Challenges Children with EBD Face During their Development of Social Competence

Challenges Children with EBD Face During their Development of Social Competence

Several personal and environmental variables might act as barriers to preventing learners with emotional and behavioral disorders from developing. These challenges include affective, cognitive, and educational distortions (Yell et al., 2013). Affective distortions make children with emotional and behavioral disorders (EBD) always show affective misrepresentations meaning they have issues interpreting emotions, social cues, and feelings during their social relations.  Consequently, they respond with social behaviors that others judge as incorrect for the situation. The method of teaching social skills that would meet this challenge is the teacher altering how the students interpret others’ behavior, behave towards others, and express their emotional arousal in social situations (Ray, 2011).

A cognitive distortion is another challenge. Regarding this challenge, youth and children demonstrate misleading beliefs and often misread social interactions, challenging self-reflection and perspective (Yell et al., 2013). One method of teaching social skills that would meet this challenge is teaching the student to avoid personalizing issues and avoid thinking that everything is ideally about them. The student should be taught to think of issues to be of others, not only themselves.

The final challenge is educational environment distortions. This means creating a learning setting that encourages positive peer association as a vital component in the education of learners with EBD. Yell et al. (2013) affirm that generally, learners with EBD spend more time interacting with children and adults in special education and report fewer chances of interacting with peers who are non-disabled. As such, the method of teaching to address this challenge should embrace cooperative learning and play whereby students interact with other peers, both non-disabled and disabled, to have a better experience with peers from all domains. Another strategy is setting proactive methods, such as directly teaching learners expectations, procedures, and rules at the start of the school year and setting standards for the interplay among learners (Ray, 2011).

References

Ray, D. (2011). Advanced Play Therapy: Essential Conditions, Knowledge, and Skills for Child Practice. Routledge.

Yell, M. L., Meadows, N. B., Drasgow, E., & Shriner, J. G. (2013). Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders. Boston, MA: Pearson.

ORDER A PLAGIARISM-FREE PAPER HERE

We’ll write everything from scratch

Important items to remember

When you answer a question, please submit the question at the top of the paper. This is very important. When I am grading, I am grading answers from multiple courses and various answers for each course. This helps me tremendously. If you don’t write the question, you can’t receive full points.

Challenges Children with EBD Face During their Development of Social Competence

Unless a question says list, it is an essay question in nature. I use these questions to determine how well you write. I give these instead of tests, so do your best. I attached an example of how to answer an essay question at the bottom of the syllabus.
You must check your grammar and spelling, and you must use paragraphs. Surprisingly, I have multiple students that do not use paragraphs. The answers without paragraphs are just too hard to follow. If you have questions about using paragraphs, here is a website to pull up. https://www.literacyideas.com/writing-perfect-paragraphs/ (Links to an external site.) Links to an external site. You may need to cut and paste it into your browser.
Again, this course is self-paced. You may turn in your assignments as you go. I would turn in one or two quickly so that you can get feedback. Please do not wait till the last minute to turn it all in.

HOW TO ANSWER AN ESSAY QUESTION
Helpful Hints

Read the questions very carefully at least 2 or 3 times.
Circle the main verb (= action verb/imperative) in the question and decide on the necessary rhetorical strategy for answering the question (cause-effect, comparison-contrast, definition, classification, problem-solution).
Make sure you understand what type of answer the main verb calls for (a diagram a summary, details, and analysis, and evaluation).
Circle all the keywords in the question.
Decide if you need to write a 1-paragraph or a multi-paragraph answer.
Write a brief outline of all the points you want to mention in your answer.
Restate the question and answer it with a topic sentence (for a 1-paragraph answer) or a thesis statement (for a
multi-paragraph answer).
Answer the question according to the general rules of academic writing. Use indentations; begin each paragraph with a topic sentence; support the topic sentence(s) with reasons and/or examples; use transition words to show logical organization; write a conclusion. Use correct punctuation throughout.
Read over your answer again and check if all the main ideas have been included.
Check your answer for grammar and punctuation.