Mental Retardation, Giftedness, and Emotional Behavioral Disorder

Lizamarie CampoamorOlegario

Core Features of Abnormal Behavior (Mental Illness)

Maladaptive Behavior
maladaptive to ones self
inability to reach goals and to adapt to lifes demands

maladaptive to society
interferes, disrupts social group functioning

Loss of ability to control

thoughts, behaviors, or feelings adequately

Mental Disorder
Significant impairment in psychological functioning

Disability %
Specific learning disabilities 51.1 Speech/Lang. impairments 20.8 Mental retardation 11.6 Serious emotional disturbance 8.7 Visual impairments .5 Autism .5 Deaf-blindness < 0.1

MENTAL RETARDATION

Mental Retardation
Intellectual Disability
Politically more correct

Significantly sub-average Intelligence

benchmark is below 70 IQ

Onset before age 18 Affects about 1% of general population Note: Cannot use IQ alone to diagnose MR

Mental Retardation
Significant impairment in at least 2 adaptive skills areas:
Daily Living Skills Personal Social Skills Occupational Skills Communication Self-Care Home Living Social Skills Community Use Self-Direction Health and Safety Functional Academics Leisure Work

Categories of Mental Retardation

Mild (IQ 70-50)
About 85% of persons with MR Focus on basic academics Good vocational prognosis Can achieve success at about the 6th grade MA is upto 12 yrs old only

Categories of MR
Moderate (IQ 35-50)
Focus on self-help skills, low-level vocational training, sheltered workshops Some independence possible MA is upto 7 yrs old only

Severe (IQ 20-35) & Profound (IQ < 20)

Custodial care - basic living skills MA is upto 3 yrs old only

Causes/ Risk Factors

Mild MR: socio-cultural and family environment Socio-Cultural Conditions
Poverty, homelessness, overcrowding, stressful living conditions, nutritional insufficiency

Family Environment
Parents who are immature, mentally ill, abusive, or criminal; poor child discipline; severe marital or relationship problems

Causes/ Risk Factors

More severe MR: genetic and other organic factors Heritability of intelligence - 50% Prenatal infections and toxic substances
Fetal alcohol syndrome or milder fetal alcohol symptoms Fetal addiction/ drug use Smoking Exposure to lead and mercury Untreated maternal high blood pressure or diabetes

Causes/ Risk Factors

Infections (TORCH)
Toxoplasma infection (toxoplasmosis)
mostly associated with cats, undercooked meats

Other infections
Hepatitis B, syphilis, and the virus that causes chicken pox, herpes zoster.

Rubella/ German measles Cytomegalovirus/ mononucleosis Herpes simplex, sexually transmitted disease

Birth injuries: hypoxia, intracranial hemorrhage

Causes/ Risk Factors

Head traumas: shaken baby syndrome Chromosomal Abnormalities
Phenylketonuria (PKU)
inability to metabolize phenylalanine

Turners syndrome (XO)

females having a single x chromosome

Downs syndrome or trisomy 21

Causes/ Risk Factors

Klinefelters syndrome
xxy appears in the 23rd chromosome in males

XYY
abnormally large aggressive males who may become aggressive criminals

trisomy 13 (Palaus syndrome) trisomy 18 (Edwards syndrome) Triple x, 1:1000 to 2000 females

Causes/ Risk Factors

Metabolic and Other Birth Defects
Biotinidase deficiency Galactosemia Homocystinuria Maple Syrup Urine Disease (MSUD) PKU (phenylketonuria) Tyrosinemia Congenital Hypothyroidism Sickle cell disease Toxoplasmosis Duchenne muscular dystrophy

Behavioral Difficulties
Environmental
inappropriate school setting bullying social outcast domestic violence physical/ sexual abuse insecure family situation loss of important caregivers/ supports

Medical
seizures other undiagnosed medical illnesses

Behavioral Difficulties
Psychiatric Illness
Much higher incidence than for general child population 27% to 71% of children with MR have one or more co-morbid psychiatric diagnoses Prevalence is underestimated Psychopathology is more likely to cause

IEP Goals and Objectives

Focus on habilitation
i.e., skills for successful adult living
daily life, citizenship, and future career

Emphasize Functional Academics

remember: prompts, additional direct instruction & extra guided practice

Functional Practice Activities

address skill areas for adult expected outcomes

IEP Goals and Objectives

Functional reading
Signs, newspapers, magazines, menus, schedules, phone book, advertisements, directions, labels

Functional writing
Shopping list, notes, email, letters, job application, forms, messages

Functional math
Purchasing, budgeting, comparison shopping, banking, using a credit card, food preparation, measurement, time

IEP Goals and Objectives

Improving General Work Habits
Attendance and punctuality Work completion & quality Working with others Following directions Working at a satisfactory rate Accepting supervision Demonstrating occupational safety skills

Inclusion of student with Severe Disabilities

Six Principles
Parental involvement essential Students with MR can receive positive academic and learning outcomes Students with MR realize acceptance, interactions, and friendships Positive outcomes accrue to students without disabilities (e.g., Educating Peter) Collaborative efforts between school personnel is essential for success Curricular adaptations are vital

GIFTEDNESS

What is Gifted?
Traditional Definition
IQ > 130 Top 2.2% of Population Superior mental ability requiring differentiated instruction/curriculum

Problems
IQ testing culturally biased, difficult/costly to administer More expansive definition needed to provide services for children who may not fit into traditional idea of giftedness

What is Gifted?
Contemporary Definitions
Gardners Multiple Intelligences Sternbergs Triarchic Theory
Analytic Giftedness
Intellectual Abilities/ Problem Solving

Synthetic Giftedness
Creativity/ Insightfulness/ Intuition

Practical Giftedness
Applying above to everyday situations

Definitions vary

Giftedness Can Be Seen Through Any of These

Can operate on multiple brain channels simultaneously and process more than one task at a time Has a passionate interest in one or more topics, and would spend all available time learning more about that topic if he or she could Is able to deal with concepts that are too complex and abstract for age peers

Giftedness Can Be Seen Through Any of These

Learns new material faster, and at an earlier age, than age peers Remembers what has been learned, making review unnecessary.

Some early signs of giftedness

Abstract reasoning & problem-solving skills Advanced progression through developmental milestones Curiosity Early & extensive language development Early recognition of caretakers (for example, smiling) Enjoyment and speed of learning Excellent sense of humor Extraordinary memory

Some early signs of giftedness

High activity level Intense reactions to noise, pain, or frustration Less need for sleep in infancy Long attention span Sensitivity and compassion Perfectionism Unusual alertness in infancy Vivid imagination (for example, imaginary companions)

Skills demonstrated by gifted and average children

Gifted Average

Recognized Letters by Age 2

Recognized First Word by Age 2 Sight Read Easy Reader by Age 4

56%
31% 50%

33%
15% 22%

Sounded Out New Words by Age 4

Solved a 20-Piece Puzzle by Age 3 Showed an Interest in Time by Age 2 Told Time in Hours by Age 5 Counted to Ten by Age 3 High Degree of Math Understanding

42%
81% 24% 61% 52% 40%

13%
49% 5% 28% 24% 8%

Comparison of Gifted Children and Bright Children

A Bright Child: Knows the answers Is interested Is attentive A Gifted Learner: Asks the questions Is highly curious Is mentally and physically involved Has wild, silly ideas Plays around, yet tests well Discusses in detail, elaborates

Has good ideas Works hard Answers the questions

Comparison of Gifted Children and Bright Children

A Bright Child: Top group Listens with interest A Gifted Learner: Beyond the group Shows strong feeling & opinions Already knows 1-2 repetitions for mastery

Learns with ease 6-8 repetitions for mastery

Understands ideas Enjoys peers

Constructs abstractions Prefers adults

Comparison of Gifted Children and Bright Children

A Bright Child: Grasps the meaning Completes assignments Is receptive Copies accurately Enjoys school A Gifted Learner: Draws inferences Initiates projects Is intense Creates a new design Enjoys learning

Absorbs information

Manipulates information

Comparison of Gifted Children and Bright Children

A Bright Child: Technician Good memorizer Enjoys sequential presentation A Gifted Learner: Inventor Good memorizer Thrives on complexity

Is alert
Is pleased with own learning

Is keenly observant
Is highly self-critical

Other Characteristics of the Gifted

First-borns and only children more likely to be identified as gifted Children of gifted parents Visual-spatial learners more prevalent Approx. 1/6 of gifted children have some sort of co-morbid learning disability
Dyslexia, ADHD, Central Auditory Processing Disorder making identification difficult

Other Characteristics of the Gifted

More likely to be introverted than general population Asynchronous development
May be advanced in one or more areas and behind in another Exacerbated by heightened emotional intensity often found in gifted children
Csikszentmihalyis Flow Theory

Other Characteristics of the Gifted

Overexcitabilites Too creative for IQ tests

Issues gifted children and adolescents face

Understanding and accepting what it means to be gifted Evaluating ones life relative to different measures of success Recognizing the difference bet. better at & better than. Coping with the frustration of having too many options

Issues gifted children and adolescents face

Overcoming the barriers of others expectations (No matter how well they do, there is always someone telling them they could have done better) Understanding the concept of asynchronous development (Being a child with the intellectual ability of an adult.) Becoming an advocate for ones own self-interests. Understanding the role of socialization.

Things Parents Can Do

Evaluate your parenting style
focus on positive aspects of behavior allow for unstructured time balance permissiveness with authority.

Discipline doesn't have to be negative Provide an enriched environment In order to avoid stress, children need to
be physically fit and learn to relax learn to break tasks into manageable bites need to have positive role models

Things Parents Can Do

Creativity requires a nurturing, expressive climate Help your child learn critical thinking, problem solving, and study skills Make learning fun

Things that Hinder Creativity in Gifted Children

Insisting that children do things the "right way" Pressuring children to be realistic, to stop imagining Making comparisons with other children Discouraging children's curiosity

Problems Associated with Characteristic Strengths

Strengths Possible Problems Impatient with slowness of others; dislikes routine and drill; may resist mastering foundational skills; may make concepts unduly complex.

Acquires and retains information quickly.

Asks embarrassing questions; Inquisitive attitude, intellectual strong-willed; resists direction; curiosity; intrinsic motivation; seems excessive in interests; searching for significance. expects same of others.

Ability to conceptualize, abstract, synthesize; enjoys problem-solving and intellectual activity.

Rejects or omits details; resists practice or drill; questions teaching procedures.

Problems Associated with Characteristic Strengths

Strengths Possible Problems

Can see cause--effect relations.

Difficulty accepting the illogical-such as feelings, traditions, or matters to be taken on faith. Difficulty in being practical; worry about humanitarian concerns.
Constructs complicated rules or systems; may be seen as bossy, rude, or domineering.

Love of truth, equity, and fair play. Enjoys organizing things and people into structure and order; seeks to systematize.

Problems Associated with Characteristic Strengths

Strengths Possible Problems May use words to escape or Large vocabulary and facile avoid situations; becomes verbal proficiency; broad bored with school and ageinformation in advanced peers; seen by others as a areas. "know it all." Critical or intolerant toward Thinks critically; has high others; may become expectancies; is self-critical discouraged or depressed; and evaluates others. perfectionistic. Keen observer; willing to Overly intense focus; consider the unusual; open occasional gullibility. to new experiences.

Problems Associated with Characteristic Strengths

Strengths Possible Problems
May disrupt plans or reject what is already known; seen by others as different and out of step. Resists interruption; neglects duties or people during period of focused interests; stubbornness. Creative and inventive; likes new ways of doing things.

Intense concentration; long attention span in areas of interest; goal-directed behavior; persistence.

Sensitivity, empathy for others; desire to be accepted by others.

Sensitivity to criticism or peer rejection; expects others to have similar values; need for success and recognition; may feel different and alienated.

Problems Associated with Characteristic Strengths

Strengths Possible Problems Frustration with inactivity; eagerness may disrupt others' schedules; needs continual stimulation; may be seen as hyperactive.

High energy, alertness, eagerness; periods of intense efforts.

Independent; prefers May reject parent or peer individualized work; reliant input; non-conformity; may on self. be unconventional. May appear scattered and disorganized; frustrations over lack of time; others may expect continual competence.

Diverse interests and abilities; versatility.

Problems Associated with Characteristic Strengths

Strengths Possible Problems
Sees absurdities of situations; humor may not be understood by peers; may become "class clown" to gain attention.

Strong sense of humor.

Adapted from Clark (1992) and Seagoe (1974)

Famous gifted people

Albert Einstein
was always at the top of his class but hated school because of strict rules and rote learning one of his greatest works, the theory of relativity

Thomas Alva Edison

greatest inventor of all time light bulb and the phonograph teachers complained his inattentiveness

Famous gifted people

Leonardo Da Vinci
the quintessential Renaissance Man an engineer and a painter, a mathematician and a musician, a writer and an architect had more talent than his masters, but he owed his learning to them

School Factors that Fail Gifted Students (Hansen & Toso, 2007)
Lessons that don't engage their interests Lack of meaningful relationships with teachers Detachment from classmates
A gifted child is still a child Acceptance from those around them

Economic Status Interpersonal Relationships

Giftedness does not always come with a high social aptitude

School Factors that Fail Gifted Students (Hansen & Toso, 2007)
Experience of Loss
death of one family member or the divorce of parents Isolation

Isolation
Gifted students that fall behind don't associate with the group of high achievers

Strategies for Teaching Gifted and Talented Students

Create alternative activities that go beyond the regular curriculum. Work with students to design an independent project that they would be interested in completing for credit. If possible, involve students in academic competitions in your area. Create tiered assignments, which have different expectations for different levels of learners.

Common Myths
Gifted students do not need help. The social and emotional development of the gifted student is at the same level as his/her intellectual development. Gifted students need to serve as examples to others, and they should always assume extra responsibility. Gifted students are naturally creative and do not need encouragement.

EMOTIONAL BEHAVIORAL DISORDER

Emotional & Behavioral Disorders (EBD)

a condition in which behavioral or emotional responses of an individual are so significantly different in degree and/ or kind from his/her generally accepted age appropriate, ethnic, or cultural norms

Emotional & Behavioral Disorders (EBD)

adversely affect performance in one or more areas
self-care social relationships personal adjustment academic progress classroom behaviors work adjustment

Emotional & Behavioral Disorders (EBD)

The child/ youth demonstrates four (4) or more of the following:
An inability to establish or maintain satisfactory relationships with peers or adults A general mood of unhappiness Inappropriate behavior or feeling under ordinary conditions

Emotional & Behavioral Disorders (EBD)

Continued difficulty in coping with the learning remedial intervention Physical symptoms or fears associated with personal or school problems Difficulties in accepting the realities of personal responsibility accountability The behavior is a danger to himself, other people, or property

Emotional & Behavioral Disorders (EBD)

All five of these qualifiers must exist:
Behavior significantly different in degree and/ or kind from applicable normative data Behavior is adversely affecting educational performance in one or more areas Behavior is not a transient response to stressors in the students environment

Emotional & Behavioral Disorders (EBD)

Behavior persists after intervention and support Behavior is displayed in multiple environments, one of which must be in school

A Note on Terminology
No generally agreed-on definition Variety of terms:
emotionally disturbed socially maladjusted psychologically disordered emotionally handicapped Psychotic serious emotionally disturbed

The term behavior disorder is currently and more frequently being used by many professional and parents

Prevalence of EBD
2% of the school-age population (USDOE estimate) More males than females Older students identified more than younger Poverty appears to double the risk of EBD African American males are overrepresented

Causes of Emotional Disorders

Biological Factors
genetic, neurological, or biochemical prenatal drug exposure

Environmental Factors
(a) an adverse early rearing environment (b) an aggressive pattern of behavior displayed on entering school (c) social rejection by peers.

Causes of Emotional Disorders

Family
child abuse disrupted

Society
impoverished environment, including poor nutrition a sense of frustration and hopelessness

Classification of EDB (DSM-IV)

Disruptive or externalizing behavior
attention-deficit hyperactivity disorder conduct disorder oppositional defiant disorder

Emotional or internalizing behavior

anxiety Depression

Classification of EDB (DSM-IV)

Other disorders that do not fit into this classification system
Autism Schizophrenia Eating disorders

Externalizing behavior disorders

Conduct disorder (disruptive behavior)
a repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate societal norms or rules are violated, as manifested by the presence of three or more of the following criteria in the past 12 months, with at least one in the past 6 months:

Externalizing behavior disorders: Conduct Disorder

Aggression to people or animals
often bullies, threatens, or intimidates often initiates physical fights has used a weapon that can cause physical harm to others (bat, brick, broken bottle, knife, gun, etc.) has been physically cruel to people has been physically cruel to animals has stolen while confronting a victim (e.g., mugging, purse snatching, extortion, armed robbery) has forced someone into sexual activity

Externalizing behavior disorders: Conduct Disorder

Destruction of property
has deliberately engaged in fire setting w/ the intention of causing serious damage has deliberately destroyed another's property (other than setting fire)

Deceitfulness or theft
has broken into someone else's home, building, or car often lies to obtain goods or favors or to avoid obligations has stolen items of nontrivial value without confronting a victim (shoplifting, forgery, etc.)

Externalizing behavior disorders: Conduct Disorder

serious violation of rules
often stays out at night despite parental prohibitions, beginning before age 13 has run away from home overnight at least twice while living in parental or parental surrogate home (or once without returning for a lengthy period) is often truant from school, beginning before age 13.

The disturbance in behavior causes clinically significant impairment in social, academic or occupational functioning. If the individual is age 18 years or older, criteria are not met for antisocial personality disorder.

Externalizing behavior disorders

Oppositional defiant disorder (ODD)
less severe form of Conduct disorder. a pattern of negativistic, hostile, and defiant behavior lasting at least 6 months, during which 4 or more of the following are present:
often loses temper often argues with adults often actively defies or refuses to comply with adult's requests or rules often deliberately annoys people often blames others for his or her mistakes or behavior. is often touchy or easily annoyed by others

Externalizing behavior disorders

is often angry and resentful is often spiteful or vindictive

The disturbance in behavior causes clinically significant impairment in social, academic, or occupational functioning. The behaviors do not occur exclusively during the course of a Psychotic or mood disorder. Criteria are not met for Conduct Disorder, and, if the individual is 18 years or older, criteria are not met for Antisocial Personality Disorder.

Internalizing behavior disorders

Anxiety disorders
General Anxiety
anxiety and excessive worry most of the time, present six months or more lives in a state of constant nervousness usually overreact to any type of stress have trouble making decisions and when they actually do, this usually causes additional worries

Panic Attack

Internalizing behavior disorders: Anxiety Disorders

Phobias
fear of a specific stimulus or a situation sufferer usually knows that the fear is irrational but cannot do anything about it

Obsessive-Compulsive Disorders (OCD)

know that their behavior is irrational and repugnant but are unable to resist Obsession: persistent intrusion of unwelcome thoughts, images, or impulses that cause anxiety (repeated doubts, requirements to have things in a specific order, etc.) Compulsion: an irresistible urge to carry certain acts or rituals that reduce anxiety (hand washing, checking, praying, counting, repeating words silently, etc.)

Examples of Obsessions

Internalizing behavior disorders

Post-Traumatic Stress Disorder (PTSD)
can develop following exposure to an extremely traumatic event or series of events in a childs life, or witnessing or learning about a death or injury to someone close to the child symptoms must occur within one month after exposure to the stressful event responses include flashbacks, guilt, intense fear, helplessness, difficulty falling asleep, nightmares, persistent re-experiencing of the event, numbing of general responsiveness, or increased arousal. may repeat their experience in daily play activities, or may lose recently acquired skills, such as toilet training or expressive language skills.

Internalizing behavior disorders

Mood/ Affective Disorders
disturbances of normal mood Bipolar disorders
formerly known as manicdepression patient experiences swings from depression (extreme sadness) to mania (extreme happiness) with no discernable external cause

Internalizing behavior disorders

Depressive disorders
major depressive disorder - in a depressed mood for most of the day, nearly everyday or has lost interest or pleasure in all, or almost all activities for a period of at least 2 weeks individual experiences major depressive episode and depressive characteristics, such as lethargy and hopelessness, for at least 2 weeks and of the nine (9) at least two (2) must be present

Internalizing behavior disorders

i. depressed mood most of the day ii. reduced interest or pleasure in all or most activities iii. significant weight loss or gain, or significant decrease or interest in appetite iv. trouble sleeping or sleeping too much v. psychomotor agitation or retardation vi. Fatigue or loss of energy vii. Feeling worthless or guilty in an excessive or inappropriate manner viii. Problems in thinking, concentrating, or making decisions ix. Recurrent thoughts of suicide or death

Internalizing behavior disorders

Dysthymic disorder
generally more chronic (continuing in a long time or recurring) and has fewer symptoms than major depressive disorder symptoms:
i. no major depression episode during the first 2 years ii. depressed mood for at least 2 years not broken by normal mood more than two months iii. two or more of these six symptoms must be present: poor appetite or overeating, sleep problems, low energy or fatigue, low self-esteem, and feeling of hopelessness

Low Incidence Disorders

occur very infrequently but are quite serious when they do occur Schizophrenia
1 percent of the general population over the age of 18 characterized by loss of contact with environment and personality changes involves bizarre delusions (such as believing one's thoughts are controlled by the police) hallucinations (such as voices telling one what to think)

Low Incidence Disorders

"loosening" of associations (disconnected thoughts) Incoherence, disorganized speech Subtypes of schizophrenia
a. disorganized schizophrenia: individual has delusions and hallucinations that have little or no recognizable meaning hence, labeled disorganized b. catatonic schizophrenia: characterized by bizarre motor behavior, which sometimes take a form of a completely immobile stupor c. paranoid schizophrenia: characterized by delusions of reference, or grandeur, and persecution d. undifferentiated schizophrenia: characterized by disorganized behavior, hallucinations, delusions, and incoherence

Low Incidence Disorders

Eating Disorders
Anorexia nervosa: the relentless pursuit of thinness
Person refuses to maintain normal body weight for age and height Weighs 85% or less than what is expected for age and height In women, menstrual periods stop. In men levels of sex hormones fall. often includes depression, irritability, withdrawal, and peculiar behaviors such as compulsive rituals, strange eating habits, and division of foods into "good/safe" and "bad/dangerous" categories

Low Incidence Disorders

Bulimia nervosa: the diet-binge-purge disorder
Person binge eats Feels out of control while eating Vomits, misuses laxatives, exercises, or fasts to get rid of the calories Diets when not bingeing. Becomes hungry and binges again Believes self-worth requires being thin May shoplift, be promiscuous, and abuse alcohol, drugs, & credit cards put up a brave front, but often depressed, lonely, ashamed, and empty inside

Low Incidence Disorders

Binge eating disorder
The person binge eats frequently and repeatedly Feels out of control and unable to stop eating during binges May eat rapidly and secretly, or may snack and nibble all day long. Feels guilty and ashamed of binge eating Has a history of diet failures Tends to be depressed and obese. may eat for emotional reasons: to comfort themselves, avoid threatening situations, and numb emotional pain

Low Incidence Disorders

Eating Disorders
Pica
the persistent eating of nonnutritive materials for at least a month (cloth, string, hair, plastic, plaster paint, etc.) nearly all girls

Rumination disorder
repeated regurgitation and rechewing of food Onset is typically around adolescence and may be associated with a stressful event

Low Incidence Disorders

Tic Disorders
stereotyped movements or vocalizations that are involuntary, rapid, and recurring over time may take the form of eye blinking, facial gestures, sniffing, snorting, repeating certain words or phrases, or grunting. includes Tourette Syndrome

Low Incidence Disorders

Tourettes Disorder
occurs in approximately 4-5 individuals per 10,000 includes both multiple motor tics and one or more vocal tics, which occur many times per day, nearly every day, or intermittently throughout a period of more than one year.

Low Incidence Disorders

Selective Mutism
formerly called Elective-Mutism persistent refusal to talk in typical school, social, or work environments usually occurs before the age of five, but may not be evaluated until a child enters school for the first time

Low Incidence Disorders

Adjustment Disorders
emotional or behavioral symptoms that children may exhibit when they are unable, for a time, to appropriately adapt to stressful events or changes in their lives must occur within three months of a stressful event or change, and last no more than six months after the stressor ends marked distress, in excess of what would be expected from exposure to the event(s), or an impairment in social or school functioning.

Some key components of effective schools

Consistency of rules, expectations, and consequences across the school Cultural sensitivity High level of supervision in all school settings High levels of parent and community involvement

Some key components of effective schools

Positive school climate School-wide strategies for resolving conflict Strong feelings of identification and involvement on the part of students Well utilized space and lack of overcrowding

What to Teach Students with EBD

The student may be enrolled in three or more alternate courses:
self care social relationships personal adjustment anger management anxiety reduction behavior control

Ten components to a preventive discipline program

1. Inform pupils of what is expected of them 2. Establish a positive learning climate 3. Provide a meaningful learning experience 4. Avoid threats 5. Demonstrate fairness 6. Build and exhibit self-confidence

Ten components to a preventive discipline program

7. Recognize positive student attributes 8. Time the recognition of student attributes 9. Use positive modeling 10. Structure the curriculum & classroom environment Students with emotional disorders do well in educational programs that stress positive behavior management, selfdirection, and the development of interpersonal skills.

Famous People with Mood Disorders

Britney Spears: bipolar unconfirmed Harrison Ford: depression Abraham Lincoln: depression Brooke Shields: postpartum depression

Famous People with Mood Disorders

Jim Carrey: depression John Denver: depression Diana Princess of Wales: depression and bulimia nervosa Ludwig Van Beethoven: bipolar disorder Vincent van Gogh: bipolar disorder