17-EBDO

SYNOPSIS

Emotional Behavioural Difficulties (Overt)

Defining what EBD is

• The idea of emotional behavioural difficulties has been an umbrella term for many other conditions such as schizophrenia, autism, ADHD etc ... It is one of many terms used to classify abnormal, atypical or deviant behaviours.
• Huge variations in use of terminology for defining EBD, depending on which viewpoint one is coming from (Webber & Plotts, 2008)
• Lack of consensus on the exact definition and terminology.

What are some signs of Emotional Behavioural Difficulties ?

*note that the symptoms coincide and encompass many behavioural conditions

Externally - Overt

1. Displaying inability to learn effectively in class.
2. The inability to communicate and form relationships with the peers and teachers
3. Display of adverse reactions to normal situations
4. A generally moody persona
5. Destructive, swears, hyperactive, demands excessive attention
6. Non compliance with rules
7. Disrespect towards authority

What are some possible causes of Emotional Behavioural Difficulties ?

• Environmental Factors -
  • Family problems - Possible domestic violence , divorce etc ...
  • Teachers and school - How the teachers and peer interact with the child influences the progression of it to a certain extent.

What are some methods of decreasing negative behaviour caused by EBD in the classroom?

Short - term remedy

Differential Reinforcement

Using deliberate reinforcement of some behaviours in order to reduce others

1. Reinforce time periods during which no inappropriate behaviour occurs - Giving positive feedback appropriately
2. Acknowledging and reinforcing lower rates of an inappropriate behaviour by students.

Punishment (where necessary)

• Response-cost
  • The removal of something reinforcing to that results in a decrease in the prior inappropriate behaviour.
  • Example includes if a students shouts in the class, the teacher may reduce the recess time of the offender as a punishment.
• Time-out
  • The removal of an opportunity to receive reinforcement
    • Eg Moving a disruptive student to a corner of the classroom for a short period of time
  • This is recommended for students with aggressive EBD

Incentives (an alternative)

• Slowly introduce a reward system
  • Establish clear rules and let the child see other children getting attention for following these rules. This hopefully gets the student to realise "what to do".

To achieve results in the long term, more has to be done ...

*methods of dealing with EBD follows closely a behaviour modification discipline model.

Case Study Guiding Questions ( Strategies embedded within )

1. From the case, identify the problems which occurred in Miss Lim’s classroom and explain why they took place. Cite evidence from the case to support your answer. (6 marks)

Problems:

a)Pupils arguing in class during lesson time in the classroom when Miss Lim arrived.

b)Pupils did not have any interest in the lesson as most were busy talking in the classroom. (before going to the special room)

c)Most students could not follow Miss Lim's class as her voice was soft and she was blocked by the computer station.

d)During the lesson, Miss Lim did not catch students' attention as some were yawning and others were lying on the desks.

e) Vishnu and David were distracted and restless in the class (Vishnu swore, hit another boy with a book, disrespected the teacher. David sent the letter to Susan which contained crude details and therefore disturbed Susan)

f)The students cleanly forgot about moving to the "special room" for her lesson and wasted a lot of time before the lesson started.

g)Miss Lim allowed free seating in the classroom, which was probably the cause of the many other problems.

2. What relevant classroom management strategies and models would you have adopted to prevent the problems discussed in 1 from taking place in your class? (7 marks)

c) Since it was a power point presentation, Miss Lim could have used a presentation remote control "clicker" to navigate through the presentation while maintaining eye contact with the class.

f) Proper routines with reinforcements had to be carried out consistently to ensure that the class remember the procedures when attending her Social Studies class.

g) Miss Lim should have taken into account the class dynamics and personally planned a seating arrangement in the special room to avoid any conflicts as encountered in the scenario

3. At one point in the case study, it was stated that ‘Miss Lim looked at David and Susan ...’ What should Miss Lim have done to handle the situation? Give reasons for your answer and substantiate with the relevant classroom management strategies and models that you have learnt in this course. (7 marks)

Ms. Lim started at a wrong footing with the class, apparently was too anxious getting the work done than managing the class. It resulted simultaneous problem spots occurring at the same time, making the learning environment a futile one.

Coming back to the situation with David and Susan, Ms. Lim should take hold of this opportunity to get thing back on track before she could proceed with any teaching. At this point, assertive discipline can be used to enforce or reinforce class rules. I believe the rest of the problem spots' students would stop whatever they are doing as most of us 'enjoy' watching teacher reprimanding another students; hence this is a good ground where Ms. Lim had everybody's attention and she could speak her mind out.

Ultimately the key objectives are to establish the following:

• Maintaining a calm and productive classroom environment
• Helping students meet their needs for learning
• Helping the teacher remain calm while in charge of the classroom
• Say what you mean, mean what you say

4. Miss Lim suspects that Vishnu might have emotional behavioural problems. What are some characteristics that indicate that a child has emotional behavioural problems? In your opinion, does Vishnu display some of these characteristics? (3 marks)

Characteristics identified:

• Swearing
• Deliberate raising of voice
• Aggression towards other classmates
• Throwing of book at Miss Lim

Vishnu does seem to display emotional behavioural problems (EBD). Why?

From the characteristics identified in the scenario, Vishnu displays many characteristics of EBD. In particular, these characteristics show that Vishnu has problems with :

• Communicating well with his classmates
• Reacting appropriately to situations in the classroom (In this case, overreacting to it)

And seems to resort to such behaviour to gain the attention of the Miss Lim and the class.

5. What difficulties/problems that Vishnu faced affect his development and learning in the short and long term? (6 marks)

Vishnu might have faced:

- a abusive childhood that may have involved parental abuse including physical harm and violent disciplinary actions.

=> Vishnu is prone to react with violence thereby explaining his rude remarks and physical action against another student.

- neglectful childhood in which his parents might have ignored and neglected him leaving him alone at home.

=> Vishnu might feel that he needs to capture attention to make his presence felt.

- Vishnu might have peer pressure from friends who have similar behavioural issues and thus felt like he has to upkeep his image in front of his friends and peers.

=> Peer pressure might drive Vishnu to act out and create a scene so that fear is instilled in his peers therefore earning him a reputation.

=> In order to gain friends, he is acting out to be like them.

6. Using the model for accommodating the needs of diverse learners as a guide, discuss how Miss Lim could better manage Vishnu’s case. What would you suggest Miss Lim do in terms of provisions/accommodations to meet Vishnu’s needs? Make recommendations only in areas that are appropriate and prioritise where necessary. (12 marks)

1. Make Vishnu sit at the front. This is so that he does not feel left out and does not see a need to act out in order to gain attention.
2. Miss Lim should speak to Vishnu directly and make a specific request for him to behave instead of giving a half-hearted remark on his bad attitude. She should also single him out and send him outside for private talk.
3. To avoid this scenario, Miss Lim should plan a lesson which involves students like Vishnu in a positive way and when they make an effort, be patient and reward through verbal encouragement.
4. Also use fun games and interactive activities like human jigsaw to encourage movement and participation from students.

Reference(s)

Webber, J., & Plotts, C. (2008). Emotional and Behavioural Disorders : Theory and Practice 5th Edition. Merril.