...Emotional and Behavioral disorders Strategies for Teaching Students with Emotional and Behavioral Disorders * Expose students with behavioral disorders to those who exhibit appropriate behavior. | * Discuss and have visible specific consequences for behavior. | * Administer consequences immediately after behavior and be consistent. | * Create a plan with the student which illustrates replacement positive behaviors. | * Provide encouragement and positive reinforcement. | * Create rewards for motivating behavior. | * Use direct instruction in the classroom with clear and simple objectives. | * Allow student to be in charge of activities, and provide choices as often as possible. | * Prepare and implement a behavior plan. | * Maintain an organized learning environment. | * Be clear about objectives and expectations for activities. | * Allow student to walk around the classroom. | * Provide the student with other outlets to reduce anger and frustration. | * Involve the student in setting goals and expectations. | * Communicate with parents and other teachers. | * Role play and model appropriate behavior. | * Create a “time out,” or “cool off” area. | * Teach self talk behavior to reduce anxiety and anger. | * Provide feedback frequently. | Strategies for Teaching Students with Physical and Health Impairments * Offer assistance as frequently needed. | * Help the other students...
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...Running head: Teaching students with EBD Challenges of Teaching Students with EBD Anissa R. Dillard Grand Canyon University SPE558 February 1, 2011 When it comes to teaching students with Emotional and behavior disorders the first thing that comes to mind is the saying “it takes a village”. Educating students with EBD is a challenging feat that requires the cooperation of a host of individuals beginning with parents, teachers, paraprofessionals, school counselors, and in some cases social workers and medical professionals. In the academic world these group of individuals in a called a SPED team. This team works together to strategize and implement proper intervention techniques to help the EBD student overcome the academic and social issues that can be a result of the underlying disorder. Challenges The first major challenge of educating students with EBD is defining exactly what EBD is. According to IDEA, emotional and behavior disorders: EBD is a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance: An inability to learn which cannot be explained by intellectual, sensory, or health factors. An inability to build or 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...
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...Intellectual and Developmental Disabilities and Emotional or Behavioral Disorders Natasha Hoaglen California State University, Chico Intellectual and Developmental Disabilities and Emotional or Behavioral Disorders Intellectual and Developmental Disabilities and Emotional or Behavioral Disorders are complex disabilities and disorders that are hard for families to deal with not to mention the person enduring them. Such disabilities or disorders may seem very challenging or impossible to overcome and become successful, however throughout this paper it will be evident that it’s not the case. It is possible to succeed, when educators and families work together to provides services to students so they can become the best them. The purpose of this paper is to describe and explain Intellectual and Developmental Disabilities and Emotional or Behavioral Disorders and how to help such learners. Intellectual and Developmental Disabilities Description & Characteristics Intellectual and developmental disabilities [ID and DD] are defined as those having “significant limitations, both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18” (Hallahan, Kauffman, & Pullen, 2009, p. 178). There are different levels of ID and DD depending on a person’s intellectual quote [IQ]. Mild is an IQ between 50-70, moderate is an IQ between 35-50, severe is an IQ between 20-35, and profound...
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...“I Am Sam” Character Analysis Part 2: Autism Spectrum Disorder (ASD) is a mental disorder. People with Autism usually have communication deficits such as inappropriate responses in conversation or difficulty interacting with people their own age. People diagnosed with ASD also tend to be over dependent on routines and are sensitive to changes around them in the environment. Sam in the movie, “I Am Sam,” is shown to have ASD. He is shown throughout the movie having trouble communication with others, especially those around his own age. When Sam hosts a birthday party for his daughter Lucy, he is seen to be dressed up as a child with a party hat and interacts well with the children. During the many conversations Sam is involved in he is seen to stutter and always get off track. Sam is also shown to not realize what personal space is. In one scene when the lawyer is having a meeting with a couple the woman starts crying. In reaction to this Sam enters the room without knocking and starts to hug the woman. In the movie it is obvious that Sam shows many signs of having Autism. Part 3: Watching this movie has taught me a lot about intelligence. This movie has taught me that intelligence is shown in a variety of ways. While some people may have the brainpower to solve complex mathematical problems other people show a different form of intelligence that is unique to them. This is shown through the movie’s main character, Sam. Sam is intelligent in his own way, this is shown through...
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...Goleman (2005) uses proven research to back up his suggestions on emotional intelligence. Using real life situations, he is able to highlight emotional intelligence and the lack there of. He describes current problems and offers research based solutions. The solutions he offers begin in childhood and continue in adulthood. In Part One, Goleman (2005) begins his guided journey into emotional intelligence by sharing the scientific research available on the emotional architecture of the brain. He describes the interconnection of the limbic system and the neocortex. The limbic system regulates feelings of pleasure, desire, learning, and memory. Whereas, the neocortex is in charge of fine tuning, strategizing, and long-term planning. The author...
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...Michael Garcia English 1301.52 Professor Hailie July 3, 2012 The Best of Both Worlds Jimmy Carter once said “War may sometimes be a necessary evil. But no matter how necessary, it is always an evil, never a good. We will not learn how to live together in peace by killing each other's children.” What I think Jimmy Carter means by this is even though we see war and inevitable, war is never going to be a good thing. We will never grow as a whole as long as we keep killing each other’s youth. The youth are fighting in the wars of today many not even being able to see tomorrow. The implications that war brings a sense of supreme power and security to the Americas does not make up for the trauma, PTSD disorders, and emotional detachment issues our soldiers face at the end of the day. Trauma can be experienced one of two ways, physical being wounded or hurt on the outside or mental trauma which is experienced inside the individuals own mind. Both can affect a person’s life drastically, but it’s the mental patients that give the appearance that they have no problems, but upon further examination end up being the lives that where affected the most. In the film “In the Valley of Elah” by Paul Haggis a young woman goes to the police after her war veteran husband drowns their dog in the bathtub, believing she’ll be next only to be turned away. It is very clear that the woman’s husband is suffering from mental trauma. That is why he drowned the dog. Trauma can make you do things...
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...risk in children who have been maltreated, and summarize the theoretical basis for the present study. A great deal of research has focused on re-victimization, the likelihood of victims to become abusers and the long-term negative psychological and physical effects that abuse has on people (Sunday, Kline, Labruna, Pelcovitz, Salzinger, & Kaplan, 2011; Easton, Coohey, O’Leary, Zhang, & Hua, 2010; Garrido, Culhane, Petrenko, & Taussig, 2011; Loeb, Gaines, Wyatt, Zhang, & Liu, 2010). Child abuse may lead to internalizing behaviors and externalizing behaviors (Buckner, Bearslee and Bassuk, 2004; Feiring, Simon & Cleland, 2007; Moylan, Herrenkohl, Sousa, Tajima, Herrenkohl, & Russo, 2010). Internalizing behaviors include emotional issues such as posttraumatic stress disorder, anxiety and depression. Externalizing behaviors include actions such as aggression and delinquent behaviors. All of these internal and external conflicts can severely damage a child’s ability to navigate a variety of social contexts which may in turn decrease their likelihood of thriving within an academic environment. Previous research has found that children who are maltreated tend to have overall lower levels of intelligence, higher instances of learning disabilities, and academic difficulties and it has also been suggested that children who are abused struggle more with working memory, problem solving and creativity (Pandey, 2013). In contrast to the damaging effects of maltreatment, it is a primary goal...
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...Mindful Emotional Intelligence In College Students College students unusually face personal, socioeconomic and academic responsibilities that are often ignored (Barragán, Lewis, Palacios, 2007). Several studies show that psychological problems suffered by college students are related to anxiety disorders, stress and fear of being evaluated (Salanova, Breso, & Schaufeli, 2005). These emotions have a really important and transcendental role on student’s lifestyle, their way of interacting with their own reality and their everyday life. Likewise, the increase of college workload, lack of motivation, the feeling of failure, hopelessness about the future or a low concept of auto efficacy have increased frustration expectancies among students because nowadays a bachelor’s degree is not enough for young people to find a good job (Tejedor & García Valcárcel, 2007)....
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...There are four components to interpersonal effectiveness, which are competence, emotional intelligence, ethics, and mindfulness. Competence is the ability to accomplish set goals. In order to feel as if one is competent, I believe motivation is a huge factor that can cause a decrease in competence. At this point in my life, I am definitely questioning my competence. I feel a complete lack of effectiveness and my motivation does tend to waiver according to my constantly changing moods (Bipolar Disorder). I know that I can accomplish the things that I put my mind to, however my contingency perspectives are lacking. Maintaining focus and motivation have become daily struggles for me. Emotional intelligence is the ability to understand my feelings, having empathy for others, and being able to regulate my emotions. I believe that I do maintain emotional intelligence, however my partner believes my emotions are based too much on how others are feeling in our home and many times I am wrong in interpreting others' feelings. For example, when my partner is quiet, many times I may think he is mad or that I have angered him and so therefore I become anxious. I find that I do at times lack self control when it comes to my moods, behavior, and reactions to others. I have implemented DBT (Dialectical Behavior Therapy) to help with this. I have to be much more cognizant of my emotions and how my behavior is affected. Ethics are standards or moral choices we make. I live...
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...The Effects of Gender and Emotional Intelligence on Job Stress By: Sherif Nashed Abstract: This research paper explores the fields of job stress and its relation to gender and emotional intelligence. The importance of understanding the factors that lead to job stress is vital, due to the fact that this phenomenon is a universal business issue, as well as a serious health threat. Therefore we will examine the impact of gender and emotional intelligence on job stress by distributing questioners to over 200 participants randomly to see if there is a connection that could help us make assumptions and better understand how to solve this issue. Introduction Job stress and its associated problems cost organizations an estimated $300 billion each year in decreased productivity, absenteeism, turnover, worker conflict, higher health care costs, and increased worker’s compensation claims; as well as 34% of the US workforce reported high level of stress (Cordas, 2008). For that reason it’s important for businesses to understand the major aspects that lead to job stress due to the fact that it plays an important factor in our daily lives and is a universally experienced business problem. Therefore this paper will be focusing on job stress and trying to expose if gender and emotional intelligence has any affect, by implementing specific statistical tests to prove it. Emotional intelligence and Job stress: Emotional intelligence is a type of emotional information processing that...
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...Analysis of Emotional Intelligence by Daniel Goleman Analysis of "Emotional Intelligence" by Daniel Goleman Daniel Goleman's book Emotional Intelligence is phenomenal. Rich with insight and valuable information, it provides answers to some questions that have perplexed professionals and lay persons alike for some time: Why do some people achieve far beyond what we might expect of them based on their circumstances and innate abilities, and why do some children thrive in a modem environment that seems intent on preventing them from even surviving? The answer, Goleman says, lies in emotional intelligence. He writes, "My concern is with. . emotional intelligence, abilities such as being able to motivate oneself and persist in the face of frustrations, to control impulses and delay gratification; to regulate one's moods and keep distress from swamping the ability to think; to empathize and to hope"(34). Emotional intelligence is further described as a "meta-ability," determining how well we can use whatever other skills we have, including raw intellect (36). The book goes on to explain that it is our ability to successfully manage our emotional lives, and therefore our relationships with others and our view of ourselves, that determines our success in life. Interestingly enough, the book doesn't t focus to any extent on communication per SE, but brings us just to the door of that issue on many occasions, almost as if it is a foregone conclusion that the ability to communicate...
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...Emotions & Mindful Listening: The Downplayed Factors in Education Kim Williams Dr. A. Dorsett COMM 2425-04 12/5/12 The learning process, like a finely engineered automobile, is comprised of many key components that are important and necessary for things to properly function. According to the Merriam-Webster Dictionary, learning is defined as “knowledge or skill acquired by instruction or study.” The learning process encompasses much more than just acquiring knowledge. The traditional process of learning is student-centered, but revolves around the artful instruction of a teacher or professor. Students are typically given new information that they are taught to absorb and apply to everyday life. Most instructors try to relate their curriculum to situations that students will find relevant and applicable to conditions or circumstances that have occurred or will occur in the future. Through that technique, the facilitation of comprehending and remembering the material comes into effect. Just as different teachers have varied teaching styles, students also have different ways of learning and affixing meaning to certain information. The Kolb Model of Experiential Learning classifies four modes in the learning cycle. The first mode, concrete experimentation, is learning through doing something. The second mode, reflection, concentrates on thinking about the information relayed. Abstract conceptualization, the third mode, involves...
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...Leadership by Daniel Goleman and Richard Boyatzis Product 12088 Best of HBR on Emotionally Intelligent Leadership, 2nd Edition Collection Overview What distinguishes great leaders from merely good ones? It’s not toughness, vision, or industry smarts. It’s their emotional intelligence—a potent combination of self-management and relationship skills. Studies strongly suggest that emotional intelligence plays a far greater role than IQ in determining leaders’ effectiveness, and thus their organizations’ success. To increase your emotional intelligence, start by understanding the skills that define it. Then learn how to flexibly interchange those skills to meet the needs of shifting circumstances. Finally, use mood contagion (a powerful neurological process) to create positive chemical connections between your and your followers’ brains. COPYRIGHT © 2008 HARVARD BUSINESS SCHOOL PUBLISHING CORPORATION. ALL RIGHTS RESERVED. Featuring the work of Daniel Goleman, this HBR Article Collection shows you how to foster and spread the positive emotions that drive quantifiable business results in your firm. The Articles 3 Article Summary 4 What Makes a Leader? by Daniel Goleman Emotional intelligence comprises five self-management and relationship skills. Selfmanagement skills include 1) self-awareness—knowing your strengths, weaknesses, and emotions and their...
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...Emotional intelligence Emotional intelligence is the ability to recognize the meanings of emotion and their relationship. Having emotional intelligence consists of having the capacity to perceive emotions, assimilate emotion related feelings, understand the information of the emotions, and manage them. The use of emotional intelligence in one’s everyday life is very important. Emotional intelligence is needed in mostly all social situations, and also at work. An employer would of course want someone that is very intelligent for the job, but the candidate can’t emotional intelligence. It is so easy for emotions to run high in the workplace. Employees should always have some emotional intelligence, so that emotion would be understood and the issue dealt with. Emotional intelligence would get a person very far in life. Two tests were taken to test my emotional intelligence. The first test was taken on www.queendom.com. This test was 146 questions long. It consisted of questions that asked what I would do in certain situations, whether a situation was like me or not, and showed pictures of different people showing different emotions, and asked my opinion on the emotion shown. The test results came back saying my overall emotional IQ level is good. In the summary of my results, my strengths, potential strengths, and limitations were given. I agree with all of the strengths named in the results. A few are, my approach to problem solving is conductive to resolution, I have a positive...
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...F Primal Leadership: The Hidden Driver of Great Performance hat most influences your company’s bottom-line performance? The answer will surprise you—and make perfect sense: It’s a leader’s own mood. Executives’ emotional intelligence—their selfawareness, empathy, rapport with others—has clear links to their own performance. But new research shows that a leader’s emotional style also drives everyone else’s moods and behaviors—through a neurological process called mood contagion. It’s akin to “Smile and the whole world smiles with you.” W Emotional intelligence travels through an organization like electricity over telephone wires. Depressed, ruthless bosses create toxic organizations filled with negative underachievers. But if you’re an upbeat, inspirational leader, you cultivate positive employees who embrace and surmount even the toughest challenges. Emotional leadership isn’t just putting on a game face every day. It means understanding your impact on others—then adjusting your style accordingly. A difficult process of self-discovery—but essential before you can tackle your leadership responsibilities. T H E I D E A AT W O R K STRENGTHENING YOUR EMOTIONAL LEADERSHIP Since few people have the guts to tell you the truth about your emotional impact, you must discover it on your own. The following process can help. It’s based on brain science, as well as years of field research with executives. Use these steps to rewire...
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