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EMOSI

&

PERILAKU

SUNARDI, PLB FIP UPI, 2010

PERILAKU

ApaYG bukan perilaku ?What is Not Behavior?

• MENGARAHKAN AKSI & TKLK

• MEMUNGKINKAN MENGONTROL TKLK

• MEMBERI ARTI THD PENGALAMAN

• MENYIMPAN, MENGORGANISASI & MENGINGAT KEMBALI PENGALAMAN

• MENGGAGAS PENGALAMAN BARU

• MEMECAHKAN MASALAH

PERANAN EMOSI DLM PROSES BERPIKIR & BERTINGKAHLAKU

• BERPIKIR KREATIF, SELEKTIF, LOGIS, tdk IDIOSINKRETIK (ANEH)

• MEMAHAMI KALIMAT LISAN / TULISAN ('RASA' BAHASA)

• MEMAHAMI KONSEP KUANTITAS, WAKTU, RUANG, SEBAB-AKIBAT YG BERSIFAT 'RELATIF

• MEMBENTUK KONSEP DIRI, PENGERTIAN ATAS DIRI (DGN MEMBANDINGKAN PERASAAN DGN SITUASI YG DIALAMINYA)

• MEMISAHKAN REALITAS & FANTASI

• MENGENDALIKAN TINGKATAN PERKEMBANGAN EMOSI, SOSIAL & INTELEKTUAL

PERANAN EMOSI DLM PROSES BERPIKIR & BERTINGKAHLAKU

EMOSI & PERILAKU

• PENENTU

• PENGARAH

• PENGONTROL

• EMOTIONAL AND/OR BEHAVIOR DISORDER

KAITAN EMOSI & PRILAKU

(Students with Emotional or Behavioral Disorders - EBD)

SISWA DENGAN GANGGUAN EMOSI ATAU TINGKAHLAKU(STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS - EBD)

1600’s – Segregated in asylums

1700-1800s – Mental hospitals

1900s – Advocacy, collaboration, research

Sejarah penanganan EBD

(i). A condition exhibiting one or more of the following characteristics over a long period of time, and to a marked degree, that adversely affects a child’s educational performance

(A). An inability to learn which cannot be explained by intellectual, sensory, or health factors

(B). An inability to build or maintain satisfactory interpersonal relationships with peers and teachers

(C). Inappropriate types of behavior or feelings under normal circumstances

DEFINISI IDEA 04: Emotional Disturbance

(D). A general pervasive mood of unhappiness or depression

(E). A tendency to develop physical symptoms or fears associated with personal or school problems

(ii). Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted unless it is determined that they have an emotional disturbance

(i) Suatu kondisi yg menunjukkan satu/lebih darikarakteristik berikut selama jangka waktu ygpanjang, dengan tingkat tinggi, dan berdampakmerugikan kinerja pendidikan:

(a) Ketdkmampuan belajar yg tdk dpt dijelaskano/ faktor intelektual, sensorik / kesehatan

(b) Ketdkmampuan u/ membangun / mempertahankan hub interpersonal ygmemuaskan dgn teman sebaya & guru

DEFINISI - IDEA

The Individuals with Disabilities Education Act (IDEA)

(c) Bentuk perilaku / perasaan yg tdk pantasdlm keadaan normal

(d) Perasaan ketdk bahagiaan / depresi ygberlangsung terus menerus

(e) Suatu kecenderungan u/ mengembangkangejala-2 fisik / ketakutan yg berhubungandgn masalah pribadi / sekolah

(ii). Skizofrenia termasuk gangguan emosional. Istilah ini tdk berlaku bagi anak-2 yg secarasosial maladjusted, kecuali mereka memilikigangguan emosional

Social maladjustment

• Behavior in conflict with parent

• Behavior associated with a subculture and contrary to larger community mores

• Behavior which does not render student helpless, confused or disorientated

Emotional Disturbance is NOT

Conduct disorder

• Aggression against people or animals

• Property destruction

• Lying or theft

• Serious rule violation

Emotional Disturbance is NOT

Vague, internally inconsistent, incomplete, nebulous, often illogical, and self-contradictory

Requirement that the disorder must adversely affect educational performance

Omission of students with social maladjustment from the emotional disturbance category

Subjectivity involved in determining what is meant by "a long period of time" and "to a marked degree

BEBERAPA KONTROVERSI DEFINISI IDEA

Samar, secara internal tdk konsisten, tdk lengkap, tdk jelas, sering tdk logis, dan kontradiksi-diri

Adanya persyaratan bahwa kelainan tsb harusmempengaruhi kinerja pendidikan

Penghilangan/pemisahan siswa social maladjusted dari kategori emotional disturbance

Kemungkinan ada subjektivitas dlm memaknai "a long period of time" dan "to a marked degree "

BEBERAPA KONTROVERSI DEFINISI IDEA

Forness and Knitzer (1992) proposed a new definition based on the findings of the National Mental Health and Special Education Coalition.

They suggested replacing the term emotional or behavioral disorder (EBD) with the term serious emotional disturbance (SED), used in IDEA.

ALTERNATIF

Forness and Knitzer (1992) mengajukan usulan definisi baru berdasar pd temuanthe National Mental Health and Special Education Coalition.

Mereka menyarankan mengubah istilah emotional or behavioral disorder (EBD) dgnserious emotional disturbance (SED).

ALTERNATIF

Educational

• Internalizing and externalizing disorders

Dimensional

•Conduct disorder, socialized aggression, attention problems-immaturity, anxiety withdrawal, psychotic behavior, motor tension-excess

Medical

KLASIFIKASI EBD

• 2% of the school-age population (USDOE estimate)

• The actual number of students ages 6-21 being identified and served under the IDEA 04 category of emotional disturbance is less than half the USDOE estimate.

• 8% of students with disabilities fall under the emotional disturbance label, the fourth largest IDEA 04 disability category

• More males than females

• Older students identified more than younger

• Poverty appears to double the risk of EBD

• African American males are overrepresented

PREVALENSI EBD

Unknown

Environment

- Family factors

- School factors

Genetics

Combination of Environment and Genetics

SEBAB-SEBAB EBD

Internalizing behaviors

- Anxiety, withdrawal

- Schizophrenia

Typically score in the low average range of intelligence

Language deficits

They vary

Differ in males and females

Differ across age

Related to ethnicity

Externalizing behaviors

- Hitting, fighting

- Most often referred

KARAKATERISTIK EBD

Interviews with parents and teachers

Use of academic testing

Observations

- Informal data collection

- Functional Behavioral Assessment

Use of behavior rating scales, behavior assessment systems, personality inventories, and projective tests

IDENTIFIKASI EBD

Academic Skills

Social Skills

Service-Learning Programs

Intervention must be sustained, flexible, positive, collaborative, culturally appropriate, and continually monitored.

PENGAJARAN EBD

Relevant, engaging, and useful curriculum

Include vocational and life skills

Preparation for postsecondary educational experience

May include transition from juvenile detention and transition from homelessness to school

KEBUTUHAN EBD DLM PERENCANAAN TRANSISI PEMBELAJARAN

Early Intervention

Direct Instruction

Cognitive Behavioral Intervention

Behavioral Management Intervention

Behavioral intervention plans

Techniques to increase behaviors

Techniques to decrease behaviors

PENGAJARAN EBD

Contracts

Response Cost (Implementing penalties for misbehavior)

Self-monitoring (Students keep track of their own behavior, thus building self-control)

Task Analysis (Breaking a task into the steps to be followed for its completion)

“Time Out” (Removing a student from a setting that is promoting the misbehavior)

Token Economies and Point Systems

Some good strategies…

o Positive and Negative Reinforcement

o Token Economy

o Contingency Contracts

o Premack Principle

o Differential Reinforcement

o Time-out

o Response Cost

o Extinction

o Punishment

PERTIMBANGAN-2 DLM TEKNIK MANAJEMEN BEHAVIORAL

Creative Dramatics

Play Therapy

Bibliotherapy

Pharmacological Treatment

TEKNIK-2 NON BEHAVIORAL YG DPT DIGUNAKAN

Motivate students.

Provide a safe environment.

Arrange room for positive social interaction.

Provide structure and consistency.

Maximize academic engagement.

Use school-wide positive behavioral supports.

Encourage cross-age tutoring.

Provide individual and group contingencies.

LINGKUNGAN BELAJAR : YG HRS DIPERTIMBANGAN

Computer-based activities

Self-monitoring

Self-paced lessons (pembelajaran2 YG langkah-langkahnya ditetapkan oleh dirisendiri)

TEKNOLOGI PEMBELAJARAN YG DPT DIGUNAKAN

http://www.dailyclipart.net/wp-content/uploads/medium/clipart0197.jpg

…………

BACA, PAHAMI, DISKUSIKAN, DAN LAPORKAN HASILNYA

PENGAYAAN

According to the U.S. Department of Education, the inability of teachers to manage behavior problems in the classroom is rated the most serious problem facing teachers.

Many people assume that children with behavior disorders can control their actions and could stop their disturbing behavior if they wanted to, but this is not the case.

Children with Emotional and Behavior Disorders

Two centuries ago, children with behavior problems were believed to be possessed by the devil, insane, or mentally deficient.

The professionals who “treated” them were for the most part physicians or clergy.

After WWII, the responsibility for children with emotional and behavior disorders shifted from medical and mental health professionals to educators.

The schools then assumed greater responsibility for their treatment, and the treatment became increasingly behavioral and educational.

History

A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects academic performance.

A. An inability to learn that cannot be explained by intellectual, sensory, or health factors.

B. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

C. Inappropriate types of behavior or feelings under normal circumstances.

D. A general pervasive mood of unhappiness or depression.E. A tendency to develop physical symptoms or fears associated with

personal or school problems.

the term does not apply to children who are socially maladjusted unless it is determined that they have an emotional disturbance.

Federal Definition of Emotional and Behavior Disorders

What is considered a “long period of time”?

What is considered a “marked degree”?

What are “normal circumstances”?

This definition also places all of the responsibility for the problem onto the child, and none onto the child’s environment.

PROBLEM TERKAIT DEFINISI

PROBLEM TERKAIT DEFINISI -Continued

PERTANYAAN :

BAGAIMANA DENGAN ANAK-ANAK YG SECARA SOSIAL MALADJUSTED DAN TDK DAPAT TERBUKTI MEMILIKI GANGGUAN EMOSIONAL?

JAWABAN:

SEKOLAH (UNTUK SEBAGIAN BESAR) MENGANGGAP BAHWA SETIAP ANAK YG MENUNJUKKAN MASALAH PERILAKU YG SERIUS DAPAT SECARA OTOMATIS DIASUMSIKAN SECARA EMOSIONAL TERGANGGU DAN DENGAN DEMIKIAN MEMENUHI SYARAT UNTUK PENANGANAN.

Some behaviors are considered unacceptable in almost all settings (physical attacks, constant weeping, etc).

However, the acceptability of many behaviors depends on the attitude of the perceiver.

A definition of acceptable behavior must also allow for cultural differences.

What behaviors are acceptable?

Lack of bonding to school Delinquent peers Internalizing comorbidity (the presence of one

or more disorders in addition to a primary disorder)

Prior antisocial behavior Low academic achievement Non-supportive home environment Corporal punishment by parents Controversial socioeconomic status

Risk Factors that InfluenceBehavioral Disorders

Kurangnya ikatan pd sekolah

Kelompok anak nakal

Internalisasi comorbidity (kehadiran satu atau lebihgangguan di samping gangguan utama)

Perilaku antisosial sebelumnya

Prestasi akademik rendah

Lingkungan rumah tdk mendukung

Hukuman fisik oleh orang tua

Kontrovesi Status sosial-ekonomi

Risk Factors that Influence Behavioral Disorders

Age at first identification

Adequate academic performance

Play activities

Lack of corporal punishment

Intact (keutuhan) family structure

Popular social status

High IQ

Protective Factors that Influence Behavioral Disorders

Impulsivity

Physical aggression

Cursing/Foul Language and/or inappropriate comments

Lying

Tattling

Self-stimulation: rocking, biting

Bullying and harrassment

Defiant, oppositional, resistant, and/or uncooperative behavior

Apathy and lethargy

Symptoms of depression

“Testing the limits” behaviors

Avoidance

“Stick to the rules” behaviors - “You said were going to do math first today!”

Backsliding/Regression (after progress has been made)

Negative Behaviors

• I = Isolate the conversation

• E = Explore student’s point of view

• S = Summarize feelings and content

• C = Connect behavior to feelings

• A = Alternative behaviors discussed

• P = Plan developed/Practice new behavior

• E = Enter student back into routine/class

LSI Steps

PUNISHMENT

Is reactive

Consequences not related to event

Consequences assigned after the event

Authoritarian approach

External control

Based on adult authority

Disregards unique student needs

Psychological and physical stress are acceptable

Exclusion is goal

DISCIPLINE

Prevention

Logical consequences

Consequences are predicted

Teaching approach

Internal control

Based on unconditional positive regard

Helpful and supportive

Psychological and phsyical stress is unacceptable

Reintegration is goal

Differences between

Discipline and Punishment

One or more of the following characteristics over a long

period of time and to a marked degree that adversely

affects educational performance

• Inability to learn not related to other factors

• Inability to build or maintain satisfactory peer or teacher relationships

• Inappropriate feelings or behavior under normal conditions

• Frequently unhappy or depressed

• Often fearful

• Definition does not apply to children who are “socially maladjusted”

IDEA-Definition of Serious Emotional

Disturbance (SED)

8-1

Definition is vague and subjective

• What are “satisfactory” peer and teacher relationships?

• What does “inappropriate” behavior look like?

The definition, as written, excludes children on the basis for which they

are included

• How does one differentiate between “socially maladjusted”

and true “emotional disturbance”?

Individual teacher expectations and tolerances make identification a

difficult and subjective process

Problems with IDEA Definition

Copyright © 2003 Pearson Education, Inc. All rights reserved. 8-2

Behavioral or emotional responses so

different from appropriate age, cultural, or

ethnic norms that they adversely affect

educational performance

• More than temporary, expected responses to

stress

• Consistently exhibited in two different settings, at

least one of which is school related

• Unresponsive to direct intervention in the general

education setting

CCBD Definition of Emotional or Behavioral

Disorders


Two primary behavioral excesses

• Externalizing behaviors (most common behavior pattern)

• Noncompliance

• Temper tantrums

• Property destruction

• Threats of violence or violence toward peers and/or

teachers

• Internalizing behaviors

• Overly shy or immature

• Withdrawn

• Hypochondria

• Easily upset and difficult to calm

Common Characteristics of Children

with EBD


Behavioral deficits

• Academic achievement

• Low GPA

• High absenteeism

• At risk for school failure and early drop out

• Social skills

• Less participation in extracurricular activities

• Lower quality peer relationships

• Juvenile delinquency

Common Characteristics (cont.)


Prevalence

• Estimates vary, but about 3% to 5% of school-age

population

• Given prevalence data, many students not receiving

specialized services

Gender

• The vast majority are boys

Prevalence


Biological factors

• Brain injury or dysgenesis

• Genetics

• Temperament

Environmental factors

• Home - Inconsistent parenting practices

• Community - Low SES, gangs, high crime rate

• School - Low ASR, coercive pain control

Causes


Screening tests

• Used to determine if intervention is warranted

• Behavior rating scales or checklists

Projective tests

• Ambiguous stimuli

• Limited usefulness for education planning

Direct observation and measurement

• Directly focuses on the child’s problems

• Useful for educational planning

Identification and Assessment


Systematic, data-driven process

• Informal assessment

• School records, parent interviews, teacher checklists

• Direct observation and measurement

• In-class observation when behavior is likely to occur

• Hypothesis development

• All informal and observational data used to develop

intervention based on probable cause of the behavior

• Intervention

• Teaching functional replacement behaviors

• Evaluation and modification

• Data are collected to determine success of the intervention

Functional Behavioral Assessment

8-9

Social skills

• Cooperation skills

• Appropriate ways to express feelings

• Responding to failure

Academic skills

• High ASR

• Direct, explicit instruction

• High rates of teacher praise

Curriculum Goals

8-10

Behavior management

• Clear school-wide expectations

• Positive proactive classroom management

strategies

Self-management

• Self-monitoring

• Self-evaluation

Peer mediation and support

• Peer tutoring

• Positive peer reporting

Curriculum Goals (cont.)

8-11

Self-Management Card


Differential acceptance

• Witness or be the victim of acts of anger without

responding similarly

Focus on alterable variables

• Teachers should focus effort on only those variables

that make a difference in student learning and can be

affected by sound teaching practice

Fostering Strong Teacher-Student

Relationships

8-13

More than 50% of students with EBD receive

their education in:• Separate classrooms

• Special schools

• Residential facilities

Most students receiving special education

because of emotional or behavioral disorders

have serious problems that require intensive

intervention

Educational Placement Alternatives

8-14

Revising the federal definition to meet the

needs of students

Prevention efforts in the community

Clarify regulations for disciplining students

Improving services for youth in correctional

facilities

Developing “wraparound” services for families

Putting into practice research validated

teaching methods

Current Issues and Future Trends

8-15

Impact of Disability

Academic •Skill deficits

•Trouble beginning tasks

•Difficulty maintaining attention

•Problems completing tasks

Impact … BehaviorExternalizing – Acting out• Aggression • Defiance • Disruption• Fighting

Internalizing - Withdrawing• Isolation • Self abuse • Depression • Anxiety

Interaction with others (making and keeping friends)• Coping strategies• Reading social cues

Provide clear, specific directions

Use curricular interventions• Tasks at student’s academic level

• Assignments broken into smaller parts

• Breaks given as needed

• Student strengths utilized to learn new material

• Opportunities for choice making

Academic Tasks - Assistance

Externalizing & Internalizing Behaviors – Assistance

Listen to/observe student and make adjustments

Teach relaxation techniques

Teach alternate behaviors

Social Skills - Assaistance

Teach social skills proactively

Break skills down into parts

Teach, model, practice and reinforce skills

Teach self-regulating skills

Hierarchy of Behavioral Supports

School–wide positive behavior support

Classroom Management

Individual Support Plan

Targeted/Intensive

(High-risk students)Individual Interventions

(3-5%)

Selected(At-risk Students)

Classroom & Small Group Strategies

(10-15% of students)

Universal(All Students)

School-wide Systems of Support (85-90% of students)

• Intensive social skills training• Individual behavior management plans• Parent training and collaboration• Multi-agency collaboration (wrap-around) services

• Intensive social skills training• Self-management programs• Parent training and collaboration• Adult mentors (check-in)• Increased academic support

• Social Skills Training• Positive, proactive discipline• Teaching school behavior

expectations• Active supervision and monitoring• Positive reinforcement systems• Firm, fair, and corrective discipline

Developed by: Institute On Violence and Destructive Behaviors, University of Oregon (1999)

School-wide rules and expectations • Defined• Taught• Modeled• Practiced • Reinforced

ALL members of school community participate in development and implementation of policy

School-wide Positive Behavior Support

Identify 3 – 5 clear, concise , positively stated rules• Taught, modeled, practiced, reinforced

Reinforce appropriate behavior

Predictable schedule/environment/routine

Active monitoring

Provide corrective feedback privately

Avoid power struggles between student and staff

Classroom Management

A-B-C• Antecedent – Behavior - Consequence

Communicative Intent (purpose of the behavior)

• To get or get away from…• Sensory, Escape, Attention, Tangible

Replacement behavior• What the should the student do instead?

• Must serve the same purpose

Reinforcement• How, when, how often will student be reinforced?

Individual Behavior Support Plan

Proactive•Teach new behaviors

•Reinforce appropriate behavior

•Emphasize positive expectations

Reactive•Does not promote new learning

•May stop the behavior momentarily

•Emphasize negative consequences

Proactive vs. Reactive Strategies

Reactive

•Time away

•Planned ignoring

•Loss of activities, privileges

•Punishment

Proactive

•Point system rewards

•Modeling

•Clear, specific expectations

•Contracts

Examples of Strategies

How Can Support Be Provided? Unconditional positive regard for the

student

Teach appropriate behavior and social skills

Positive reinforcement for appropriate behavior

Prompts (visual, auditory, gesture, picture)

Frequent positive check in with school staff

Schedules

Peer support

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