Monday, November 26, 2007

Externalizing Behavior: Conduct Disorder

Samantha Woodhull
CPSY 1001
Professor Alfano
26 November 2007
Special Education Blog: Conduct Disorder

How is your disability defined by the federal and state laws?
Federal Government Definition of Emotional Disturbance: The term means 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:
· An inability to learn that cannot be explained by intellectual, sensory, or health factors
· An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
· Inappropriate types of behavior or feelings under normal circumstances
· A general pervasive mood of unhappiness or depression
· A tendency to develop physical symptoms related to fears associated with personal or school problems
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 (as cited in Smith, 2007, p. 238).
New Jersey Administrative Code for Special Education:"Emotionally disturbed" means 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 student's educational performance due to:
· An inability to learn that cannot be explained by intellectual, sensory or health factors;
· An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
· Inappropriate types of behaviors or feelings under normal circumstances;
· A general pervasive mood of unhappiness or depression; or
A tendency to develop physical symptoms or fears associated with personal or school problems (New Jersey Department of Education, 2006, p.56).

What are the developmental characteristics of persons with this disability?
A person with conduct disorder shows many different developmental characteristics. Some behavioral characteristics they demonstrate are aggression to people and animals, destruction of property, lying or stealing, and violation of rules. They also have higher rates of depression, learning troubles, higher rates of injury, and poor relationships with other people (Baugh (2005)).

If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability?
If I were a teacher in a general education classroom, some information and strategies that would help me support a child with conduct disorder are a series of steps described in behavioral disorders: focus on change. As a teacher, you need to focus on behaviors that need to be changed, identify new behaviors that need to be developed, provide opportunities to practice new behavior, treat social deficits as errors in learning, and teach students to take responsibility for their own learning (Baugh (2005)).

What resources would you use as a teacher to serve this child?
· One resource that would help a teacher serve a child with conduct disorder is the child study team in the school. These are the group of people that study a child. The note their behavior, the way they learn, and the way they interact with other students. These are the people that create a child’s IEP and ways to teach them.
· Another resource that would help a teacher serve a child with conduct disorder is the child’s previous teachers. You can learn many valuable tips about teaching a certain student through their experience with the student. You could also learn how they interact with other students and how to control their bad behavior towards the other students.
· Another resource a teacher could use would be http://www.jimwrightonline.com/pdfdocs/specialneedsideas.pdf. This is a website dedicated to providing teachers with special education students, strategies in which to educate the children most effectively.
· The last resource teachers can use it the website http://www.spsk12.net/departments/specialed/odd.htm. This is a website dedicated to the most common type of conduct disorder. It explains what it is, how children affected by it act, how to teach students with it, and how to accommodate students with conduct disorder.

Works Cited

Baugh, C. (2005) Oppositional Defiant Disorder. Retrieved November, 15 2007 from Suffolk Public Schools. Website: http://www.spsk12.net/departments/specialed/odd.htm

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