D001 - Behavioral Support Strategies - Unit 2 exam (100% correct and graded A+)

The Individuals with Disabilities Education Act (IDEA) defines emotional disturbance (ED) to be one or more of the five characteristics include: - A. an inability to learn that cannot be explained by intellectual, sensory, or health factors B. an inability to build or maintain satisfactory interpersonal relationships with peers and teachers C. inappropriate types of behavior or feelings under normal circumstances D. a general pervasive mood of unhappiness or depression E. a tendency to develop physical symptoms or fears associated with personal or school problems (IDEA, 2004) A child must exhibit these characteristics for a notable period of time, and the characteristics must negatively impact the child's educational growth and performance. The first characteristic states that a child diagnosed with an ED must demonstrate: - Inabilities to learn that are not caused by identified intellectual, sensory, or other known health issues. Characteristic A is mainly used in the identification of an ED, which protects those in need of an ED label from being misdiagnosed with another IDEA category. Characteristics B through E are important for educators to help... - design individualized goals for students with an ED and provide appropriate classroom supports. The need for age-appropriate peer interactions (B), age-appropriate behaviors and feelings during normal activities (C), recognition of persistent depressive behaviors (D), and physical symptoms resulting from reactions to personal situations or school tasks (E) are all potential behaviors to identify and support. Characteristics A: an inability to learn that cannot be explained by intellectual, sensory, or health factors - What you will see: The child is unable to develop academic or social and emotional growth in an age-appropriate manner. What you can do: Monitor and record data on what you see. Confer with the family, school administrator, and school psychologist.Characteristic B: an inability to build or maintain satisfactory interpersonal relationships with peers and teachers - What you see: The Child has inappropriate interactions and responses. struggles to initiate or maintain meaningful social interactions What you do: Provide structured group activities model appropriate social interactions Modify student expectations Characteristic C: inappropriate types of behavior or feelings under normal circumstances - What you see: reacts inappropriately given the situation What to do: Daily schedule to help anticipate and provide support breaks Characteristic D: a general pervasive mood of unhappiness or depression - What you see: unhappiness What to do: positive feedback, find student areas of interest Characteristic E: a tendency to develop physical symptoms or fears associated with personal or school problems - What you see: a child has pains associated with certain activities What to do: Help by creating a coping skills toolkit with sensory items and premade cards with affirmations. Disruptive behavior is defined as any behavior that hampers the ability of instructors to teach and students to learn. Common examples of disruptive behaviors include the following: - talking sleepingname calling arriving late eating in class ringing cell phone monopolizing classroom discussions