Kirsten Ledbetter

Chapter 4
Students with Emotional and/or Behavior Disorders

Bringing the art teacher and the special education administrator together- Behavior
management methods are similar and reinforce each other

Respect and Relevancy: Imperative for students and teachers. When teachers have
respect for students and the curriculum is relevant to their lives, the students
return the respect.

Developing a Positive Teaching Attitude
Teacher
You (the teacher) are going to do art and press on in teaching, even if
they (the students) are not (comes from an experience in a more
difficult classroom setting with disruptive students unwilling to
participate.)
Continue and demonstrate technique or skill required for lesson-
recognition and respect to teacher for her skills that she has invested
time in an honed.
Teacher is obviously willing to walk students step-by-step through the
process- eases all students into an environment where there will be
no wrong, where there will be measures taken and help provided to
avoid failing because many students act out for fear of failure.
o Not all students will enjoy art because not all have experienced
success or achievement in art. They have unfortunately
already had many wrong experiences.
There are different methods in which to complete a task.
o Find what works best for them
o Risk of failure eliminated
Student becomes more receptive, cooperative and
willing to learn
The teachers attitude sets the tone for the class
Be prepared, students with behavior problems are going to act
out.
A positive attitude exemplified by the teacher displays a
willingness to accept students the way they are and where they
are.
o Accentuate the positive and accept the myriad of
strengths, weaknesses and interests shown by the
student(s).
o **Focus on the students! Do not bring personal
problems or topics into the classroom. In the classroom,
the focus is the STUDENTS!
Aiding in student success or helping them have a good day can
be built right into the daily lesson.
Art provides a socially accepted outlet for the feelings
experienced by students with emotional/behavioral problems.
Adapt and modify lessons, it does not mean you are lowering
your standards; you are simply creating a new path to the
finish line.
Behavior in the Classroom and Classroom Rules
Enable a positive environment with routines and order so the
students know what is expected of them.
Clearly post rules that are worded positively; Keep your hands to
yourself, also, reinforce positive behavior.
Increasing Student Motivation
Provide choices for the students whenever possible
Capitalize on students interests
Capitalize on their strengths
Use the If/Then contingency.
Behavior Management Principles
Build Rapport
Accentuate the Positive
Censure Students in Private
Be Consistent
Remain Calm when Working with Students
Learning about Students with Emotional and/or Behavior Disorders (Self-
Education)
Social problems will infiltrate the classroom, it is an unavoidable fact,
be prepared to deal with a variety of problems and be proactive to
learn about these issues for these problems may prove disruptive to
the extent that learning will be unable to occur. (ex.: gangs;
information can become crucial to safety or recognizing at-risk
students.)
Do not be afraid to modify a lesson in order to motivate students;
change mediums, the goal, inspiration, etc.
Be aware of the symbols or signals a student may exemplify through
the artwork. Be aware also of the trust or rapport that builds between
a teacher and student and what kind of relationship spawns from that.
o Students may confide in you about a variety of issues that may
be being thrust upon them or that they are dealing with. Ex:
illegal drug use, homelessness, sexual abuse, physical and
mental abuse, the death or dying of friends and/or relatives.
These are all causes that can inhibit a students ability to
behave properly or learn and participate to the best of their
abilities. Another extremely important topic all teachers need
to be extremely observant of is suicide. Adolescent suicide is
heartbreakingly prevalent and should not be taken lightly. Any
mention of it should be dealt with accordingly. Students may
even confide in a teacher about thoughts of suicide.
Pay attention and listen. Teachers can hear some of the
most important things simply by being attentive
observers. ***
Be up to date and informed about emotional/behavioral problems and
other current mental health issues.
o It is also very helpful to know about common medications that
are prescribed for various emotional/behavioral problems and
their possible side effects. These medication side effects can
affect a students performance in the classroom and their own
learning and behavior. Do not be afraid to accommodate to a
student but be prepared for how to deal with the
repercussions.
You have a rule against water bottles in class. Some
medications cause thirst, allow then the student to have
a water bottle so they do not continuously disrupt class
and focus. Do not allow the topic of the allowance of the
water bottle to be topic up for discussion if other
students bring it up. Do not make a big deal out of it and
do not let students to make a big deal about it either.
Schools also have policies around how to deal with
students who require medications; be familiar with
their protocol. (ex: asthmatic childs inhaler is only in
the nurses office, diabetic students and their testing kit,
etc.)

Helping Students by way of their IEP

You are fully in your right as a teacher to be given a specific students IEP.
Art Teachers, as of today, are not involved in the IEP process, you will have to
be proactive and seek out the information.
o It is your legal obligation as a teacher, even an art teacher, to comply
with the IEP. Law requires a free and appropriate education be
available for all students. As a teacher, you have a right to request as
much information as you require in order to provide a student with an
appropriate education.
o You can plan lessons that meet your own teaching standards, the
standards of art teaching and the requirements set by the IEP.
Knowledge is Power.
o The more you are informed about your students the better equipped
you are to intervene in their problems.
o Identify the students who will be in need of extra help during the
school year and review their IEPs. (Individual Education Plan)
o The IEP process is the best opportunity to get information about a
particular student.

Special Education Evaluation
o Before any child is placed in special education they will have a
multidisciplinary evaluation
Provides good overview of students ability level, achievement
level, strengths, interests, and motivation/incentives.
Disruptive students may also have a functional assessment conducted
o Looks at their behaviors and creates an understanding of why they
are behaving the way they are.
ABCs- Antecedents, Behaviors, Consequences
Discover the function of a behavior (ex.: act out to get
attention.)

IDEA and Its Definition of Emotional Disturbance

The term means a condition exhibiting one or more of the following
characteristics over a long period of time and to a marked degree that
adversely affects a students educational performance
o An inability to learn that cannot be explained by intellectual, sensory,
or health factors.
o An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers
o Inappropriate types of behavior or feelings under normal
circumstances.
o A general pervasive mood of unhappiness or depression.
o A tendency to develop physical symptoms or dears associated with
personal or school problems.
o (The term includes schizophrenia. The term does not apply to
students who are socially maladjusted, unless it is determined that
they have an emotional disturbance. )

Be sure to collaborate with a Behavior Disorder resource teacher, if one is
available. They may know a student on a more personal level as they have
probably invested more time in a particular student. They can inform you on
their best learning environments, their strengths and weaknesses, their
interests and their dislikes.