1. Individualize and Personalize QPI’S Hope Fagerland EBD Methods SPED 578

2. Student success In order for students to be successful they need to be in an environment in which they have the ability to be successful. As educators we have the responsibility to set up our classrooms in such a way that it fosters student success. When doing this educators need to remember that all students learn differently! Students with special needs have even a greater obstacle to overcome. Becoming educated about different interventions/programs and then implementing them into the classroom will help to ensure success.

3. Preventing emotional Crisis * Give students opportunities to be in charge Often students who experience emotional crisis feel little control over his/her own life. They act out in order to gain attention and try to influence situations. Interventions: - let them make some of the rules - give responsible jobs - put them in charge of pets or people - one-week positivity campaign (find positive qualities in students to affirm often) - defer to their opinion (“Go ask Joey about _____. He’s good at that.)

4. Preventing emotional Crisis (cont.) * Convey warmth (treat students with respect and dignity) Treating students with respect will not only model how they should treat others, but it conveys the message that they are someone who deserves respect and is worthy of it. Interventions: - Greet students (outside of school, in the hallway, lunchroom, classroom, etc. - Call them by their name - Keep attuned to their needs and interests

5. Bipolar disorder Bipolar disorder can severely impact a student’s ability to acquire academic skills, interact socially with peers and adults, and follow rules and routines within the classroom. There are many undiagnosed students as well, who are struggling in schools and not being supported. It is critical that educators are able to recognize possible signs of this disorder and be able to utilize strategies that address these student’s needs.

6. Classroom Interventions for bipolar disorder Routines outlined and written down – these can be given on a card for the student so that he/she knows what to expect throughout the day. Calm space set aside – having an area in the classroom and/or school that the student can retreat to when feeling overwhelmed is imperative to his/her success Short-term goals – help students learn to set short-term goals to accomplish basic academic tasks.

7. Attention deficit hyperactivity disorder (ADHD) Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders and can continue through adolescence and adulthood. Symptoms include difficulty staying focused and paying attention, difficulty controlling behavior, and hyperactivity (over-activity).

8. Classroom interventions for ADHD Opportunities for movement – have built in time periods during the day for the student to get up and move around (send him/her on errands, have a classroom responsibility for him/her, etc.) Organization – have a specific routine/spot for homework to be turned in daily. This will reduce lost assignments. Stability ball – give the student a stability ball to sit on instead of a chair. This will allow him/her to have continuous movement, which will increase attention and limit distractions to peers in the classroom.

9. depression When a person has a depressive disorder, it interferes with daily life, normal functioning, and causes pain for both the person with the disorder and those who care about him or her. Depression is a common but serious illness, and most who experience it need treatment to get better. There are several forms of depressive disorder, including major depressive disorder, dysthymic disorder, psychotic depression, postpartum depression, seasonal affective disorder.

10. Classroom intervention for depression School contact – have a person within the school that the student feels comfortable talking with so that he/she knows there is always a safe person to go to. Activities – have a list of activities in place for when the student needs a break to focus on something else he/she enjoys. Break tasks into smaller segments – in order to help students from feeling overwhelmed and unable to complete tasks

11. References Bardick, A. D., & Bernes, K. B. (2005). A closer examination of BipolarDisorder in school-age children. Professional School Counseling, 9(1), 72-77. (ERIC document Reproduction Service No. EJ725820). Retrieved from ERIC database. Crundwell, M., & Killu, K. (March 2008). Understanding and developing academic and behavioral interventions for students with Bipolar Disorder. (ERIC document Reproduction Service No. EJ796770). Retrieved from ERIC database. Mendler, A.N. (1997). Power Struggles: Successful Techniques for Educators. Rochester, New York: Discipline Associates. National Institute of Mental Health (NIMH). (2009). Attention Deficit Hyperactivity Disorder. Retrieved July 20, 2009.http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/index.shtml National Institute of Mental Health (NIMH). (2009). Depression. Retrieved July 21, 2009. http://www.nimh.nih.gov/health/publications/depression/index.shtml Senokossoff, G.W., & Stoddard, K. (2009). Swimming in Deep Water; Childhood Bipolar Disorder. (ERIC Document Reproduction Service No. EJ822034). Retrieved from ERIC database.