Tools+for+Students+with+Emotional+Impairments

=**Introduction to Emotional Impairment:**=

Students with an emotional/behavioral impairment can be a diverse group, and it is helpful to understand how the Michigan State Board of Education defines the disorder:
====//The emotionally impaired shall be determined through manifestation of behavioral problems primarily in the affective domain, over an extended period of time, which adversely affects the person’s education to the extent that the person cannot profit from regular learning experiences without special education support. The problems in behaviors manifested by one or more of the following characteristics://====

Students with an emotional impairment may show behaviors such as: aggression, withdrawal, immaturity, learning difficulties, or hyperactivity.
=**Considerations:**= ====Students with emotional/behavioral impairments may also have accompanying academic deficits, which may or may not be due to the emotional/behavioral impairment. The focus of this assistive technology summary will include technologies mostly for behavioral issues, as this will determine the success of the student in the art room. Many of the technologies also foster independent monitoring of the problem behaviors. This can change the dynamic of the situation and allow for the teacher to retain a supportive, neutral role in the eyes of the student.==== ====The technologies which can assist in the development of positive social skills include movies, music, books, and scripts which are explicit in skills that may be deficient, such as sharing, listening, accepting feedback, or following procedures. Games, such as computer or video games can be highly motivating for students to earn a reward while simultaneously teaching social skills like teamwork. Perhaps a simple but obvious tool is behavior sheets and charts, which allow for documentation and self-monitoring while setting clear goals or rewards for behavior.==== ====While many find the freedom of art exciting, some students may feel overwhelmed or frustrated. It may help some students to structure their artwork with clear step-by-step directions and a clear endpoint for the assignment. Also, if the student struggles with peers, a simple solution could be to let that student sit by themselves.====

[|Point Sheets and Behavior Charts__] A collections of sheets and charts tracking behavior [|The Motivaider] A buzzer that reminds students to stay on task without prompts from a teacher. [|The Talklight] Changes color according to noise level and allows for student to monitor his/her own volume. __[|BeeVisual's Choiceworks System]__ Boards, magnets, and visuals that develop social skills and self-control. __[|Social Scripts]__ Specific and situational scripts. [|Wii] Games can be a reward while teaching teamwork, taking turns, sharing, and other social skills. __[|My Turn, Your Turn CD]__ A collection of songs by Cathy Bollinger that address social skills in specific situations. __[|Social Skills Picture Book]__ Specific behaviors for almost 30 situations. __[|Model me kids]__ A DVD that articulates and models social skills. = = =**Additional Resources:**=
 * Tools and Technologies:**

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See the article, [|Guidelines for Identifying and Educating Students wtih Serious Emotional] __Disturbance__ for a comprehensive guide to the identification process and teaching strategies.=====

An interesting connection to teaching students with emotional impairments is the field of art therapy. For more infornmation on art therapy, see the [|American Art Therapy Association].