Assessment Of Social-Emotional Functioning And Treatment Of Children With Social-Emotional Disorders

ASSESSMENT OF SOCIAL-EMOTIONAL FUNCTIONING AND TREATMENT OF

CHILDREN WITH SOCIAL-EMOTIONAL DISORDERS

PSY 626 (3 CREDITS)

INSTRUCTOR: Boris Gindis, Ph.D.

The CONTENT goals of this course are: 1) acquiring a systematic knowledge of the diagnosis, developmental characteristics, and educational implications of emotional and behavioral disorders in school-age children; 2) understanding special education options in addressing these disorders in the public school system; 3) correlating behavioral and emotional assessment to intervention in elementary and secondary level students.

The COGNITIVE goals of this course are: 1) to promote inferential thinking using multiple sources of information; 2) to develop an ability to see causal relationships between a handicap and its psycho-educational consequences; 3) to develop creative thinking in linking behavioral/emotional assessment to classroom intervention and remediation.

READING REQUIREMENTS:

1.Educational Services for Students with Handicapping Conditions. New York City Board of Education, New York, 1991.

2.Diagnostic and Statistical Manual, 4th edition (DSM-IV). American Psychiatric Association, Washington DC, 1994

3.Phyllis L. Newcomer (1994).Understanding and Teaching Emotionally Disturbed Children and Adolescents (2^nd edition). Pro-Ed, Austin, Texas.

4. Philip Barker (1990). Clinical Interviews with Children and Adolescents. NY: W.W. Norton Co.

Each topic listed below requires a supplemental reading, usually a book chapter or a journal article. Supplemental reading will be identified and in some cases supplied by the instructor during the course.

GRADING: All grading is on a 1.0-4.0 scale.

1. Evaluation of the short quizzes that conclude each topic on a weekly and biweekly basis. This will make up 25 percent of the final grade. These quizzes are aimed at evaluating the content goals of the course.

2. A rating of your participation and leadership in group discussions simulating an "Educational Planning Conference" on a weekly and biweekly basis. This will contribute 25 percent to the final grade. Through this method the cognitive goals of the course will be evaluated.

3. A case study based on the application of the following instruments and procedures: structured behavior observation, recording, and narrative interpretation of findings; Vineland Adaptive Behavior Scales; Conners' ADHD Rating Scale; Devereux Behavior Rating Scales (School Form); clinical interview of a child; Draw-a-Person Test; Incomplete Sentences Test. Protocols will be graded by the instructor and each case will be individually presented and discussed. This will constitute 50 percent of the final grade.

CONTENT (PSY 626)

INTRODUCTION: Orientation to emotional disturbance (ED) and behavioral disorders (BD). Medical vs educational model in approaching ED/BD. Social, cultural, ethical, and legal considerations. Psychopharmacology of ED/BD. Co-morbidity, interrelatedness, and dual diagnosis in ED/BD. Orientation to special education services available to children with ED/BD in schools and communities. Concepts of least restrictive environment, mainstreaming, and inclusion applied to children with ED/BD. Behavioral/emotional assessment of Limited English Proficiency (LEP) and culturally diverse populations.

Topic l - EMOTIONAL DISTURBANCES IN SCHOOL-AGE CHILDREN: Definition; social, clinical, and educational significance; causes and risk factors. Low Incident ED: PICA and other eating disorders; Tourette and other tic disorders; elimination disorders; selective mutism; autism and autistic-like behavior. High Incident ED: anxiety, phobias, and depression: origin, development, behavior patterns, educational implications. Special education programs, school-based strategies, and educational resources to address ED in pupils.

Topic ll - CONDUCT DISORDER IN SCHOOL-AGE CHILDREN: Definition; social, clinical, and educational significance; causes and risk factors; psycho-biological basis of CD; co-morbidity of CD with other disorders and disabilities; developmental aspect of CD: Oppositional Defiant Disorder; assessment of CD: current issues and limitations. Treatment and prevention; school-based approach to CD: disciplinary actions/techniques, behavior modification, counseling, special programs and schools; cognitively oriented educational intervention with CD children; analysis of the "Anger Coping Program" as an example of a cognitive/behavioral treatment of CD; prevention of CD: major issues and obstacles; new directions in diagnosis, intervention, prevention.

Topic lll - ATTENTION DEFICIT/HYPERACTIVITY DISORDER: Definition and clinical categories; developmental course of ADHD; probable organic causes of ADHD; problems of differential diagnosis: assessment of ADHD in school: health and developmental history, school records, classroom observations, psychometric data, behavior rating scales. Treatment and rehabilitation: generic classroom strategies; consultation with parents; behavior management; counseling; special education; psychotherapy; medication; the role of the school psychologist; analysis of a psychological report of an ADHD student; new directions in cognitive/behavioral treatment of ADHD.

Topic lV - CHILDREN AT RISK: CHILD ABUSE AND NEGLECT; POST-TRAUMATIC STRESS DISORDER IN CHILDREN; YOUTH SUICIDE.

Topic V - ASSESSMENT OF SOCIAL-EMOTIONAL FUNCTIONING IN SCHOOL:

Behavior observation and analysis: definition, rationale, preparation, observational techniques (time sampling, duration recording, frequency counting), recording options, follow-up interview, interpretation and discussion of findings, samples of observational reports.

Behavior scales and checklists: Vineland Adaptive Behavior Scales; Conners' ADHD Rating Scale; Devereux Behavior Rating Scales (School Form).

Interviews: teacher/parent interview; clinical interview of a child.

Projective techniques: Draw-A-Person Test and Questionnaire, Thematic Apperception Test; Incomplete Sentences Test.

CONCLUSION: A case study of a child with possible ED, CD, or ADHD including "Educational Planning Conference", completing an "Individualized Education Program" documentation (pages 1 through 5), and school/family recommendations.