INST 210 1st Edition Lecture 13 Outline of Last Lecture II. Discussion questions,III. Additional resourcesOutline of Current Lecture I. EBD,II. Defining EBD,III. Characteristics of individuals with an EBD,IV. Assessment tools,V. Environmental issuesCurrent LectureI.EBD = an inability to learn that cannot be explained by intellectual, sensory, or health factorsa.The second largest cause of death in young children (car crashed are the second largest).II. Defining EBD: Inability to learna. Inability to build/maintain satisfactory interpersonal relationships with peers/adultsb. Behavior for feelings that are inappropriate under normal circumstancesc. General/pervasive unhappiness or depressiond. Physical symptoms or fears associated with personal or school problems (Depending on who it is and their levels of stress, it may be a different level before defining it depression). There is a disconnect in diagnosing depression particularly in African American boys (due to cultural customs and behaviors that testers are not aware of).III. Characteristics of Individuals with EBD:a. Emotional: anxiety disorder, mood disorder, oppositional defiant disorder, conduct disorder, schizophreniab. Behavioral: externalizing, internalizingc. Cognitive/academic: average IQ, below 25th percentile on reading and math assessments, high assessments d. Do you have a stereotypical image of what students with EBD are like? --Most people do. One image would be that people are incredibly smart, which could be mistaken for being EBD. Another image: we expect them to have more outbursts,These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.trouble with the law, in ISS, anger, defiance, possibly end up in juvenile detention center. IV. Assessment tools: a. Scale for assessing emotional disturbance (SSED)b. Behavioral and emotional rating scale- Second edition (BERS-2) Who do you think is more involved in diagnosing these disorders-- special ed or gen ed? General education! When kids start exhibiting behaviors at tier 1, trying interventions at tier 2, then you’d start referring to sped, which all takes place in the gen ed classroom. Testing and identifying is still in gen ed. Some teachers are reluctant to refer kids because of the paperwork, but really they should be referred-- early intervention is key! V. Environmental issues: these can impact kids' emotional or behavioral disorders. a. School factors: i. Teacher training (many times the least qualified teachers get the children with behavior problems or the hardest kids to teach; they don’t have the training!)ii. implementation of BIP-- if every teacher is implementing the behavior plan consistently, then there will not be so much of problemiii. lack of IEPb. Family issues: i. Poverty-- exacerbates the problemii. parents feel blame—it’s very hard to take this on and parents may not know what to doiii. family history of mental illness-- tends to run through families (ex: schizophrenia) c. What happens if we get into a power struggle with a student? Teacher will lose! You have damaged that relationship and you have to think smart. Don’t argue or power struggle. Have one shot to build a