Cognitive Development and PBS
Krista Hill
The disability that has been selected is the Emotional Disturbance label. This label focuses on the student behavior and moods. According to Cohen & Speniciner (2009), teachers regularly observe behavior problems in preschoolers and children in the elementary grades.
Early Childhood Characteristics of the Emotional Disturbance Disability
* The need for adult attention and comfort at a higher level than their nondisabled peers.
*Shows a significant level of aggression towards others for no one reason.
*Constantly not following directions can be physically and verbally in need of support due to their aggression.
*Frequently crying for no real appear reason.
School-Aged Characteristics of Emotional Disturbance Disability
*Some students will excel at math, reading and writing while some of their other peers with the same disability will struggle in multiple or one academic area.
*According to Cohen & Spenciner (2009), Learning to read may add to the stress and frustration that the student is experiencing already, along with lack of achievement, the student may be absent or truant on a regular basis, thus further impeding progress.
Manifestations in Behavioral Social Skills in the Learning Environment
*The student might have an inappropriate use of language.
*Rejection by peers might be an issue due to the aggression that they have shown in the past.
*Social withdrawal is a characteristic that is shown more at the higher level of this disability.
Compare Traits of Autism and ADHD
Autism Traits
Students with autism have difficulty developing relationships and communicating with others.
Lack of eye of contact
Want the same routine daily.
ADHD
Students with ADHD oftentimes have challenges completing an activity.
Known to talk to their peers during instructions instead of listening to their classroom teacher.
Might not always following directions.
Components of Positive Behavior Support
PBS Components
Some behavior analysts suggest that positive behavior support and applied behavior analysis are the same (e.g., Carr & Sidener, 2002). Quite often students with the label of Emotional Disturbance might be on a behavior plan within the school sitting to assist them in making growth towards their PBS goals for the school. ED students usually will always have some behavioral goals to correct the behavioral problems that have been identify by their classroom teachers, parents and case manager through observations and assessments.
References
Carr, J. E., & Sidener, T. M. (2002). On the Relation Between Applied Behavior Analysis and Positive Behavioral Support. The Behavior Analyst, 25, 245-253.
Cohen, L. G., & Spenciner, L. J. (2009). Teaching Students with Mild and Moderate Disabilities: Research-Based Practices (2nd ed.). Upper Saddle River, NJ: Pearson Education.