LEARNERS WITH SOCIO EMOTIONAL DISORDER

1. Emotional Behavioral Disorder

 Description
 A pattern of disruptive behaviors and emotions. Intense and often prolonged
emotions and behaviors. Inhibited healthy functioning at home, in school, in
social situations, and in other settings.
 The term emotional or behavioral disorders (E/ BD) refers to a variety of
conditions and symptoms that impair the learning, social functioning, safety and
behavioral health of children or adolescents.
 Characteristics
 Children with EBD often have poor interpersonal relationships with others and
may have a mental health disorder underlying the emotional disturbance or act
aggressively towards others. Observable behaviors which may be witnessed in
students with EBD include impulsivity, immaturity, and lack of attention in class.
 Accommodations and modifications
 ENCOURAGE POSITIVE BEHAVIORS
 One of the most important accommodations for students with EBD is to provide
them with a positive and structured environment. This means discouraging
negative behavior while rewarding appropriate behavior. Some ways to do this
include setting clear rules and expectations, providing positive reinforcement
when students display good behavior, and using a token economy system to
reward positive behaviors.
 PROVIDE PROPER ASSIGNMENTS
 It’s important to give students with EBD assignments that are within their abilities
and that match their educational level. Additionally, the types of accommodations
in their IEP and individualized education program can be provided to help these
students succeed.
 ENCOURAGE STUDENTS WITH EMOTIONAL AND BEHAVIORAL
DISORDERS TO PARTICIPATE IN SOCIAL ACTIVITIES
 Many students with EBD struggle with social interactions. It can be helpful to
encourage them to participate in social activities, such as lunchtime groups,
class discussions, or extracurricular activities. This can help them to develop
their social skills and make friends. With satisfactory interpersonal relationships
in hand, students can hope to avoid a general pervasive mood of unhappiness.
Accommodations or modifications for social skills could possibly include:
 Small group work
 Lunch time with small number of peers
 Seat the student close to a positive role model
 Provide additional personal space between desks
 Partnering with a peer to encourage social skills.

2. Anxiety Attack
 Description
 Anxiety is a feeling of fear,dread and uneasiness. It might cause you to sweat,
feel restless and tense, and have a rapid heartbeat. It can be a normal reaction
to stress. For example, you might feel anxious when faced with a difficult
problem at work, before taking a test, or before making an important decision.
 Characteristics
 Feeling tense, nervous or unable to relax.
 Having a sense of dread, or fearing the worst.
 Feeling like the world is speeding up or slowing down.
 Feeling like other people can see you're anxious and are looking at you.
 Accommodation and modification
 Providing emotional support
 Encourage the student to use self-calming or anxiety-reducing techniques that
were taught by a counselor or therapist.
 Allow the student to have a self-calming object or family pictures on hand.
 Build in “call home” breaks (for students with separation anxiety).
 Let the student seek help from a designated staff member with mental health
expertise when feeling anxious.

3. Depression
 Description
 Is a common mental disorder. It involves a depressed mood or loss of pleasure
or interest in activities for long periods of time. Depression is different from
regular mood changes and feelings about everyday life. It can affect all aspects
of life, including relationships with family, friends and community. It can result
from or lead to problems at school and at work.
 Characteristics
 Persistent sad
 Anxious or empty mood
 Feelings of hopelessness or pessimism
 Feelings of irritability, frustration or restlessness
 Accommodation and modification
 Providing a designated calm-down area when the class environment is too
overwhelming.
 Identifying a specific support person at school (such as a counselor) available for
check-ins as needed.
 Incorporating schedule and as needed breaks throughout the day.
 Allowing for preferential seating in an area that’s comfortable for student.
 Creating a plan to help the student make up work when they are absent.
 Allowing extra time to complete tests, quizzes, projects, homework, etc.
 Setting up other accommodations as identified by the school counselor and
social worker upon evaluation of the student’s individual needs.

4. Obsessive Compulsive Disorder

 Description
 Is a long-lasting disorder in which a person experiences uncontrollable and
recurring thoughts (obsession), engages in repetitive behaviors (compulsion), or
both. People with OCD have time consuming symptoms that can cause
significant distress or interfere with daily life.
 Characteristics
 Fear
 Disgust
 Uncertainty
 Doubt
 Fear of losing control over one’s behavior
 Accommodation and modification
 Extended time for tests, audio recordings of lectures and books, preferential
seating and many others.
 Extra time on tests, may work well for students with learning disabilities.
5. Bipolar Disorder
 Description
 Bipolar disorder (formally called manic-depressive illness or manic depression) is
a mental illness that causes unusual shifts in a person’s mood, energy, activity
levels, and concentration. These shifts can make it difficult to carry out day-to-
day tasks.
 Characteristics
 People with bipolar experience periods of unusually intense emotion and
changes in sleep patterns and activity levels, and engage in behaviors that are
out of character for them. Often without recognizing their likely harmful or
undesirable effects. These distinct periods are called mood episodes.
 Accommodation and modification
 Decreased reading assignments or having books on tape or computer screen
reading due to blurred vision.
 Reducing or discontinuing homework may be necessary for some students due
to difficulties with concentration, sleep pattern, mood irritability. For these
students it may be necessary to schedule a resource room period at the
beginning of the day to get assignments ready for the day, or at the end of the
day to complete assignments before leaving school.
 Preferential seating can be used to help with vision, focus, reduce visual or
auditory distraction, allow for discrete monitoring.

MEMBERS:
 Guinomon, Josefina
 Jamandre, Emmy Joy
 Venancio, Melody
 Valdez, Vanessa