EMOSI
&
PERILAKU
•
MENGARAHKAN AKSI & TKLK
•
MEMUNGKINKAN MENGONTROL TKLK
•
MEMBERI ARTI THD PENGALAMAN
•
MENYIMPAN, MENGORGANISASI &
MENGINGAT KEMBALI PENGALAMAN
•
MENGGAGAS PENGALAMAN BARU
•
MEMECAHKAN MASALAH
PERANAN EMOSI DLM
• BERPIKIR KREATIF, SELEKTIF, LOGIS, tdk IDIOSINKRETIK (ANEH)
• MEMAHAMI KALIMAT LISAN / TULISAN ('RASA' BAHASA)
• MEMAHAMI KONSEP KUANTITAS, WAKTU, RUANG, SEBAB-AKIBAT YG BERSIFAT 'RELATIF
• MEMBENTUK KONSEP DIRI, PENGERTIAN ATAS DIRI (DGN MEMBANDINGKAN PERASAAN DGN SITUASI YG
DIALAMINYA)
• MEMISAHKAN REALITAS & FANTASI
• MENGENDALIKAN TINGKATAN PERKEMBANGAN EMOSI, SOSIAL & INTELEKTUAL
PERANAN EMOSI DLM
• PENENTU
• PENGARAH
• PENGONTROL
•EMOTIONAL
AND/OR BEHAVIOR DISORDER
(Students with Emotional or Behavioral Disorders - EBD)
SISWA DENGAN GANGGUAN EMOSI ATAU TINGKAHLAKU
6 ’s – Segregated in asylums 1700-1800s – Mental hospitals
1900s – Advocacy, collaboration, research
(i). 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
(A). An inability to learn which cannot be explained by intellectual, sensory, or health factors
(B). An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
(C). Inappropriate types of behavior or feelings under normal circumstances
DEFINISI IDEA 04:
(D). A general pervasive mood of unhappiness or depression
(E). A tendency to develop physical symptoms or fears associated with personal or school problems
(ii). Emotional disturbance includes schizophrenia. The term does not apply to children who are
(i) Suatu kondisi yg menunjukkan satu/lebih dari
karakteristik berikut selama jangka waktu yg
panjang, dengan tingkat tinggi, dan berdampak merugikan kinerja pendidikan:
(a) Ketdkmampuan belajar yg tdk dpt dijelaskan o/ faktor intelektual, sensorik / kesehatan
(b) Ketdkmampuan u/ membangun /
mempertahankan hub interpersonal yg memuaskan dgn teman sebaya & guru
DEFINISI - IDEA
(c) Bentuk perilaku / perasaan yg tdk pantas dlm keadaan normal
(d) Perasaan ketdk bahagiaan / depresi yg berlangsung terus menerus
(e) Suatu kecenderungan u/ mengembangkan gejala-2 fisik / ketakutan yg berhubungan dgn masalah pribadi / sekolah
(ii). Skizofrenia termasuk gangguan emosional. Istilah ini tdk berlaku bagi anak-2 yg secara
Social maladjustment
•
Behavior in conflict with parent
•
Behavior associated with a subculture and
contrary to larger community mores
•
Behavior which does not render student
helpless, confused or disorientated
Conduct disorder
•
Aggression against people or
animals
•
Property destruction
•
Lying or theft
•
Serious rule violation
Vague, internally inconsistent, incomplete,
nebulous, often illogical, and self-contradictory
Requirement that the disorder must adversely affect educational performance
Omission of students with social maladjustment from the emotional disturbance category
Subjectivity involved in determining what is
meant by "a long period of time" and "to a marked degree
Samar, secara internal tdk konsisten, tdk lengkap, tdk jelas, sering tdk logis, dan kontradiksi-diri
Adanya persyaratan bahwa kelainan tsb harus mempengaruhi kinerja pendidikan
Penghilangan/pemisahan siswa
social maladjusted
dari kategori
emotional disturbance
Kemungkinan ada subjektivitas dlm memaknai
"a
long period of time" dan "to a marked degree "
Forness and Knitzer (1992) proposed a new
definition based on the findings of the National
Mental Health and Special Education Coalition.
They suggested replacing the term
emotional
or behavioral disorder
(EBD) with the term
serious emotional disturbance
(SED)
, used in
IDEA
.Forness and Knitzer (1992) mengajukan usulan definisi baru berdasar pd temuan the National Mental Health and Special Education Coalition.
Mereka menyarankan mengubah istilahemotional or behavioral disorder (EBD) dgn
serious emotional disturbance (SED).
Educational
•
Internalizing and externalizing disorders
Dimensional
•
Conduct disorder, socialized aggression,
attention problems-immaturity, anxiety
withdrawal, psychotic behavior, motor
tension-excess
Medical
• 2% of the school-age population (USDOE estimate)
• The actual number of students ages 6-21 being identified and served under the IDEA 04 category of emotional
disturbance is less than half the USDOE estimate.
• 8% of students with disabilities fall under the emotional disturbance label, the fourth largest IDEA 04 disability category
• More males than females
• Older students identified more than younger
• Poverty appears to double the risk of EBD
• African American males are overrepresented
Unknown
Environment
-
Family factors
-
School factors
Genetics
Combination of Environment and
Genetics
Internalizing behaviors - Anxiety, withdrawal - Schizophrenia
Typically score in the low average range of
intelligence
Language deficits
They vary
Differ in males and females
Differ across age
Related to ethnicity
Externalizing behaviors
- Hitting, fighting
- Most often referred
Interviews with parents and teachers
Use of academic testing
Observations
- Informal data collection
- Functional Behavioral Assessment
Use of behavior rating scales, behavior
assessment systems, personality inventories, and projective tests
Academic Skills
Social Skills
Service-Learning Programs
Intervention must be sustained, flexible,
positive, collaborative, culturally
appropriate, and continually monitored.
Relevant, engaging, and useful curriculum
Include vocational and life skills
Preparation for postsecondary educational
experience
May include transition from juvenile
detention and transition from
homelessness to school
Early Intervention
Direct Instruction
Cognitive Behavioral Intervention
Behavioral Management Intervention Behavioral intervention plans
Techniques to increase behaviors Techniques to decrease behaviors
Contracts
Response Cost (Implementing penalties for misbehavior)
Self-monitoring (Students keep track of their own behavior, thus building self-control)
Task Analysis (Breaking a task into the steps to be followed for its completion)
“Time Out” (Removing a student from a
setting that is promoting the misbehavior)
Token Economies and Point Systems
o Positive and Negative Reinforcement o Token Economy
o Contingency Contracts o Premack Principle
o Differential Reinforcement o Time-out
o Response Cost o Extinction
o Punishment
Creative Dramatics
Play Therapy
Bibliotherapy
Pharmacological Treatment
Motivate students.
Provide a safe environment.
Arrange room for positive social interaction. Provide structure and consistency.
Maximize academic engagement.
Use school-wide positive behavioral supports. Encourage cross-age tutoring.
Provide individual and group contingencies.
LINGKUNGAN BELAJAR :
Computer-based activities
Self-monitoring
Self-paced lessons
(pembelajaran2 YG
langkah-langkahnya ditetapkan oleh diri
sendiri)
BACA, PAHAMI, DISKUSIKAN, DAN
LAPORKAN HASILNYA
According to the U.S. Department of Education, the inability of teachers to manage behavior
problems in the classroom is rated the most serious problem facing teachers.
Many people assume that children with behavior disorders can control their actions and could stop their disturbing behavior if they wanted to, but this is not the case.
Two centuries ago, children with behavior problems were believed to be possessed by the devil, insane, or mentally deficient.
The professionals who treated them were for the most part physicians
or clergy.
After WWII, the responsibility for children with emotional and behavior disorders shifted from medical and mental health professionals to
educators.
A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects academic performance.
A. An inability to learn that cannot be explained by intellectual, sensory, or health factors.
B. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
C. Inappropriate types of behavior or feelings under normal circumstances.
D. A general pervasive mood of unhappiness or depression.
E. A tendency to develop physical symptoms or fears associated with personal or school problems.
the term does not apply to children who are socially maladjusted
unless it is determined that they have an emotional disturbance.
What is considered a long period of time ? What is considered a marked degree ?
What are normal circumstances ?
This definition also places all of the responsibility for
the problem onto the child, and none onto the child’s
environment.
PROBLEM TERKAIT DEFINISI
-Continued
PERTANYAAN :
BAGAIMANA DENGAN ANAK-ANAK YG SECARA SOSIAL
MALADJUSTED DAN TDK DAPAT TERBUKTI MEMILIKI GANGGUAN EMOSIONAL?
JAWABAN:
SEKOLAH (UNTUK SEBAGIAN BESAR) MENGANGGAP BAHWA SETIAP ANAK YG MENUNJUKKAN MASALAH PERILAKU YG SERIUS DAPAT
Some behaviors are considered unacceptable in almost all settings (physical attacks, constant weeping, etc).
However, the acceptability of many behaviors depends on the attitude of the perceiver.
A definition of acceptable behavior must also allow for cultural differences.
Lack of bonding to school Delinquent peers
Internalizing comorbidity (the presence of one or more disorders in addition to a primary
disorder)
Prior antisocial behavior
Low academic achievement
Non-supportive home environment Corporal punishment by parents
Controversial socioeconomic status
Kurangnya ikatan pd sekolah Kelompok anak nakal
Internalisasi comorbidity (kehadiran satu atau lebih gangguan di samping gangguan utama)
Perilaku antisosial sebelumnya Prestasi akademik rendah
Lingkungan rumah tdk mendukung
Hukuman fisik oleh orang tua
Kontrovesi Status sosial-ekonomi
Age at first identification
Adequate academic performance
Play activities
Lack of corporal punishment
Intact (keutuhan) family structure
Popular social status
High IQ
Impulsivity
Physical aggression
Cursing/Foul Language and/or inappropriate comments
Lying
Tattling
Self-stimulation: rocking, biting
Bullying and harrassment
Defiant, oppositional, resistant, and/or uncooperative behavior
Apathy and lethargy
Symptoms of depression
“Testing the limits” behaviors Avoidance
“Stick to the rules” behaviors - “You said were going to do math first
today!”
Backsliding/Regression (after progress has been made)
• I = Isolate the conversation
• E = Explore student’s point of view
• S = Summarize feelings and content
• C = Connect behavior to feelings
• A = Alternative behaviors discussed
• P = Plan developed/Practice new behavior
• E = Enter student back into routine/class
PUNISHMENT
Is reactive
Consequences not related to event
Consequences assigned after the event
Authoritarian approach
External control
Based on adult authority
Disregards unique student needs
Psychological and physical stress are acceptable
Exclusion is goal DISCIPLINE
Prevention
Logical consequences
Consequences are predicted
Teaching approach
Internal control
Based on unconditional positive regard
Helpful and supportive
Psychological and phsyical stress is unacceptable
Reintegration is goal
Differences between
One or more of the following characteristics over a long
period of time and to a marked degree that adversely affects educational performance
• Inability to learn not related to other factors
• Inability to build or maintain satisfactory peer or teacher relationships
• Inappropriate feelings or behavior under normal conditions
• Frequently unhappy or depressed
• Often fearful
• Definition does not apply to children who are “socially maladjusted”
IDEA-Definition of Serious Emotional
Disturbance (SED)
Definition is vague and subjective
• What are “satisfactory” peer and teacher relationships?
• What does “inappropriate” behavior look like?
The definition, as written, excludes children on the basis for which they are included
• How does one differentiate between “socially maladjusted” and true “emotional disturbance”?
Individual teacher expectations and tolerances make identification a difficult and subjective process
Problems with IDEA Definition
Behavioral or emotional responses so
different from appropriate age, cultural, or ethnic norms that they adversely affect
educational performance
• More than temporary, expected responses to stress
• Consistently exhibited in two different settings, at least one of which is school related
• Unresponsive to direct intervention in the general education setting
CCBD Definition of Emotional or Behavioral Disorders
Two primary behavioral excesses
• Externalizing behaviors (most common behavior pattern)
• Noncompliance
• Temper tantrums
• Property destruction
• Threats of violence or violence toward peers and/or teachers
• Internalizing behaviors
• Overly shy or immature
• Withdrawn
• Hypochondria
• Easily upset and difficult to calm
Common Characteristics of Children
with EBD
Behavioral deficits
• Academic achievement
• Low GPA
• High absenteeism
• At risk for school failure and early drop out
• Social skills
• Less participation in extracurricular activities
• Lower quality peer relationships
• Juvenile delinquency
Common Characteristics (cont.)
Prevalence
• Estimates vary, but about 3% to 5% of school-age population
• Given prevalence data, many students not receiving specialized services
Gender
• The vast majority are boys
Prevalence
Biological factors
• Brain injury or dysgenesis
• Genetics
• Temperament
Environmental factors
• Home - Inconsistent parenting practices
• Community - Low SES, gangs, high crime rate
• School - Low ASR, coercive pain control
Causes
Screening tests
• Used to determine if intervention is warranted
• Behavior rating scales or checklists
Projective tests
• Ambiguous stimuli
• Limited usefulness for education planning
Direct observation and measurement
• Directly focuses on the child’s problems • Useful for educational planning
Identification and Assessment
Systematic, data-driven process
• Informal assessment
• School records, parent interviews, teacher checklists
• Direct observation and measurement
• In-class observation when behavior is likely to occur
• Hypothesis development
• All informal and observational data used to develop intervention based on probable cause of the behavior
• Intervention
• Teaching functional replacement behaviors
• Evaluation and modification
• Data are collected to determine success of the intervention
Functional Behavioral Assessment
Social skills
• Cooperation skills
• Appropriate ways to express feelings
• Responding to failure
Academic skills
• High ASR
• Direct, explicit instruction
• High rates of teacher praise
Curriculum Goals
Behavior management
• Clear school-wide expectations
• Positive proactive classroom management strategies
Self-management
• Self-monitoring
• Self-evaluation
Peer mediation and support
• Peer tutoring
• Positive peer reporting
Curriculum Goals (cont.)
Self-Management Card
Differential acceptance
• Witness or be the victim of acts of anger without responding similarly
Focus on alterable variables
• Teachers should focus effort on only those variables that make a difference in student learning and can be affected by sound teaching practice
Fostering Strong Teacher-Student
Relationships
More than 50% of students with EBD receive their education in
:
• Separate classrooms
• Special schools
• Residential facilities
Most students receiving special education
because of emotional or behavioral disorders have serious problems that require intensive intervention
Educational Placement Alternatives
Revising the federal definition to meet the needs of students
Prevention efforts in the community
Clarify regulations for disciplining students
Improving services for youth in correctional facilities
Developing “wraparound” services for families
Putting into practice research validated teaching methods
Current Issues and Future Trends
Impact of Disability
Academic
•
Skill deficits
•
Trouble beginning tasks
•
Difficulty maintaining attention
Impact … Behavior
Externalizing – Acting out
• Aggression
• Defiance
• Disruption
• Fighting
Internalizing - Withdrawing
• Isolation
• Self abuse
• Depression
• Anxiety
Interaction with others (making and keeping friends)
• Coping strategies
Provide clear, specific directions
Use curricular interventions
• Tasks at student’s academic level
• Assignments broken into smaller parts
• Breaks given as needed
• Student strengths utilized to learn new
material
• Opportunities for choice making
Externalizing & Internalizing
Behaviors
–
Assistance
Listen to/observe student and make
adjustments
Social Skills - Assaistance
Teach social skills proactively
Break skills down into parts
Teach, model, practice and
reinforce skills
Hierarchy of Behavioral Supports
School
–
wide positive behavior support
Targeted/ Intensive (High-risk students) Individual Interventions (3-5%)
Selected
(At-risk Students)Classroom & Small Group Strategies
(10-15% of students)
Universal
(All Students)
School-wide Systems of Support
(85-90% of students)
• Intensive social skills training
• Individual behavior management plans
• Parent training and collaboration
• Multi-agency collaboration (wrap-around) services
• Intensive social skills training
• Self-management programs
• Parent training and collaboration
• Adult mentors (check-in)
• Increased academic support
• Social Skills Training
• Positive, proactive discipline
• Teaching school behavior expectations
• Active supervision and monitoring
• Positive reinforcement systems
• Firm, fair, and corrective discipline
School-wide rules and expectations
• Defined
• Taught
• Modeled
• Practiced
• Reinforced
ALL members of school community participate in development and implementation of policy
Identify 3 – 5 clear, concise , positively stated rules
• Taught, modeled, practiced, reinforced
Reinforce appropriate behavior
Predictable schedule/environment/routine Active monitoring
Provide corrective feedback privately
Avoid power struggles between student and staff
A-B-C
• Antecedent – Behavior - Consequence
Communicative Intent (purpose of the behavior)
• To get or get away from…
• Sensory, Escape, Attention, Tangible
Replacement behavior
• What the should the student do instead?
• Must serve the same purpose
Reinforcement
• How, when, how often will student be reinforced?
Proactive
• Teach new behaviors
• Reinforce appropriate behavior
• Emphasize positive expectations
Reactive
• Does not promote new learning
• May stop the behavior momentarily
• Emphasize negative consequences
Reactive
•Time away
•Planned ignoring
•Loss of activities,
privileges
•Punishment
Proactive
• Point system
rewards
• Modeling
• Clear, specific
expectations
• Contracts
How Can Support Be Provided?
Unconditional positive regard for the
student
Teach appropriate behavior and social skills
Positive reinforcement for appropriate
behavior
Prompts (visual, auditory, gesture, picture)
Frequent positive check in with school
staff
Schedules
