- Addressing Barriers to Learning: Helping Students Cope with Disruptive Behaviors
Addressing Barriers to Learning: Helping Students Cope with Disruptive Behaviors
Addressing Barriers to Learning: Helping Students Cope with Disruptive Behaviors. Bipolar Disorder Mental Health in the Schools Series Suzanne Rilling Mili Lal Susan Cole. OBJECTIVES. Overview of Bipolar Disorder Signs and Symptoms Strategies/Interventions Classroom Accommodations - PowerPoint PPT Presentation
Addressing Barriers to Learning: Helping Students Cope with Disruptive BehaviorsBipolar DisorderMental Health in the Schools SeriesSuzanne RillingMili LalSusan ColeOBJECTIVESOverview of Bipolar DisorderSigns and SymptomsStrategies/InterventionsClassroom AccommodationsDeveloping a PlanCase StudyChildhood Bipolar DisorderGeneral Information:Previously called manic depression Alternate between poles of excessive energy and hopelessness1% of populationUsually diagnosed late adolescence or early adulthoodRecognized in children since 1995Diagnostic CriteriaSymptoms are at an inappropriate severity level for age and developmental stage.Must cause SIGNIFICANT functional impairment to be considered a disorder.Essential Clinical FeaturesMarked by EXTREME changes in mood, thought, and behaviorDisturbance must be severe enough to cause impairment in school/family/peer functioning or need hospitalization.Etiology of Childhood Bipolar DisorderGeneticChemical ImbalanceLife stressors exacerbate illnessSigns and Symptoms of Childhood Bipolar DisorderPoor behavior regulationIrritabilityLabileDistractibility Switches topics rapidlySensation SeekingRacing thoughtsInflated Self-EsteemIndecisiveChange in eating habitsSleep disturbanceFatigueDifficulty concentratingFeelings of helplessness and hopelessnessSymptoms Continued..Other possible symptoms:ParanoiaMisinterpretation of social cuesBeliefs of special powersACTIVITYWHAT MIGHT CHILDHOOD BIPOLAR DISORDER LOOK LIKE IN YOUR CLASSROOM/SCHOOL ENVIRONMENT?Observable/Measurable Behaviors of Bipolar Disorder in the ClassroomOff task/Inability to focusSleeping/Head on deskRagesCryingPoor InitiationFlat affectFrequent school absencesPoor gradesPhysical complaintsTypes of Treatment Psychotherapeutic TreatmentsCognitive Behavioral TherapyFamily TherapyOther TherapiesMedication TreatmentsOther ServicesSTRATEGY INFORMATION SHAREWHAT WORKS?WHAT DOESNT?Helpful AccommodationsBack and Forth Notebook between home and schoolExtended time for tests/assignmentsLate start to school day or shortened dayUnlimited access to bathroom/waterExtra set of books at homeTool kit to manage emotionsCalculator for mathBreak long tasks into smaller segmentsPermission to have snacksAlternative/Modified assignmentsBooks on tapeNatural LightHard copy of notesDeveloping A Good Intervention PlanSTEP I: Establish a team STEP 2: Get Student InputSTEP 3: Teach Self-Monitoring TechniquesSTEP 4: Design Classroom Exit Strategy for the studentCASE STUDYJESSICA- 9TH GRADEAVAILABLE SCHOOL-BASED SUPPORT SERVICESIntroduce Elaborate on definition of excessive energy and hopelessness in regards to disorder and fluctuation.Comorbidity: Often associated with ADHD;ODD/CD; Substance Abuse; OCD; Panic Disorder; Social phobia, Tourettes, PDD Clarify developmental stage ie., temper tantrums in a 5 year old.Childhood characteristics may be more subtle.Genetic: one parent = 15-30%, both parents= 50-75% (4-6% - broad spectrum)Give example of life stressors: divorce, move, incarceration, death, new baby, poverty, etc.Give examplesNot as simple as one minute he is sad the next he is happy. Symptoms must be present for at least 6 months!Distorted thinking attributing false motives to others, blaming external conditions, delusional thinking, hallucinations (auditory most common), inaccurate or delusional self observation.Implusive thought, hyper focus, chronic procrastination, difficulty getting organized or started, extreme forgetfulness, need for high stimulationInvolve school based and community resources/agencies (Refer to handout)This is out of school staff control- can only educate parent and provide resources.What doesnt work:General classroom management systemsSuspensionDetentionPunishmentWhat works: Peer and Teacher education about disordersStrong Behavior Intervention Plan with student inputCommunication with parentSafe place in the school; adult mentorTeaching replacement behaviorsHANDOUTTeam: parent, teacher, mental health, case manager, student support team, nurse, counselor, social worker, school psychologist, behavioral support services, etc.Handout when I might need to leave the classroom and crisis management check listStudent Input: Teacher should meet 1:1 with studentSelf-Monitoring Techniques: gage anxiety/moodExit Strategy: determine when student needs a break, nonverbal cue, safe place designated by the team and work on something (puzzle, art, activities) as chosen by student. Do a BIP Provide forms of NHCS BIP form for participants to fill out.