Advanced Organizer 8 - Chapter 8: Learners with Emotional or Behavioral Disorders
Directions: As you review this weekís assigned readings, please complete the Advance Organizer to focus on key points. Submit in the Assignment tab in Blackboard.

Before I read, here are my thoughts:
What do I already know about learners with emotional or behavioral disorders in a few words (you can list terms or share a few experiences youíve had)? That there are underlying issues and these can range from minor to extreme cases.
What questions do I have? None
Rating my knowledge:
Please rate your knowledge before you read using this scale:
1. I donít feel like I know anything about this topic.
2. Iíve heard some of the terms, but couldnít tell you what they mean
3. I feel fairly comfortable with the key concepts, but want to know more.
4. I know all about this, and could teach this section. 3
Summarize your learning about the following terms below Ė how can you support the learning of students with the disabilities discussed in this chapter?
Main Topic Key Points
Externalizing behavior Ė what is it and give examples Involves striking out against others. Aggression, anger, etc.
Internalizing behavior Ė define it and give examples Involves mental or emotional conflicts. Depression, anxiety, etc.
Comorbidity The co-occurrence of two or more conditions.
Schizophrenia A sever thinking disorder. Might believe they are being controlled by outside forces.
Aggression Viewed as a learned behavior and assume that it is possible to identify the conditions under which it will be learned.
Zero tolerance No tolerance for any act whether accidental or on purpose and no matter if the student is disabled or not, all is punished the same.
Manifestation determination (MD) Deciding whether or not a studentís misbehavior is a manifestation of disability.
Positive behavioral intervention plan (BIP) Emphasis on creating proactive and positive interventions and avoiding punishment.
Positive behavioral intervention and support (PBIS) It integrates valued outcomes, the science of human behavior, validated procedures, and systems change to enhance quality of life and reduce problem behavior.
Interim alternative educational setting (IAES) Setup for schools to use alternatives for students with EBD rather than suspension or expulsion.
Treatment matched to problems May be assessed in environments in which the student may feel uncomfortable in order to see what causes the problems to begin with.
Multicomponent treatment May involve more than one assessment tool or a whole team of professionals.
After I read, here are my thoughts:
After I read this, it reminded me of something I already knew (you can share something you know or relate the topic to some other part of your learning) Nothing
Based on your reading in this chapter, what is the best way to support students with emotional or behavioral disorders? Make sure they are assessed properly and in the least restrictive environment as possible and to just listen to them and take them serious.
Reflect on what you learned from Figure 8.1 in the book.
What questions do I still have? None
Rating my knowledge:
Please rate your knowledge after you read using this scale:
1. I donít feel like I know anything about this topic.
2. Iíve heard some of the terms, but couldnít tell you what they mean
3. I feel fairly comfortable with the key concepts, but want to know more.
4. I know all about this, and could teach this section. 4
Other information Iíd like to include/remember from this chapterís reading None