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Disorder Symptoms or Behaviors About the Disorder Educational Implications Instructional Strategies and Classroom
Accommodations
Anxiety Frequent Absences All children feel anxious at times. Many feel stress, for example, when Students are easily frustrated and may Allow students to contract a flexible deadline for
Refusal to join in social activities separated from parents; others fear the dark. Some though suffer enough have difficulty completing work. They worrisome assignments.
Isolating behavior to interfere with their daily activities. Anxious students may lose friends may suffer from perfectionism and take Have the student check with the teacher or have the teacher
Many physical complaints and be left out of social activities. Because they are quiet and compliant, much longer to complete work. Or they check with the student to make sure that assignments have
Excessive worry about homework/grades the signs are often missed. They commonly experience academic failure may simply refuse to begin out of fear been written down correctly. Many teachers will choose to
Frequent bouts of tears and low self-esteem. that they wont be able to do anything initial an assignment notebook to indicate that information
Fear of new situations right. Their fears of being embarrassed, is correct.
Drug or alcohol abuse As many as 1 in 10 young people suffer from an AD. About 50% with humiliated, or failing may result in Consider modifying or adapting the curriculum to better
AD also have a second AD or other behavioral disorder (e.g. school avoidance. Getting behind in their suit the students learning style-this may lessen his/her
depression). Adolescent girls are more affected than boys. Etiology is work due to numerous absences often anxiety.
unknown (biological or environmental) but studies suggest that young creates a cycle of fear of failure, Post the daily schedule where it can be seen easily so
people are at greater risk if their parents experienced AD. The most increased anxiety, and avoidance, which students know what to expect.
common anxiety disorders are:2 leads to more absences. Furthermore, Encourage follow-through on assignments or tasks, yet be
Generalized: extreme, unrealistic worry unrelated to recent events. children are not likely to identify anxious flexible on deadlines.
They are often self-conscious and tense; they may suffer from aches feelings, which may make it difficult for Reduce school workload when necessary.
and pains that appear to have no physical basis. educators to fully understand the reason Reduce homework when possible.
Phobias: unrealistic and excessive fears. Specific phobias center on behind poor school performance. Keep as much of the childs regular schedule as possible.
animals, storms, or situations such as being in an enclosed space. Encourage school attendance- to prevent absences, modify
Panic Disorder: repeated attacks of intense fear w/o apparent the childs class schedule or reduce the time spent at
cause. They may be accompanied by pounding heartbeat, nausea or school.
a feeling of imminent death. Some may go to great lengths to avoid Ask parents what works at home.
the attacks (such as refusing to attend school). Consider the use of technology. Many students will benefit
Obsessive Compulsive Disorder: being trapped in a pattern of from easy access to appropriate technology, which may
repetitive thoughts and behaviors. These may include hand washing, include applications that can engage student interest and
counting, or arranging and rearranging objects. increase motivation (e.g. computer assisted instruction
Post Traumatic Stress Disorder: experiencing strong memories, programs, CD-ROM demonstrations, videos).
flashbacks, or troublesome thoughts of traumatic events. These may
include events of abuse, violence and/or disaster. They may try to
avoid anything associated with event. They may over-react when
startled or have sleep disorders.
Aspergers Syndrome Adult-like pattern of intellectual functioning and Aspergers is a subset of the autism spectrum disorders. Before our Many youth with Aspergers have Create structured, predictable, and calming environments.
interests, combined with social and communication knowledge base expanded it was referred to as high functioning difficulty understanding social Consult an occupational therapist for sensory needs
deficits autism. It is a neurobiological disorder that impacts behavior, sensory interaction, including nonverbal gestures. suggestions.
Isolated from peers systems, and visual and auditory processing. Students are usually highly Forming age-appropriate relationships Foster a climate of tolerance and understanding. Consider
Rote memory is usually quite good; they may excel verbal and test average to above-average IQs. The disorder impacts and displaying empathy are challenges. assigning a peer helper to help in joining group activities
in math and science cognition, language, socialization, sensory issues, visual processing and When confronted with change to routine and socializing. Teasing should not be allowed.
Clumsy or awkward gait behavior. There is often a preoccupation with a single subject or they may show visible anxiety, withdraw Celebrate the students verbal and intellectual skills.
Difficulty with physical activities and sports activity. They might also display excessive rigidity (resistance to into silence or burst into a fit of rage. Use direct teaching to increase socially acceptable
Repetitive pattern of behavior change), nonfunctional routines or rituals, repetitive motor movements, They may be very articulate but can be behavior. Demonstrate the impact of words and actions on
Preoccupations with 1 or 2 subjects or activities or persistent preoccupation with a part of an object rather than very literal and have problems using others; increase the awareness of non-verbal cues.
Under or over sensitivity to stimuli such as noise, functional use of the whole (i.e. spinning the wheels of a toy car rather language in a social context. They may Create a standard way of presenting change in advance.
light, or unexpected touch than driving it around). The most common characteristic occurs with like school, but wish the other children Learn the usual triggers and warning signs of a rage attack
Victims of teasing and bullying impairment of social interactions, which may include failure to use or werent there. or meltdown. Help them learn self-management.
comprehend nonverbal gestures in others, failure to develop age- Remain calm and non-judgmental.
appropriate peer relationships and a lack of empathy. Help support parents, some may feel professionals are
blaming them for poor parenting skills.
1
Minnesota Association for Childrens Mental Health, St. Paul Minnesota, www.macmh.org.
2
U.S. Department of Health and Human Services, 2007.
This fact sheet must not be used for the purpose of making a diagnosis. It is to be used only as a reference about behavior encountered in the classroom.
2
Disorder Symptoms or Behaviors About the Disorder Educational Implications Instructional Strategies and Classroom
Accommodations
Attention-Deficit/ 3 forms of AD/HD Youth with AD/HD may be overactive. And be able to pay attention on Students may experience fluctuations in Provide the student with recorded books as an alternative to
Inattentive disorder task. They tend to be impulsive and accident-prone. They may answer mood, energy, and motivation. These self-reading when the students concentration is low.
Hyperactivity Disorder Short attention span questions before raising their hand, forget things, fidget, squirm or talk fluctuations may occur hourly, daily, in Break assigned reading into manageable segments and
(AD/HD) Problems with organization too loudly. On the other hand, some students with this disorder may be specific cycles, or seasonally. As a result, monitor the students progress, checking comprehension
Failure to pay attention quiet and spacey or inattentive, forgetful and easily distracted. a student with bipolar disorder may have periodically.
Easily distracted difficulty concentrating and Devise a flexible curriculum that accommodates the
Trouble listening even when spoken to directly Symptoms may be situation-specific. For example, students with remembering assignments, understanding sometimes rapid changes in the students ability to perform
Failure to finish work AD/HD may not exhibit some behaviors at home if that environment is assignments with complex directions, or consistently in school.
Makes lots of mistakes less stressful, less stimulating or is more structured than school. Or reading and comprehending long, written When energy is low, reduce academic demands; when
Forgetful students may stay on task when doing a project they enjoy, such as art. passages of text. Students may energy is high, increase opportunities for achievement.
Hyperactive-impulsive disorder An estimated 5% of children have a form of AD/HD. More boys are experience episodes of over-whelming Identify a place where the student can go for privacy until
Fidget and squirm diagnosed than girls; it is the leading cause of referrals to mental health emotion such as sadness, embarrassment he/she regains self-control.
Difficulty staying seated professionals, SPED, and juvenile justice programs. Students with ADD or rage. They may also have poor social
Runs around and climbs on things excessively only, tend to be overlooked or dismissed as quiet and unmotivated skills and have difficulty getting along - These suggestions are from the Child and Adolescent Bipolar
Trouble with playing quietly because they cant organize their work on time. with their peers. Foundation. For more suggestions, consult the Foundation web
Be on the go as if driven by a motor site at www.bpkids.org. This site is a rich resource for teachers.
Talk too much Students with AD/HD are at higher risk for learning disorders, anxiety
Blurt out answers before question is completed disorder, conduct disorder, and mood disorders such as depression.
Has trouble taking turns in activities Without proper treatment children are at high risk for school failure.
Interrupts or intrudes on others They may also have difficulty maintaining friendships, and their self-
esteem will suffer from experiencing frequent failure because of their
Children with combined attention-deficit/ disability.
hyperactivity disorder show symptoms of both.
If you suspect AD/HD refer the student for mental health assessment.
Many will benefit from medication. This must be managed by an
experienced mental health professional (psychiatrist, pediatrician,
neurologist) in treating AD/HD. Multi-disciplinary approaches that
include family, school and mental health can prove successful.
Children who cause trouble at home or at school may actually be SAMHSAS National Mental Health Information:
depressed, although they may not seem sad. Younger children may www.mentalhealth.sahsa.gov
pretend to be sick, be overactive, cling to their parents, seem accident
prone, or refuse to go to school. Older children and teens often refuse to SA/VE (Suicide Awareness Voices of Education)
participate in family and social activities and stop paying attention to www.save.org
their appearance. They may also be restless, grouchy, or aggressive.
National Alliance for Mental Health (NAMI)
Most mental health professionals believe that depression has a www.nami.org
biological origin. Research indicates that children have a greater chance
of developing depression if one or both of their parents suffered from
this illness.
Disorder Symptoms or Behaviors About the Disorder Educational Implications Instructional Strategies and Classroom
Accommodations
Eating Disorder
Perfectionistic attitude
Impaired concentration
Nearly all of us worry about our weight; however, when one becomes
so obsessed with their weight and the need to be thin they may develop
Students with eating disorders may look
like model students, often leading the
Stress acceptance in your classroom; successful people
(ED) Withdrawn an eating disorder. The two most common are anorexia nervosa and class and being very self-demanding.
come in all sizes and shapes.
Watch what you say. Comments like You look terrible,
All or nothing thinking bulimia nervosa. Once seen in teens and young adults, these disorders Others may show poor academic What have you eaten today? or I wish I had that
Depressed mood or mood swings are increasingly seen in younger children as well. Children as young as performance. When students with eating problem are often hurtful and discouraging.
Self-deprecating statements 4 and 5 are expressing the need to diet, and its estimated that 40% of 9 disorders are preoccupied with body Stress progress, not perfection.
Irritability year olds have already dieted. Eating disorders arent limited to girls- image and controlling their food intake, Avoid pushing students to excel beyond their capabilities.
Lethargy between 10 and 20% of adolescents with ED are boys. they may have short attention spans and Avoid high levels of competition.
Anxiety poor concentration. These symptoms Reduce stress where possible by reducing assignments or
Fainting spells and dizziness Individuals with anorexia fail to maintain minimally normal body may also be due to a lack of nutrients extending deadlines.
Headaches weight. They engage in abnormal eating behavior and have excessive from fasting and vomiting. These
Hiding food concerns about food. They are intensely afraid of even the slightest students often lack the energy and drive Resources:
Avoiding snacks or activities that include food weight gain, and their perception of their body shape and size is necessary to complete assignments or
Frequent trips to the bathroom significantly distorted. Many individuals with anorexia are compulsive homework. Eating Disorders Resources/Gurze Books
and excessive about exercise. Children and teens with this disorder are www.gurze.net
perfectionists and overachieving. In teenage girls with anorexia,
menstruation may cease, leading to the same kind of bone loss suffered National Association of Anorexia Nervosa and Associated
by menopausal women. Disorders: www.anad.org (hotline counseling, referrals,
information and advocacy)
Youth with bulimia go on eating binges during which they
compulsively consume large amounts of food within a short period of National Eating Disorders Association
time. To avoid weight gain, they engage in inappropriate compensatory www.nationaleatingdisorders.org
behavior, including fasting, self-induced vomiting, excessive exercise,
and the use of laxatives, diuretics, and enemas. How Did This Happen? A Practical Guide to Understanding
eating Disorders for Coaches, Parents and Teachers, by the
Athletes such as wrestlers, dancers, or gymnasts may fall into Institute for research and Education HealthSystem Minnesota,
disordered eating patterns in an attempt to stay thin or make their 1999.
weight. This can lead to a full blown disorder. Adolescents who have
eating disorders are obsessed with food. Their lives revolve around
thoughts and worries about their weight and their eating. Youth who
suffer from eating disorders are at risk for alcohol and drug abuse as
well as depression.