one or more of the following concerns:
* severe colic and/or feeding difficulties
* failure to gain weight
* detached and unresponsive behavior
* difficulty being comforted
* preoccupied and/or defiant behavior
* inhibition or hesitancy in social interactions
* disinhibition or inappropriate familiarity or closeness with strangers.
The physical, emotional and social problems associated with RAD may persist as the child grows older.
Most children with Reactive Attachment Disorder have had severe problems or disruptions in their early relationships. Many have been physically or emotionally abused or neglected. Some have experienced inadequate care in an institutional setting or other out-of-home placement (for example a hospital, residential program, foster care or orphanage). Others have had multiple or traumatic losses or changes in their primary caregiver. The exact cause of Reactive Attachment Disorder is not known.
Children who exhibit signs of Reactive Attachment Disorder need a comprehensive psychiatric assessment and individualized treatment plan. These signs or symptoms may also be found in other psychiatric disorders. A child should never be given this label or diagnosis without a comprehensive evaluation.
Treatment of this complex disorder involves both the child and the family. Therapists focus on understanding and strengthening the relationship between a child and his or her primary care givers. Without treatment, this condition can affect permanently a child's social and emotional development. However, unconventional and forced treatments such as "rebirthing" strategies are potentially dangerous and should be avoided.
Parents of a young child who shows signs or symptoms of Reactive Attachment Disorder should:
* seek a comprehensive psychiatric evaluation by a qualified mental health professional prior to the initiation of any treatment
* make sure they understand the risks as well as the potential benefits of any intervention
* feel free to seek a second opinion if they have questions or concerns about the diagnosis and/or treatment plan
Reactive Attachment Disorder is a serious clinical condition. Fortunately, it is relatively rare. Evaluating and treating children with complex child psychiatric disorders such as Reactive Attachment Disorder is challenging. There are no simple solutions or magic answers. However, close and ongoing collaboration between the child's family and the treatment team will increase the likelihood of a successful outcome.
(Source found on American Academy of Child & Adolescent Psychiatry)
(http://www.aacap.org/cs/root/facts_for_families/reactive_attachment_disorder)
Strategies on how to handle a student with Reactive Attachment Disorder
Step 1
Talk to the child's parents. They may have some useful strategies for managing the child's behavior. It is important to phone or email directly, since notes sent home with the child will probably not get to the parents. Let the child know that you will be in frequent contact with her parents.
Step 2
Know that children with RAD need a different type of teaching. Traditional behavior plans such as getting stickers or treats for good behavior won't work because the RAD child will just figure out how to work the system. They do not care about your approval.
Step 3
Acknowledge good decisions and good behavior. Be specific in your praise. Avoid saying general things like, "You were a good girl today." Such non-specific praise won't mean anything to the RAD child. Do not attach good behavior to a tangible reward. Again, traditional behavior management plans don't work.
4.
Step 4
Administer consequences for poor decisions and behavior. Remain calm and in control of your emotions when you do this. He is trying to provoke a negative response from you and will feel as though he's won if you get angry. Similarly, avoid "I statements," such as "I'm disappointed that you did that." If you do get upset (as you are bound to do sometimes), remove yourself or the child from the situation until you have regained control of your emotions. Avoid using a traditional time-out for the child, though, as their goal is to isolate themselves.
Step 5
Teach them about choices. These children do not understand cause and effect. Explicitly point out choices they are making, i.e. "You are choosing to distract others from their work." This is a difficult concept for the RAD child, but once you make some headway on this, you can teach them about good choices and bad choices.
Step 6
Get help. Learn more about RAD (see Resources). The parents may be able to help you both with RAD resources and what has worked for their child. The school psychologist, counselor or social worker might also be able to help with interventions.
Step 7
Avoid losing faith in yourself. The child did not become this way overnight, and you cannot be expected to change her overnight. She will, in fact, require extensive therapy and support from the parents and school in order to turn things around and lead a healthy, happy and productive life.
(Source Ehow.com)
(http://www.ehow.com/how_2205074_child-reactive-attachment-disorder-classroom.html)
Subscribe to:
Posts (Atom)
