a behavioural exceptionality in the classroom workshop by lauren pike

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A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

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Causes of PTSD any event that can be interpreted as traumatic or life-threatening by an individual. Examples of Traumatic Experiences That May Lead to PTSD: -Violent personal attack or assault -Sexual assault or abuse -Torture -Kidnap

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Page 1: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

A Behavioural Exceptionality in the Classroom

Workshop by Lauren Pike

Page 2: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

What is PTSD?•PTSD stands for Post-Traumatic Stress Disorder

• a type of anxiety disorder

• long term psychological distress experienced after a terrifying event

• chronic, long term effect on individual

• often misdiagnosed, shares symptoms with other anxiety disorders and exceptionalities such as ADHD

Page 3: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

Causes of PTSD• any event that can be interpreted as traumatic or

life-threatening by an individual.

Examples of Traumatic Experiences That May Lead to PTSD:

- Violent personal attack or assault- Sexual assault or abuse- Torture- Kidnap

Page 4: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

Causes of PTSD

House Fire or Freak Accident.

Living in a war zone.

Death of a loved one.

Car accident.

Burglary, Robbery, Home Invasion, or Mugging.

Page 5: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

Symptoms of PTSD

• Flashbacks of the earlier trauma (re-experiencing the event)

• Increased sleep disturbances

• Continual thought pattern interruptions

• Persistent and intrusive thoughts about the trauma

Page 6: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

Symptoms of PTSD• Inattention• Violent outbursts• Detachment from reality, passive or avolition• Can lead to drug use, reckless behaviour, or suicide• Freezing

Page 7: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

What does it look like in the classroom?

• PTSD can present itself in many ways, which contributes to the difficulty of properly diagnosing it.

A student with PTSD may: -appear disengaged and unmotivated

-adopt a sleep-like posture in class-seem lazy or careless

-be unable to concentrate

-lash out verbally or physically

Page 8: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

Recognizing and Diagnosing PTSD

If you have a student who you think may have PTSD:

• Notify administration• Contact the child’s parents• The student should meet with a psychologist for

proper diagnosis

Page 9: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

Recognizing and Diagnosing PTSD

• A psychologist will diagnose PTSD using criteria set out in the DSM-IV

• (1) the person experienced, witnessed, or was confronted with an event or events that involved actual or threatened death or serious injury, or a threat to the physical integrity of self or others

• (2) efforts to avoid thoughts, feelings, or conversations associated with the trauma 

• (3) efforts to avoid activities, places, or people that arouse recollections of the trauma 

• (4) inability to recall an important aspect of the trauma 

Page 10: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

Recognizing and Diagnosing PTSD

• The following accommodations can be used for students who are diagnosed with PTSD and those who may present similar symptoms but do not fully meet the criteria for a diagnosis.

Page 11: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

Establishing Empowerment and Control

• Life events that contribute to PTSD usually involve a person to experience a loss of control, causing them to be interpreted as traumatic.

• Low self-esteem • Low self-efficacy• Learned helplessness• Lack of choice• Loss of control

Page 12: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

Strategies to EmpowerGaining Control over the Body:• Breathing exercises and relaxation games

-Ex., taking a break during class to take a few deep breaths to relax the body and learn from biofeedback cues.

Providing Choice:• Provide several assignment deadlines. This provides the student

with control and he or she can decide when to hand in an assignment. Also, relieves stress in those who lead chaotic lives at home-Ex., a student might have choice between two different types of assignments, or can hand it in on a Friday or Monday.

Page 13: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

Meeting Basic NeedsMaslow’s Hierachy of Needs

Page 14: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

How to Meet Basic NeedsEnsuring Classroom Safety (Psychological Need)

-knowing safety routines can allow the student to focus on academic material

For example:-teaching students how to follow instructions-how to dial 911-the differences between ‘good touches’ and ‘bad touches’-how to alert others for help-how to avoid strangers-lockdown procedures and fire drills

Page 15: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

How to Meet Basic NeedsStudents with PTSD will be scanning the classroom looking for cues that deem the room as being safe or unsafe.

Work with the student’s caregivers and therapist to identify stressful ‘trigger cues’ that can be removed from the classroom.

Examples of stressful cues:-scary or violent drawings by other students or on the wall-closing the classroom door-locking doors or cupboards-touching the student

Page 16: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

Accommodating for Hypervigilance

Strategies to accommodate a student with hypervigilance:

-warn the student when any foreseeable loud noises will occur

-ask permission to touch the child’s hand

-identify trigger cues and remove or minimize them

-approach the student from the front, so they can see you

-avoid yelling or calling the student when his or her back is to you

Page 17: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

Group ThinkBrainstorm accommodation strategies for each individual with PTSD.

GROUP 1: When Abby was 5 years old, her mother was killed in a house fire. Thankfully, Abby was rescued from the house by firefighters, but still has flashbacks of the event. She can’t concentrate on her school work and startles easily.

GROUP 2: Jacob was sexually abused by his uncle when he was 7 years old. In class, he lashes out physically and verbally if stressed out or startled. Other times he appears to be asleep at his desk and appears unmotivated to complete schoolwork.

GROUP 3: Two years ago, Ira was involved in a car accident with his grandparents where the driver of the other car was killed and ejected through the car windshield. Ira saw the other driver’s lifeless body and has since been diagnosed with PTSD. Ira can never concentrate at school and never finishes his schoolwork.

Page 18: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

GROUP 1: When Abby was 5 years old, her mother was killed in a house fire. Thankfully, Abby was rescued from the house by firefighters, but still has flashbacks of the event. She can’t concentrate on her school work and startles easily.

Help Abby by:-reviewing fire drill procedures-teaching fire detection skills, allowing her to meet a

firefighter-reassuring her that the room is safe-showing her how to use fire detectors and dial 911-warning her ahead of time with loud noises are about to

occur-using breathing exercises and empowerment activities

Page 19: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

GROUP 2: Jacob was sexually abused by his uncle when he was 7 years old. In class, he lashes out physically and verbally if stressed out or startled. Other times he appears to be asleep at his desk and appears unmotivated to complete schoolwork.

Help Jacob by:-reducing trigger cues within the room, such as loud noises or locking doors-ensuring all basic needs are met-asking permission to touch his hand if he needs assistance-approaching him from the front-providing choice in assignment and due dates to help foster self-efficacy and improve self-esteem

Page 20: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

GROUP 3: Two years ago, Ira was involved in a car accident with his grandparents where the driver of the other car was killed and ejected through the car windshield. Ira saw the other driver’s lifeless body and has since been diagnosed with PTSD. Ira can never concentrate at school and never finishes his schoolwork.

Help Ira by:-find out Ira’s specific triggers and stresses-he may not be completing schoolwork because he is worrying about the car ride home from school-practice breathing exercises to promote self-control-discuss alternate methods of transportation with his parents. Perhaps, Ira would rather walk home from school with a friend instead of driving.-teach survival skills, road safety skills -warn Ira of loud noises and sounds, reduce sounds of street traffic from the outside environment.

Page 21: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

Conclusions• PTSD is a chronic anxiety disorder that is often misdiagnosed.

• The etiology and presentation of PTSD is unique for each individual and depends on the traumatic event that caused the disorder.

• Strategies to accommodate for PTSD can be used for other anxiety disorders as well.

• Allow the student to establish a sense of control and personal empowerment.

• Make sure that the students basic needs are met, to reduce preventable life stresses.

• Identify specific symptoms and find a strategy to reduce triggers within the classroom.

Page 22: A Behavioural Exceptionality in the Classroom Workshop by Lauren Pike

ReferencesAmerican Psychiatric Association. (1994). Diagnostic and Statistical Manual of

Mental Disorders, (4th ed.). Washington, DC: Author, 35-41.

American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington, DC, American Psychiatric Association, 2000.

Askov, E.N., & Wolpow, R. (1998). Strong in the broken places: Literacy instruction for survivors of pervasive trauma. Journal of Adolescent & Adult Literacy, 42(1), 50-57.

Byers, E.S., DeLamater, J.D., & Shibley Hyde, J. (2009). Understanding Human Sexuality: Fourth Edition. United States: McGraw-Hill Ryerson.

Collins Sitler, H. (2009). Teaching with awareness: The hidden effects of trauma on learning. Clearing House, 82(3), 119-124.

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References Continued

Demaree, M.A. (1994, March). Responding to violence in their lives: Creating nurturing environments for children with post-traumatic stress disorder. Paper presented at the Annual Conference of the Association for Supervision and Curriculum Development, Chicago, IL.

Grosse, S.J. (2001). Children and post traumatic stress disorder: What classroom teachers should know. Retrieved from the Educational Resources Information Center: http://www.hawaii.edu/hivandaids/Children%20and%20PTSD%20%20%20What%20Classroom%20Teachers%20Need%20to%20Know.pdf

Perry, B.D. (2002). Stress, trauma and post-traumatic stress disorders in children: An introduction. Retrieved from http://www.childtrauma.org/CTAMATERIALS/PTSDfn_03_v2.pdf