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Testing Accommodations for Students with Emotional/Behavioral Disabilities

Testing Accommodations for Students with Emotional/Behavioral Disabilities. Chapter 6 David Goh. Definition. No clear line b/w those with EBD and those without National Mental Health Associations defines as people whose behavior falls outside of the norm

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Testing Accommodations for Students with Emotional/Behavioral Disabilities

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  1. Testing Accommodations for Students with Emotional/Behavioral Disabilities Chapter 6 David Goh

  2. Definition • No clear line b/w those with EBD and those without • National Mental Health Associations defines as people whose behavior falls outside of the norm • DSM IV- Diagnostic and Statistical Manual of Mental Disorders (classification system; provides uniform language and criteria to professionals) • Federal Definition • Inability to learn • Inability to build and maintain relationships • Inappropriate behaviors • General depressive nature • Tendency to develop physical symptoms

  3. Prevalence • Higher rates for mild disabilities • Lower rate for severe disabilities • Varies based on criteria used • Estimates: 0.5% to 20% of school age population; in general 3% to 6%; and or 1% of special ed. population

  4. Problems with Prevalence • Social stigma • Eligibility categories • Lack of uniformity in ID process • A lack of funding may limit school districts want to ID students • Lack of appropriate services

  5. Categories • Externalizing • Aggression • Hitting • Shouting • Cursing • Internalizing • Shyness • Withdrawal • Depression

  6. Types • Conduct disorders- (hitting, biting, throwing, tantrums, teasing, acting defiant, overactive, uncooperative, etc…) • Easily recognized; 50% of adults after therapy show problems, students show low academic achievement) • Motor Excess- (Hyperactivity) • Socialized Aggression (anti-social, group behaviors, delinquent, gangs, criminal, violent) • PDD- Pervasive Developmental Disorder • Immaturity • Depression • Anxiety and withdrawal

  7. Causes • Poverty • Abuse- estimated 63% of kids with label have been abused • Chemical imbalances • Unstable home life- dysfunctional families • Organic causes

  8. Treatment • Stimulants- target central nervous system and believed to help brain release chemicals • Antidepressants- have sedative nature • Antipsychotics- tranquilizers • Therapy- access and availability is a concern

  9. Identification and Assessment • Parents as assessors • Doctors role • Tips for teachers to decide on referral • Behavior-age discrepancy • Frequency and occurrence of behavior • Number of symptoms • Persistence of behavior • Self- satisfaction • Severity and duration • Inner sufferings

  10. Tips to deal with behavior • Maintain and organized physical environment • Establish positive relationship • Changing behaviors- rules, consequences vs. punishments, listening and talking, student accountability • Resolving Conflict • Promote self-control • Adapting curriculum

  11. The Need for Testing Accommodations • Diverse symptoms • Internalizing and externalizing behaviors that effect life and school will also play out in testing • Interpersonal skills, inappropriate behaviors, mood, physical symptoms and avoidance • Assessor must be clam and patient • Just having classification does not warrant accommodations, must be documented

  12. Methods of Accommodations • Little research done that says accommodations help • EBD students typically have normal intelligence, but show chronic school failure

  13. Types of Accommodations • Setting • Separate location, free of clutter, and stimuli • Timing and Scheduling • Extended time, develop a rapport, short breaks, conduct over days • Presentation • Rapport building, help student self-monitor, verbal encouragement, reinforcement- verbal and tangible

  14. Recommendations • Should not excluded from large scale testing if accommodations can offer a valid measure of student knowledge and competence • Decision for accommodations have to be based on individual need • Teachers have to be aware of student disability • Establish a good rapport with the teachers • Understand the qualities of assessment • Expose student to testing format, practice and testing situations

  15. Recommendations • Should not excluded from large scale testing if accommodations can offer a valid measure of student knowledge and competence • Decision for accommodations have to be based on individual need • Teachers have to be aware of student disability • Establish a good rapport with the teachers • Understand the qualities of assessment • Expose student to testing format, practice and testing situations

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