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Guidance and counseling

Notes 22.3 Psychological Treatment in Classroom

Treatment in class teachers. Psychological disturbed children are children of school age who do not
school age who do not require custodial care. They have exhibit excessive behaviour ranging from
hyperactive in pulsive responses to depressive and withdrawl behaviours. We will discuss some
steps to treat psychological disturbance in class room by teachers.

22.3.1 Treatment in Class
The first step is to become familiar with your students’ educational history. This includes information
from parents, licensed specialists in school psychology, diagnosticians and teachers in the form of
emotionally disturbed (ED) eligibility reports, functional behavioral
assessment IEPs and student Behavior Intervention Plans. Also review any proposed instructional
interventions and educational strengths and weaknesses. All this information is available in students’
Special Education Audit Folders.
When reviewing the documents note any “triggers” that have prompted inappropriate behaviors in
the past. Also not which behaviors are characteristic of the student.
Not all ED students are aggressive or act out. Seek out the opinions of the related service staff and
previous teachers as to the frequency of the disruptive behaviors as well as past interventions that
were or were not successful.
It is the teacher’s legal obligation to implement any educational plan developed by a special education
ARD committee. So when reviewing information on the student, ask questions regarding
implementation of written behavioral plans. If you are unsure of the proper implementation, ask for
clarification or training from the staff who developed the plan.
22.3.2 Develop Classroom rules
Next, create your classroom rules. Good rules provide the structure for self-discipline that is
imperative for ED students. Create only a few rules, but state them in the positive, be specific, and
make sure the behaviors you describe are observable and measurable. Post the rules in a prominent
place in the classroom before the first day of school. Students should be able to refer to the rules at
all times, so you might post them in several places.
Tie your rules to both positive and negative consequences; ED students need immediate consequences
for negative behavior. During the first few weeks of school, read and discuss the rules, role-play,
and explain the positive and negative consequences associated with the rules. Most importantly,
consistently implement your rules.
22.3.3 Watch out for Triggers

Instructional schedules, transitions between activities or classes, and physical environment all
contribute to the factors that produce stress for ED students. To reduce their negative effects, seat the
ED student next to a positive role model toward the front of the classroom in one of the aisle seats
(preferably at the 10 or two o’clock position) to ensure easy teacher access for support.
Create classroom routines to ensure minimal unstructured free time, and provide ED students with
copies of the classroom schedule. If you are aware of an upcoming change in the routine, prepare the
student in advance. Also provide cues for transitions between activities. Music is a wonderful way to
bridge transitions, but you might also provide the student with a visual cue such as a timer. When
assigning the student an independent activity, check his mastery of the skill first. He should
demonstrate a 95 percent mastery rate before engaging in independent work. Break down the
assignments if need be and allow for a structured break.
22.3.4 Be positive
Use positive reinforcement to motivate the ED student. When a teacher gives positive feedback and
rein forcement to the ED student it breaks the chain of negative behaviors. Classroom management

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