Students+with+Behavior+Disorders+(CHAP.+7)

__Back to Specific Special Needs__

=Behavior Disorders=

//__**General Information**__//
//Behavior Disorders are present in 8-20% of all children. Boys are prevalent in this category with a 5:1 ratio to girls with behavior disorders. Often, behavior disorders are accompanied by other disabilities (e.g. learning disabilities, ADHD, etc.) Students with behavior disorders are often considered by teachers to be the greatest barrier to effective teaching. They are also often misunderstood as simply "trying to get attention," instead of containing a real disability.//

**__Definition and Characteristics__**

 * A behavioral disorder has been defined as, "A chronic condition that is characterized by behavioral or emotional responses that differ from age, cultural, or ethnic norms to such a degree that educational performance is adversely affected." (Council for Children with Behavior Disorders)


 * ===3 criteria required for an individual to qualify as having a behavior disorder:===
 * 1) ===**Chronicity**- behavior shown over a period of time===
 * 2) ===**Severity-** extreme behavior, beyond typical===
 * 3) ===**Pervasiveness-** behavior existence transverse to school settings; must affect school performance===

__Classifications__
//subject is physically and verbally aggressive, negative, and irresponsible// //subject demonstrates actions such as loss of temper, anger-exhibiting behaviors, as well as arguments with authority figures// //subject is self-conscious, extra-ordinarily shy/anxious, easily embarrassed, hypersensitive, etc.// //subject contains a short attention span/poor concentration, passive, sluggish, distracted easily// //subject participates in delinquent subculture behaviors(stealing, drugs or alcohol, etc.)// //expresses implausible ideas, engages in repetitive speech, exhibits highly unusual or bizarre behavior (Darrow p. 137)// //verbal or physical excess, demonstrates restless or tense actions( e.g. unable to sit still)//
 * Conduct disorder
 * Oppositionally defiant
 * Anxiety-withdrawal
 * Attention problems-immaturity
 * Socialized aggression
 * Psychotic behavior
 * Motor excesses

**Further Classification**
__Externalizing behaviors:__ overt or active behaviors, usually directed at others //(e.g. throwing tantrums, hitting, spitting, scratching, throwing objects, biting, setting fires, harming animals)//

__Internalizing behaviors:__ not directed at others, but rather demonstrate withdrawal from others //(e.g. playing alone, frequent crying, excessive complaining, rarely speaking, not sleeping or sleeping too much, daydreaming, exhibiting little facial affect)//

Technically, ADHD is not a behavioral disorder. However, its symptoms are similar to other behavior disorders, and likewise usable interventions are more or less the same**.**
 * ADHD**

Council for Exceptional Children- further information regarding disabilities and helpful interventions can be found at this site PsychTests-a list of behavioral assessments with descriptions can be found at this site
 * Helpful Online Resources Related to Behavior Disorders**

__General Strategies for Educational Accommodations__

 * Applied Behavioral Analysis (ABA)**


 * Method:**
 * 1) clearly define the problem behavior within the context of the environment,
 * 2) reliably measure and objectively evaluate the target behavior
 * 3) arrange the environment and provide consequences for decreasing undesirable behaviors
 * 4) teach desirable behaviors through reinforcement-based opportunities


 * Positive Behavioral Support (PBS)**


 * Method:**
 * 1) functional assessment
 * 2) comprehensive intervention
 * 3) lifestyle enhancement

Instructional accommodations
 * Give clear, uncomplicated directions
 * Use the student's name and look at them
 * Define expectations for classroom behavior; be consistent in administering consequences for misbehavior
 * Make desirable activities contingent upon less desirable activities
 * Behavior expectations with positive commands rather than negative ones
 * Reinforce positive actions
 * Set the occasion for problem students to be reinforced

Suggestions from //Teaching Discipline// (Madsen & Madsen, 2000)
 * Avoid labeling students
 * Reserve emotions
 * Use peers as solutions
 * Analyze problem situations as to antecedents and consequences

Reference: Adamek, Mary S., and Alice-Ann Darrow. //Music in Special Education//. Silver Spring, MD: American Music Therapy Association, 2005. Print.

__Technological Strategies for Educational Accomodations__
[|Google Docs]-
 * **Presentation Software**- eg. PowerPoint, Google Presentation, etc. in order to create interactive and attention-capturing presentations. Often times students with behavioral disorders have wandering attention spans. Keeping them engaged will help.
 * **Recording devices and Hardware -** Record lessons, assignments, exercises so that the student can view work outside of class. He or she may require time accommodations.

[|Kaossilator] - A program like this one can help give direction to the student's learning by providing boundaries for the student to work within, while at the same time leaving room for creative expression. For example, you can limit the student to the use of the pentatonic scale.

[|Soundbeam]- Allows for the student to participate in music making under specific guidelines. Often behavior disabilities are accompanied by learning disabilities which may hinder the students ability to perform on regular instruments.


 * **Computer Software**- A program like [|MusicAce] would be helpful in developing the musical skills of the student in a fun, engaging, interactive manner. Instead of making desirable activities contingent upon less desirable activities, they can both take place at the same time.

[|Finale] (shareware software for MAC) [|Noteflight] (free online music application)- has the advantages of free cost and availability on different computers via internet connection. [|Sibelius] (shareware software for Windows)
 * **Music Notation Software and Applications**- These are helpful for creating personal exercise sheets for your student to fit his or her specific needs. This way the student can work at an individual pace. Also, these programs provide great learning opportunities to be able to teach students musical concepts such as rhythm, timbre.


 * **Online Blog/Wikispace/Podcast**- Provide availability of information to your student(s) by posting information from the classroom regarding assignments, lessons, etc. on an online site such as the one on which you are currently.

[|Music Professional Learning Network/]- a social network for Music Educators. A good place to ask questions concerning specific issues in the classroom. Ask other teachers how they address problems concerning students with behavior disorders.