O7. GANGGUAN EMOSI PERILAKU EBD
EMOSI
&
PERILAKU
SUNARDI, PLB FIP UPI, 2010
PERILAKU
ApaYG bukan perilaku ?
What is Not Behavior?
PERANAN EMOSI DLM
PROSES BERPIKIR & BERTINGKAHLAKU
•
•
•
•
•
•
MENGARAHKAN AKSI & TKLK
MEMUNGKINKAN MENGONTROL TKLK
MEMBERI ARTI THD PENGALAMAN
MENYIMPAN, MENGORGANISASI &
MENGINGAT KEMBALI PENGALAMAN
MENGGAGAS PENGALAMAN BARU
MEMECAHKAN MASALAH
PERANAN EMOSI DLM
PROSES BERPIKIR & BERTINGKAHLAKU
•
BERPIKIR KREATIF, SELEKTIF, LOGIS, tdk IDIOSINKRETIK
(ANEH)
•
MEMAHAMI KALIMAT LISAN / TULISAN ('RASA' BAHASA)
•
MEMAHAMI KONSEP KUANTITAS, WAKTU, RUANG, SEBABAKIBAT YG BERSIFAT 'RELATIF
•
MEMBENTUK KONSEP DIRI, PENGERTIAN ATAS DIRI (DGN
MEMBANDINGKAN PERASAAN DGN SITUASI YG
DIALAMINYA)
•
MEMISAHKAN REALITAS & FANTASI
•
MENGENDALIKAN TINGKATAN PERKEMBANGAN EMOSI,
SOSIAL & INTELEKTUAL
EMOSI & PERILAKU
KAITAN EMOSI & PRILAKU
• PENENTU
• PENGARAH
• PENGONTROL
• EMOTIONAL
AND/OR BEHAVIOR
DISORDER
(Students with Emotional or Behavioral Disorders - EBD)
SISWA DENGAN GANGGUAN EMOSI
ATAU TINGKAHLAKU
(STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS - EBD)
Sejarah penanganan EBD
6
’s
– Segregated in asylums
1700-1800s – Mental hospitals
1900s
– Advocacy, collaboration, research
DEFINISI IDEA 04:
Emotional Disturbance
(i). 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 child’s
educational performance
(A). An inability to learn which cannot be explained by
intellectual, sensory, or health factors
(B). An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers
(C). Inappropriate types of behavior or feelings under normal
circumstances
(D). A general pervasive mood of unhappiness or
depression
(E). A tendency to develop physical symptoms or fears
associated with personal or school problems
(ii). Emotional disturbance includes schizophrenia.
The term does not apply to children who are
socially maladjusted unless it is determined that
they have an emotional disturbance
DEFINISI - IDEA
(i)
Suatu kondisi yg menunjukkan satu/lebih dari
karakteristik berikut selama jangka waktu yg
panjang, dengan tingkat tinggi, dan berdampak
merugikan kinerja pendidikan:
(a) Ketdkmampuan belajar yg tdk dpt dijelaskan
o/ faktor intelektual, sensorik / kesehatan
(b) Ketdkmampuan u/ membangun /
mempertahankan hub interpersonal yg
memuaskan dgn teman sebaya & guru
The Individuals with Disabilities Education Act (IDEA)
(c) Bentuk perilaku / perasaan yg tdk pantas
dlm keadaan normal
(d) Perasaan ketdk bahagiaan / depresi yg
berlangsung terus menerus
(e) Suatu kecenderungan u/ mengembangkan
gejala-2 fisik / ketakutan yg berhubungan
dgn masalah pribadi / sekolah
(ii).
Skizofrenia termasuk gangguan emosional.
Istilah ini tdk berlaku bagi anak-2 yg secara
sosial maladjusted, kecuali mereka memiliki
gangguan emosional
Emotional Disturbance is NOT
Social maladjustment
• Behavior in conflict with parent
• Behavior associated with a subculture and
contrary to larger community mores
• Behavior which does not render student
helpless, confused or disorientated
Emotional Disturbance is NOT
Conduct disorder
• Aggression against people or
animals
• Property destruction
• Lying or theft
• Serious rule violation
BEBERAPA KONTROVERSI DEFINISI IDEA
Vague, internally inconsistent, incomplete,
nebulous, often illogical, and self-contradictory
Requirement that the disorder must adversely
affect educational performance
Omission of students with social maladjustment
from the emotional disturbance category
Subjectivity involved in determining what is
meant by "a long period of time" and "to a marked
degree
BEBERAPA KONTROVERSI DEFINISI IDEA
Samar, secara internal tdk konsisten, tdk lengkap,
tdk jelas, sering tdk logis, dan kontradiksi-diri
Adanya persyaratan bahwa kelainan tsb harus
mempengaruhi kinerja pendidikan
Penghilangan/pemisahan siswa social maladjusted
dari kategori emotional disturbance
Kemungkinan ada subjektivitas dlm memaknai "a
long period of time" dan "to a marked degree "
ALTERNATIF
Forness and Knitzer (1992) proposed a new
definition based on the findings of the National
Mental Health and Special Education Coalition.
They suggested replacing the term emotional
or behavioral disorder (EBD) with the term
serious emotional disturbance (SED), used in
IDEA.
ALTERNATIF
Forness and Knitzer (1992) mengajukan usulan definisi baru berdasar pd temuan
the National Mental Health and Special Education Coalition.
Mereka menyarankan mengubah istilah emotional or behavioral disorder (EBD) dgn
serious emotional disturbance (SED).
KLASIFIKASI EBD
Educational
•Internalizing and externalizing disorders
Dimensional
•Conduct disorder, socialized aggression,
attention problems-immaturity, anxiety
withdrawal, psychotic behavior, motor
tension-excess
Medical
PREVALENSI EBD
• 2% of the school-age population (USDOE estimate)
• The actual number of students ages 6-21 being identified
and served under the IDEA 04 category of emotional
disturbance is less than half the USDOE estimate.
• 8% of students with disabilities fall under the emotional
disturbance label, the fourth largest IDEA 04 disability
category
• More males than females
• Older students identified more than younger
• Poverty appears to double the risk of EBD
• African American males are overrepresented
SEBAB-SEBAB EBD
Unknown
Environment
-
Family factors
School factors
Genetics
Combination of Environment and
Genetics
KARAKATERISTIK EBD
They vary
Differ in males and
females
Differ across age
Related to ethnicity
Externalizing behaviors
- Hitting, fighting
- Most often referred
Internalizing behaviors
- Anxiety, withdrawal
-
Schizophrenia
Typically score in the low
average range of
intelligence
Language deficits
IDENTIFIKASI EBD
Interviews with parents and teachers
Use of academic testing
Observations
- Informal data collection
- Functional Behavioral Assessment
Use of behavior rating scales, behavior
assessment systems, personality inventories, and
projective tests
PENGAJARAN EBD
Academic Skills
Social Skills
Service-Learning Programs
Intervention must be sustained, flexible,
positive, collaborative, culturally
appropriate, and continually monitored.
KEBUTUHAN EBD DLM PERENCANAAN
TRANSISI PEMBELAJARAN
Relevant, engaging, and useful curriculum
Include vocational and life skills
Preparation for postsecondary educational
experience
May include transition from juvenile
detention and transition from
homelessness to school
PENGAJARAN EBD
Early Intervention
Direct Instruction
Cognitive Behavioral Intervention
Behavioral Management Intervention
Behavioral intervention plans
Techniques to increase behaviors
Techniques to decrease behaviors
Some good strategies…
Contracts
Response Cost (Implementing penalties for
misbehavior)
Self-monitoring (Students keep track of their
own behavior, thus building self-control)
Task Analysis (Breaking a task into the steps
to be followed for its completion)
“Time Out” (Removing a student from a
setting that is promoting the misbehavior)
Token Economies and Point Systems
PERTIMBANGAN-2 DLM TEKNIK
MANAJEMEN BEHAVIORAL
o
o
o
o
o
o
o
o
o
Positive and Negative Reinforcement
Token Economy
Contingency Contracts
Premack Principle
Differential Reinforcement
Time-out
Response Cost
Extinction
Punishment
TEKNIK-2 NON BEHAVIORAL YG DPT
DIGUNAKAN
Creative Dramatics
Play Therapy
Bibliotherapy
Pharmacological Treatment
LINGKUNGAN BELAJAR :
YG HRS DIPERTIMBANGAN
Motivate students.
Provide a safe environment.
Arrange room for positive social interaction.
Provide structure and consistency.
Maximize academic engagement.
Use school-wide positive behavioral supports.
Encourage cross-age tutoring.
Provide individual and group contingencies.
TEKNOLOGI PEMBELAJARAN
YG DPT DIGUNAKAN
Computer-based activities
Self-monitoring
Self-paced lessons (pembelajaran2 YG
langkah-langkahnya ditetapkan oleh diri
sendiri)
…………
PENGAYAAN
BACA, PAHAMI, DISKUSIKAN, DAN
LAPORKAN HASILNYA
Children with Emotional and Behavior
Disorders
According to the U.S. Department of Education,
the inability of teachers to manage behavior
problems in the classroom is rated the most
serious problem facing teachers.
Many people assume that children with behavior
disorders can control their actions and could stop
their disturbing behavior if they wanted to, but
this is not the case.
History
Two centuries ago, children with behavior problems were believed to be
possessed by the devil, insane, or mentally deficient.
The professionals who treated them were for the most part physicians
or clergy.
After WWII, the responsibility for children with emotional and behavior
disorders shifted from medical and mental health professionals to
educators.
The schools then assumed greater responsibility for their treatment,
and the treatment became increasingly behavioral and educational.
Federal Definition of Emotional and
Behavior Disorders
A condition exhibiting one or more of the following characteristics over
a long period of time and to a marked degree that adversely affects
academic performance.
A. An inability to learn that cannot be explained by intellectual,
sensory, or health factors.
B. An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers.
C. Inappropriate types of behavior or feelings under normal
circumstances.
D. A general pervasive mood of unhappiness or depression.
E. A tendency to develop physical symptoms or fears associated with
personal or school problems.
the term does not apply to children who are socially maladjusted
unless it is determined that they have an emotional disturbance.
PROBLEM TERKAIT DEFINISI
What is considered a long period of time ?
What is considered a marked degree ?
What are normal circumstances ?
This definition also places all of the responsibility for
the problem onto the child, and none onto the child’s
environment.
PROBLEM TERKAIT DEFINISI Continued
PERTANYAAN :
BAGAIMANA DENGAN ANAK-ANAK YG SECARA SOSIAL
MALADJUSTED DAN TDK DAPAT TERBUKTI MEMILIKI GANGGUAN
EMOSIONAL?
JAWABAN:
SEKOLAH (UNTUK SEBAGIAN BESAR) MENGANGGAP BAHWA SETIAP
ANAK YG MENUNJUKKAN MASALAH PERILAKU YG SERIUS DAPAT
SECARA OTOMATIS DIASUMSIKAN SECARA EMOSIONAL TERGANGGU
DAN DENGAN DEMIKIAN MEMENUHI SYARAT UNTUK PENANGANAN.
What behaviors are acceptable?
Some behaviors are considered unacceptable in
almost all settings (physical attacks, constant
weeping, etc).
However, the acceptability of many behaviors depends
on the attitude of the perceiver.
A definition of acceptable behavior must also allow for
cultural differences.
Risk Factors that Influence
Behavioral Disorders
Lack of bonding to school
Delinquent peers
Internalizing comorbidity (the presence of one
or more disorders in addition to a primary
disorder)
Prior antisocial behavior
Low academic achievement
Non-supportive home environment
Corporal punishment by parents
Controversial socioeconomic status
Risk Factors that Influence Behavioral
Disorders
Kurangnya ikatan pd sekolah
Kelompok anak nakal
Internalisasi comorbidity (kehadiran satu atau lebih
gangguan di samping gangguan utama)
Perilaku antisosial sebelumnya
Prestasi akademik rendah
Lingkungan rumah tdk mendukung
Hukuman fisik oleh orang tua
Kontrovesi Status sosial-ekonomi
Protective Factors that Influence
Behavioral Disorders
Age at first identification
Adequate academic performance
Play activities
Lack of corporal punishment
Intact (keutuhan) family structure
Popular social status
High IQ
Negative Behaviors
Impulsivity
Physical aggression
Cursing/Foul Language and/or inappropriate comments
Lying
Tattling
Self-stimulation: rocking, biting
Bullying and harrassment
Defiant, oppositional, resistant, and/or uncooperative behavior
Apathy and lethargy
Symptoms of depression
“Testing the limits” behaviors
Avoidance
“Stick to the rules” behaviors - “You said were going to do math first
today!”
Backsliding/Regression (after progress has been made)
LSI Steps
• I = Isolate the conversation
• E = Explore student’s point of view
• S = Summarize feelings and content
• C = Connect behavior to feelings
• A = Alternative behaviors discussed
• P = Plan developed/Practice new behavior
• E = Enter student back into routine/class
Differences between
Discipline and Punishment
DISCIPLINE
PUNISHMENT
Prevention
Is reactive
Logical consequences
Consequences not related to event
Consequences are predicted
Consequences assigned after the
event
Teaching approach
Internal control
Based on unconditional positive
regard
Authoritarian approach
External control
Based on adult authority
Helpful and supportive
Disregards unique student needs
Psychological and phsyical stress is
unacceptable
Psychological and physical stress
are acceptable
Reintegration is goal
Exclusion is goal
IDEA-Definition of Serious Emotional
Disturbance (SED)
One or more of the following characteristics over a long
period of time and to a marked degree that adversely
affects educational performance
• Inability to learn not related to other factors
•
•
•
•
•
Inability to build or maintain satisfactory peer or teacher relationships
Inappropriate feelings or behavior under normal conditions
Frequently unhappy or depressed
Often fearful
Definition does not apply to children who are “socially maladjusted”
8-1
Problems with IDEA Definition
Definition is vague and subjective
• What are “satisfactory” peer and teacher relationships?
• What does “inappropriate” behavior look like?
The definition, as written, excludes children on the basis for which they
are included
• How does one differentiate between “socially maladjusted”
and true “emotional disturbance”?
Individual teacher expectations and tolerances make identification a
difficult and subjective process
Copyright © 2003 Pearson Education, Inc. All rights reserved.
8-2
CCBD Definition of Emotional or Behavioral
Disorders
Behavioral or emotional responses so
different from appropriate age, cultural, or
ethnic norms that they adversely affect
educational performance
• More than temporary, expected responses to
stress
• Consistently exhibited in two different settings, at
least one of which is school related
• Unresponsive to direct intervention in the general
education setting
Copyright © 2003 Pearson Education, Inc. All rights reserved.
8-3
Common Characteristics of Children
with EBD
Two primary behavioral excesses
• Externalizing behaviors (most common behavior pattern)
• Noncompliance
• Temper tantrums
• Property destruction
• Threats of violence or violence toward peers and/or
teachers
• Internalizing behaviors
• Overly shy or immature
• Withdrawn
• Hypochondria
• Easily upset and difficult to calm
Copyright © 2003 Pearson Education, Inc. All rights reserved.
8-4
Common Characteristics (cont.)
Behavioral deficits
• Academic achievement
• Low GPA
• High absenteeism
• At risk for school failure and early drop out
• Social skills
• Less participation in extracurricular activities
• Lower quality peer relationships
• Juvenile delinquency
Copyright © 2003 Pearson Education, Inc. All rights reserved.
8-5
Prevalence
Prevalence
• Estimates vary, but about 3% to 5% of school-age
population
• Given prevalence data, many students not receiving
specialized services
Gender
• The vast majority are boys
Copyright © 2003 Pearson Education, Inc. All rights reserved.
8-6
Causes
Biological factors
• Brain injury or dysgenesis
• Genetics
• Temperament
Environmental factors
• Home - Inconsistent parenting practices
• Community - Low SES, gangs, high crime rate
• School - Low ASR, coercive pain control
Copyright © 2003 Pearson Education, Inc. All rights reserved.
8-7
Identification and Assessment
Screening tests
• Used to determine if intervention is warranted
• Behavior rating scales or checklists
Projective tests
• Ambiguous stimuli
• Limited usefulness for education planning
Direct observation and measurement
• Directly focuses on the child’s problems
• Useful for educational planning
Copyright © 2003 Pearson Education, Inc. All rights reserved.
8-8
Functional Behavioral Assessment
Systematic, data-driven process
• Informal assessment
• School records, parent interviews, teacher checklists
• Direct observation and measurement
• In-class observation when behavior is likely to occur
• Hypothesis development
• All informal and observational data used to develop
intervention based on probable cause of the behavior
• Intervention
• Teaching functional replacement behaviors
• Evaluation and modification
• Data are collected to determine success of the intervention
8-9
Curriculum Goals
Social skills
•
•
•
Cooperation skills
Appropriate ways to express feelings
Responding to failure
Academic skills
•
•
•
High ASR
Direct, explicit instruction
High rates of teacher praise
8-10
Curriculum Goals (cont.)
Behavior management
•
•
Clear school-wide expectations
Positive proactive classroom management
strategies
Self-management
•
•
Self-monitoring
Self-evaluation
Peer mediation and support
•
•
Peer tutoring
Positive peer reporting
8-11
Self-Management Card
Copyright © 2003 Pearson Education, Inc. All rights reserved.
8-12
Fostering Strong Teacher-Student
Relationships
Differential acceptance
• Witness or be the victim of acts of anger without
responding similarly
Focus on alterable variables
• Teachers should focus effort on only those variables
that make a difference in student learning and can be
affected by sound teaching practice
8-13
Educational Placement Alternatives
More than 50% of students with EBD receive
their education in:
• Separate classrooms
• Special schools
• Residential facilities
Most students receiving special education
because of emotional or behavioral disorders
have serious problems that require intensive
intervention
8-14
Current Issues and Future Trends
Revising the federal definition to meet the
needs of students
Prevention efforts in the community
Clarify regulations for disciplining students
Improving services for youth in correctional
facilities
Developing “wraparound” services for families
Putting into practice research validated
teaching methods
8-15
Impact of Disability
Academic
•Skill deficits
•Trouble beginning tasks
•Difficulty maintaining attention
•Problems completing tasks
Impact … Behavior
Externalizing – Acting out
•
•
•
•
Aggression
Defiance
Disruption
Fighting
Internalizing - Withdrawing
•
•
•
•
Isolation
Self abuse
Depression
Anxiety
Interaction with others (making and keeping friends)
• Coping strategies
• Reading social cues
Academic Tasks - Assistance
Provide clear, specific directions
Use curricular interventions
Tasks at student’s academic level
Assignments broken into smaller parts
Breaks given as needed
Student strengths utilized to learn new
material
• Opportunities for choice making
•
•
•
•
Externalizing & Internalizing
Behaviors – Assistance
Listen to/observe student and make
adjustments
Teach relaxation techniques
Teach alternate behaviors
Social Skills - Assaistance
Teach social skills proactively
Break skills down into parts
Teach, model, practice and
reinforce skills
Teach self-regulating skills
Hierarchy of Behavioral Supports
School–wide positive behavior support
Classroom Management
Individual Support Plan
Developed by: Institute On
Violence and Destructive
Behaviors, University of
Oregon (1999)
Targeted/
Intensive
•
•
•
•
Intensive social skills training
Individual behavior management plans
Parent training and collaboration
Multi-agency collaboration (wrap-around) services
(High-risk students)
Individual Interventions
(3-5%)
Selected
(At-risk Students)
Classroom & Small
Group Strategies
• Intensive social skills training
• Self-management programs
• Parent training and collaboration
• Adult mentors (check-in)
• Increased academic support
(10-15% of students)
Universal
(All Students)
School-wide Systems of Support
(85-90% of students)
• Social Skills Training
• Positive, proactive discipline
• Teaching school behavior
expectations
• Active supervision and monitoring
• Positive reinforcement systems
• Firm, fair, and corrective discipline
School-wide Positive
Behavior Support
School-wide rules and expectations
•
•
•
•
•
Defined
Taught
Modeled
Practiced
Reinforced
ALL members of school community participate
in development and implementation of policy
Classroom Management
Identify 3 – 5 clear, concise , positively
stated rules
• Taught, modeled, practiced, reinforced
Reinforce appropriate behavior
Predictable schedule/environment/routine
Active monitoring
Provide corrective feedback privately
Avoid power struggles between student and
staff
Individual Behavior Support Plan
A-B-C
• Antecedent – Behavior - Consequence
Communicative Intent
(purpose of the behavior)
• To get or get away from…
• Sensory, Escape, Attention, Tangible
Replacement behavior
• What the should the student do instead?
• Must serve the same purpose
Reinforcement
• How, when, how often will student be reinforced?
Proactive vs. Reactive Strategies
Proactive
• Teach new behaviors
• Reinforce appropriate behavior
• Emphasize positive expectations
Reactive
• Does not promote new learning
• May stop the behavior momentarily
• Emphasize negative consequences
Examples of Strategies
Proactive
• Point system
rewards
• Modeling
• Clear, specific
expectations
• Contracts
Reactive
• Time away
• Planned ignoring
• Loss of activities,
privileges
• Punishment
How Can Support Be Provided?
Unconditional positive regard for the
student
Teach appropriate behavior and social skills
Positive reinforcement for appropriate
behavior
Prompts (visual, auditory, gesture, picture)
Frequent positive check in
with school
staff
Schedules
Peer support
&
PERILAKU
SUNARDI, PLB FIP UPI, 2010
PERILAKU
ApaYG bukan perilaku ?
What is Not Behavior?
PERANAN EMOSI DLM
PROSES BERPIKIR & BERTINGKAHLAKU
•
•
•
•
•
•
MENGARAHKAN AKSI & TKLK
MEMUNGKINKAN MENGONTROL TKLK
MEMBERI ARTI THD PENGALAMAN
MENYIMPAN, MENGORGANISASI &
MENGINGAT KEMBALI PENGALAMAN
MENGGAGAS PENGALAMAN BARU
MEMECAHKAN MASALAH
PERANAN EMOSI DLM
PROSES BERPIKIR & BERTINGKAHLAKU
•
BERPIKIR KREATIF, SELEKTIF, LOGIS, tdk IDIOSINKRETIK
(ANEH)
•
MEMAHAMI KALIMAT LISAN / TULISAN ('RASA' BAHASA)
•
MEMAHAMI KONSEP KUANTITAS, WAKTU, RUANG, SEBABAKIBAT YG BERSIFAT 'RELATIF
•
MEMBENTUK KONSEP DIRI, PENGERTIAN ATAS DIRI (DGN
MEMBANDINGKAN PERASAAN DGN SITUASI YG
DIALAMINYA)
•
MEMISAHKAN REALITAS & FANTASI
•
MENGENDALIKAN TINGKATAN PERKEMBANGAN EMOSI,
SOSIAL & INTELEKTUAL
EMOSI & PERILAKU
KAITAN EMOSI & PRILAKU
• PENENTU
• PENGARAH
• PENGONTROL
• EMOTIONAL
AND/OR BEHAVIOR
DISORDER
(Students with Emotional or Behavioral Disorders - EBD)
SISWA DENGAN GANGGUAN EMOSI
ATAU TINGKAHLAKU
(STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS - EBD)
Sejarah penanganan EBD
6
’s
– Segregated in asylums
1700-1800s – Mental hospitals
1900s
– Advocacy, collaboration, research
DEFINISI IDEA 04:
Emotional Disturbance
(i). 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 child’s
educational performance
(A). An inability to learn which cannot be explained by
intellectual, sensory, or health factors
(B). An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers
(C). Inappropriate types of behavior or feelings under normal
circumstances
(D). A general pervasive mood of unhappiness or
depression
(E). A tendency to develop physical symptoms or fears
associated with personal or school problems
(ii). Emotional disturbance includes schizophrenia.
The term does not apply to children who are
socially maladjusted unless it is determined that
they have an emotional disturbance
DEFINISI - IDEA
(i)
Suatu kondisi yg menunjukkan satu/lebih dari
karakteristik berikut selama jangka waktu yg
panjang, dengan tingkat tinggi, dan berdampak
merugikan kinerja pendidikan:
(a) Ketdkmampuan belajar yg tdk dpt dijelaskan
o/ faktor intelektual, sensorik / kesehatan
(b) Ketdkmampuan u/ membangun /
mempertahankan hub interpersonal yg
memuaskan dgn teman sebaya & guru
The Individuals with Disabilities Education Act (IDEA)
(c) Bentuk perilaku / perasaan yg tdk pantas
dlm keadaan normal
(d) Perasaan ketdk bahagiaan / depresi yg
berlangsung terus menerus
(e) Suatu kecenderungan u/ mengembangkan
gejala-2 fisik / ketakutan yg berhubungan
dgn masalah pribadi / sekolah
(ii).
Skizofrenia termasuk gangguan emosional.
Istilah ini tdk berlaku bagi anak-2 yg secara
sosial maladjusted, kecuali mereka memiliki
gangguan emosional
Emotional Disturbance is NOT
Social maladjustment
• Behavior in conflict with parent
• Behavior associated with a subculture and
contrary to larger community mores
• Behavior which does not render student
helpless, confused or disorientated
Emotional Disturbance is NOT
Conduct disorder
• Aggression against people or
animals
• Property destruction
• Lying or theft
• Serious rule violation
BEBERAPA KONTROVERSI DEFINISI IDEA
Vague, internally inconsistent, incomplete,
nebulous, often illogical, and self-contradictory
Requirement that the disorder must adversely
affect educational performance
Omission of students with social maladjustment
from the emotional disturbance category
Subjectivity involved in determining what is
meant by "a long period of time" and "to a marked
degree
BEBERAPA KONTROVERSI DEFINISI IDEA
Samar, secara internal tdk konsisten, tdk lengkap,
tdk jelas, sering tdk logis, dan kontradiksi-diri
Adanya persyaratan bahwa kelainan tsb harus
mempengaruhi kinerja pendidikan
Penghilangan/pemisahan siswa social maladjusted
dari kategori emotional disturbance
Kemungkinan ada subjektivitas dlm memaknai "a
long period of time" dan "to a marked degree "
ALTERNATIF
Forness and Knitzer (1992) proposed a new
definition based on the findings of the National
Mental Health and Special Education Coalition.
They suggested replacing the term emotional
or behavioral disorder (EBD) with the term
serious emotional disturbance (SED), used in
IDEA.
ALTERNATIF
Forness and Knitzer (1992) mengajukan usulan definisi baru berdasar pd temuan
the National Mental Health and Special Education Coalition.
Mereka menyarankan mengubah istilah emotional or behavioral disorder (EBD) dgn
serious emotional disturbance (SED).
KLASIFIKASI EBD
Educational
•Internalizing and externalizing disorders
Dimensional
•Conduct disorder, socialized aggression,
attention problems-immaturity, anxiety
withdrawal, psychotic behavior, motor
tension-excess
Medical
PREVALENSI EBD
• 2% of the school-age population (USDOE estimate)
• The actual number of students ages 6-21 being identified
and served under the IDEA 04 category of emotional
disturbance is less than half the USDOE estimate.
• 8% of students with disabilities fall under the emotional
disturbance label, the fourth largest IDEA 04 disability
category
• More males than females
• Older students identified more than younger
• Poverty appears to double the risk of EBD
• African American males are overrepresented
SEBAB-SEBAB EBD
Unknown
Environment
-
Family factors
School factors
Genetics
Combination of Environment and
Genetics
KARAKATERISTIK EBD
They vary
Differ in males and
females
Differ across age
Related to ethnicity
Externalizing behaviors
- Hitting, fighting
- Most often referred
Internalizing behaviors
- Anxiety, withdrawal
-
Schizophrenia
Typically score in the low
average range of
intelligence
Language deficits
IDENTIFIKASI EBD
Interviews with parents and teachers
Use of academic testing
Observations
- Informal data collection
- Functional Behavioral Assessment
Use of behavior rating scales, behavior
assessment systems, personality inventories, and
projective tests
PENGAJARAN EBD
Academic Skills
Social Skills
Service-Learning Programs
Intervention must be sustained, flexible,
positive, collaborative, culturally
appropriate, and continually monitored.
KEBUTUHAN EBD DLM PERENCANAAN
TRANSISI PEMBELAJARAN
Relevant, engaging, and useful curriculum
Include vocational and life skills
Preparation for postsecondary educational
experience
May include transition from juvenile
detention and transition from
homelessness to school
PENGAJARAN EBD
Early Intervention
Direct Instruction
Cognitive Behavioral Intervention
Behavioral Management Intervention
Behavioral intervention plans
Techniques to increase behaviors
Techniques to decrease behaviors
Some good strategies…
Contracts
Response Cost (Implementing penalties for
misbehavior)
Self-monitoring (Students keep track of their
own behavior, thus building self-control)
Task Analysis (Breaking a task into the steps
to be followed for its completion)
“Time Out” (Removing a student from a
setting that is promoting the misbehavior)
Token Economies and Point Systems
PERTIMBANGAN-2 DLM TEKNIK
MANAJEMEN BEHAVIORAL
o
o
o
o
o
o
o
o
o
Positive and Negative Reinforcement
Token Economy
Contingency Contracts
Premack Principle
Differential Reinforcement
Time-out
Response Cost
Extinction
Punishment
TEKNIK-2 NON BEHAVIORAL YG DPT
DIGUNAKAN
Creative Dramatics
Play Therapy
Bibliotherapy
Pharmacological Treatment
LINGKUNGAN BELAJAR :
YG HRS DIPERTIMBANGAN
Motivate students.
Provide a safe environment.
Arrange room for positive social interaction.
Provide structure and consistency.
Maximize academic engagement.
Use school-wide positive behavioral supports.
Encourage cross-age tutoring.
Provide individual and group contingencies.
TEKNOLOGI PEMBELAJARAN
YG DPT DIGUNAKAN
Computer-based activities
Self-monitoring
Self-paced lessons (pembelajaran2 YG
langkah-langkahnya ditetapkan oleh diri
sendiri)
…………
PENGAYAAN
BACA, PAHAMI, DISKUSIKAN, DAN
LAPORKAN HASILNYA
Children with Emotional and Behavior
Disorders
According to the U.S. Department of Education,
the inability of teachers to manage behavior
problems in the classroom is rated the most
serious problem facing teachers.
Many people assume that children with behavior
disorders can control their actions and could stop
their disturbing behavior if they wanted to, but
this is not the case.
History
Two centuries ago, children with behavior problems were believed to be
possessed by the devil, insane, or mentally deficient.
The professionals who treated them were for the most part physicians
or clergy.
After WWII, the responsibility for children with emotional and behavior
disorders shifted from medical and mental health professionals to
educators.
The schools then assumed greater responsibility for their treatment,
and the treatment became increasingly behavioral and educational.
Federal Definition of Emotional and
Behavior Disorders
A condition exhibiting one or more of the following characteristics over
a long period of time and to a marked degree that adversely affects
academic performance.
A. An inability to learn that cannot be explained by intellectual,
sensory, or health factors.
B. An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers.
C. Inappropriate types of behavior or feelings under normal
circumstances.
D. A general pervasive mood of unhappiness or depression.
E. A tendency to develop physical symptoms or fears associated with
personal or school problems.
the term does not apply to children who are socially maladjusted
unless it is determined that they have an emotional disturbance.
PROBLEM TERKAIT DEFINISI
What is considered a long period of time ?
What is considered a marked degree ?
What are normal circumstances ?
This definition also places all of the responsibility for
the problem onto the child, and none onto the child’s
environment.
PROBLEM TERKAIT DEFINISI Continued
PERTANYAAN :
BAGAIMANA DENGAN ANAK-ANAK YG SECARA SOSIAL
MALADJUSTED DAN TDK DAPAT TERBUKTI MEMILIKI GANGGUAN
EMOSIONAL?
JAWABAN:
SEKOLAH (UNTUK SEBAGIAN BESAR) MENGANGGAP BAHWA SETIAP
ANAK YG MENUNJUKKAN MASALAH PERILAKU YG SERIUS DAPAT
SECARA OTOMATIS DIASUMSIKAN SECARA EMOSIONAL TERGANGGU
DAN DENGAN DEMIKIAN MEMENUHI SYARAT UNTUK PENANGANAN.
What behaviors are acceptable?
Some behaviors are considered unacceptable in
almost all settings (physical attacks, constant
weeping, etc).
However, the acceptability of many behaviors depends
on the attitude of the perceiver.
A definition of acceptable behavior must also allow for
cultural differences.
Risk Factors that Influence
Behavioral Disorders
Lack of bonding to school
Delinquent peers
Internalizing comorbidity (the presence of one
or more disorders in addition to a primary
disorder)
Prior antisocial behavior
Low academic achievement
Non-supportive home environment
Corporal punishment by parents
Controversial socioeconomic status
Risk Factors that Influence Behavioral
Disorders
Kurangnya ikatan pd sekolah
Kelompok anak nakal
Internalisasi comorbidity (kehadiran satu atau lebih
gangguan di samping gangguan utama)
Perilaku antisosial sebelumnya
Prestasi akademik rendah
Lingkungan rumah tdk mendukung
Hukuman fisik oleh orang tua
Kontrovesi Status sosial-ekonomi
Protective Factors that Influence
Behavioral Disorders
Age at first identification
Adequate academic performance
Play activities
Lack of corporal punishment
Intact (keutuhan) family structure
Popular social status
High IQ
Negative Behaviors
Impulsivity
Physical aggression
Cursing/Foul Language and/or inappropriate comments
Lying
Tattling
Self-stimulation: rocking, biting
Bullying and harrassment
Defiant, oppositional, resistant, and/or uncooperative behavior
Apathy and lethargy
Symptoms of depression
“Testing the limits” behaviors
Avoidance
“Stick to the rules” behaviors - “You said were going to do math first
today!”
Backsliding/Regression (after progress has been made)
LSI Steps
• I = Isolate the conversation
• E = Explore student’s point of view
• S = Summarize feelings and content
• C = Connect behavior to feelings
• A = Alternative behaviors discussed
• P = Plan developed/Practice new behavior
• E = Enter student back into routine/class
Differences between
Discipline and Punishment
DISCIPLINE
PUNISHMENT
Prevention
Is reactive
Logical consequences
Consequences not related to event
Consequences are predicted
Consequences assigned after the
event
Teaching approach
Internal control
Based on unconditional positive
regard
Authoritarian approach
External control
Based on adult authority
Helpful and supportive
Disregards unique student needs
Psychological and phsyical stress is
unacceptable
Psychological and physical stress
are acceptable
Reintegration is goal
Exclusion is goal
IDEA-Definition of Serious Emotional
Disturbance (SED)
One or more of the following characteristics over a long
period of time and to a marked degree that adversely
affects educational performance
• Inability to learn not related to other factors
•
•
•
•
•
Inability to build or maintain satisfactory peer or teacher relationships
Inappropriate feelings or behavior under normal conditions
Frequently unhappy or depressed
Often fearful
Definition does not apply to children who are “socially maladjusted”
8-1
Problems with IDEA Definition
Definition is vague and subjective
• What are “satisfactory” peer and teacher relationships?
• What does “inappropriate” behavior look like?
The definition, as written, excludes children on the basis for which they
are included
• How does one differentiate between “socially maladjusted”
and true “emotional disturbance”?
Individual teacher expectations and tolerances make identification a
difficult and subjective process
Copyright © 2003 Pearson Education, Inc. All rights reserved.
8-2
CCBD Definition of Emotional or Behavioral
Disorders
Behavioral or emotional responses so
different from appropriate age, cultural, or
ethnic norms that they adversely affect
educational performance
• More than temporary, expected responses to
stress
• Consistently exhibited in two different settings, at
least one of which is school related
• Unresponsive to direct intervention in the general
education setting
Copyright © 2003 Pearson Education, Inc. All rights reserved.
8-3
Common Characteristics of Children
with EBD
Two primary behavioral excesses
• Externalizing behaviors (most common behavior pattern)
• Noncompliance
• Temper tantrums
• Property destruction
• Threats of violence or violence toward peers and/or
teachers
• Internalizing behaviors
• Overly shy or immature
• Withdrawn
• Hypochondria
• Easily upset and difficult to calm
Copyright © 2003 Pearson Education, Inc. All rights reserved.
8-4
Common Characteristics (cont.)
Behavioral deficits
• Academic achievement
• Low GPA
• High absenteeism
• At risk for school failure and early drop out
• Social skills
• Less participation in extracurricular activities
• Lower quality peer relationships
• Juvenile delinquency
Copyright © 2003 Pearson Education, Inc. All rights reserved.
8-5
Prevalence
Prevalence
• Estimates vary, but about 3% to 5% of school-age
population
• Given prevalence data, many students not receiving
specialized services
Gender
• The vast majority are boys
Copyright © 2003 Pearson Education, Inc. All rights reserved.
8-6
Causes
Biological factors
• Brain injury or dysgenesis
• Genetics
• Temperament
Environmental factors
• Home - Inconsistent parenting practices
• Community - Low SES, gangs, high crime rate
• School - Low ASR, coercive pain control
Copyright © 2003 Pearson Education, Inc. All rights reserved.
8-7
Identification and Assessment
Screening tests
• Used to determine if intervention is warranted
• Behavior rating scales or checklists
Projective tests
• Ambiguous stimuli
• Limited usefulness for education planning
Direct observation and measurement
• Directly focuses on the child’s problems
• Useful for educational planning
Copyright © 2003 Pearson Education, Inc. All rights reserved.
8-8
Functional Behavioral Assessment
Systematic, data-driven process
• Informal assessment
• School records, parent interviews, teacher checklists
• Direct observation and measurement
• In-class observation when behavior is likely to occur
• Hypothesis development
• All informal and observational data used to develop
intervention based on probable cause of the behavior
• Intervention
• Teaching functional replacement behaviors
• Evaluation and modification
• Data are collected to determine success of the intervention
8-9
Curriculum Goals
Social skills
•
•
•
Cooperation skills
Appropriate ways to express feelings
Responding to failure
Academic skills
•
•
•
High ASR
Direct, explicit instruction
High rates of teacher praise
8-10
Curriculum Goals (cont.)
Behavior management
•
•
Clear school-wide expectations
Positive proactive classroom management
strategies
Self-management
•
•
Self-monitoring
Self-evaluation
Peer mediation and support
•
•
Peer tutoring
Positive peer reporting
8-11
Self-Management Card
Copyright © 2003 Pearson Education, Inc. All rights reserved.
8-12
Fostering Strong Teacher-Student
Relationships
Differential acceptance
• Witness or be the victim of acts of anger without
responding similarly
Focus on alterable variables
• Teachers should focus effort on only those variables
that make a difference in student learning and can be
affected by sound teaching practice
8-13
Educational Placement Alternatives
More than 50% of students with EBD receive
their education in:
• Separate classrooms
• Special schools
• Residential facilities
Most students receiving special education
because of emotional or behavioral disorders
have serious problems that require intensive
intervention
8-14
Current Issues and Future Trends
Revising the federal definition to meet the
needs of students
Prevention efforts in the community
Clarify regulations for disciplining students
Improving services for youth in correctional
facilities
Developing “wraparound” services for families
Putting into practice research validated
teaching methods
8-15
Impact of Disability
Academic
•Skill deficits
•Trouble beginning tasks
•Difficulty maintaining attention
•Problems completing tasks
Impact … Behavior
Externalizing – Acting out
•
•
•
•
Aggression
Defiance
Disruption
Fighting
Internalizing - Withdrawing
•
•
•
•
Isolation
Self abuse
Depression
Anxiety
Interaction with others (making and keeping friends)
• Coping strategies
• Reading social cues
Academic Tasks - Assistance
Provide clear, specific directions
Use curricular interventions
Tasks at student’s academic level
Assignments broken into smaller parts
Breaks given as needed
Student strengths utilized to learn new
material
• Opportunities for choice making
•
•
•
•
Externalizing & Internalizing
Behaviors – Assistance
Listen to/observe student and make
adjustments
Teach relaxation techniques
Teach alternate behaviors
Social Skills - Assaistance
Teach social skills proactively
Break skills down into parts
Teach, model, practice and
reinforce skills
Teach self-regulating skills
Hierarchy of Behavioral Supports
School–wide positive behavior support
Classroom Management
Individual Support Plan
Developed by: Institute On
Violence and Destructive
Behaviors, University of
Oregon (1999)
Targeted/
Intensive
•
•
•
•
Intensive social skills training
Individual behavior management plans
Parent training and collaboration
Multi-agency collaboration (wrap-around) services
(High-risk students)
Individual Interventions
(3-5%)
Selected
(At-risk Students)
Classroom & Small
Group Strategies
• Intensive social skills training
• Self-management programs
• Parent training and collaboration
• Adult mentors (check-in)
• Increased academic support
(10-15% of students)
Universal
(All Students)
School-wide Systems of Support
(85-90% of students)
• Social Skills Training
• Positive, proactive discipline
• Teaching school behavior
expectations
• Active supervision and monitoring
• Positive reinforcement systems
• Firm, fair, and corrective discipline
School-wide Positive
Behavior Support
School-wide rules and expectations
•
•
•
•
•
Defined
Taught
Modeled
Practiced
Reinforced
ALL members of school community participate
in development and implementation of policy
Classroom Management
Identify 3 – 5 clear, concise , positively
stated rules
• Taught, modeled, practiced, reinforced
Reinforce appropriate behavior
Predictable schedule/environment/routine
Active monitoring
Provide corrective feedback privately
Avoid power struggles between student and
staff
Individual Behavior Support Plan
A-B-C
• Antecedent – Behavior - Consequence
Communicative Intent
(purpose of the behavior)
• To get or get away from…
• Sensory, Escape, Attention, Tangible
Replacement behavior
• What the should the student do instead?
• Must serve the same purpose
Reinforcement
• How, when, how often will student be reinforced?
Proactive vs. Reactive Strategies
Proactive
• Teach new behaviors
• Reinforce appropriate behavior
• Emphasize positive expectations
Reactive
• Does not promote new learning
• May stop the behavior momentarily
• Emphasize negative consequences
Examples of Strategies
Proactive
• Point system
rewards
• Modeling
• Clear, specific
expectations
• Contracts
Reactive
• Time away
• Planned ignoring
• Loss of activities,
privileges
• Punishment
How Can Support Be Provided?
Unconditional positive regard for the
student
Teach appropriate behavior and social skills
Positive reinforcement for appropriate
behavior
Prompts (visual, auditory, gesture, picture)
Frequent positive check in
with school
staff
Schedules
Peer support