conversations.from: human
conversations.value: a title for a book about Behavioral, Psychiatry, School with the genre: Education & Teaching, Schools & Teaching
conversations.from: assistant
conversations.value: A title for this book could be 'School Success for Kids with Emotional and Behavioral Disorders'
conversations.from: human
conversations.value: Give me the first four paragraphs for this book.
conversations.from: assistant
conversations.value: School Success for Kids with Emotional and Behavioral Disorders
  A couple of years ago, a young man named Dylan was referred for neuropsychological assessment. Dylan was a freshman at a local high school who had a rough time, both behaviorally and academically, throughout middle school. He was described as increasingly disrespectful of his teachers, at times noncompliant, and at others, outright defiant. He had gotten into a number of verbal altercations, resulting in disciplinary reports, and was even suspended on one occasion. Dylan's mother reported that his grades had dropped rapidly through middle school and that relationships with his friends had deteriorated. He was ultimately found eligible for special education services as a student with an emotional disability.
  Dylan's parents brought him for a neuropsychological evaluation. Results of the neuropsychological assessment revealed a number of interesting findings. First, Dylan was born prematurely at 32 weeks. Second, his early development was remarkable for significant restlessness, impulsivity, and inattention. He had always had a difficult time completing work in a timely manner and required considerable supervision through elementary school. One teacher had actually suggested that he might have an attention disorder, but he responded well to some simple accommodations in the classroom. Dylan also had reading difficulties. On measures of reading, his decoding, comprehension, and fluency skills were more than two grade levels below his current placement. His intelligence scores, however, were quite high.
  In trying to understand how Dylan reached the point where his behavior had become so difficult to manage, we discussed the role of prematurity and its relationship with neurodevelopmental differences and his biological predisposition toward impulsivity and difficulty with aspects of executive functioning that are increasingly required of students as they progress through middle school to high school. We discussed the gap between his current reading skills and classroom demands despite above-average intelligence. We examined a history of anxiety and low-frustration tolerance and the emergence of increasingly oppositional and defiant behavior. We recognized that his tendency to become both impulsive and defiant had created a number of difficulties with teachers and friends. Finally, Dylan's teachers recognized that he was actually a very bright student who performed poorly in school. He was not, however, an unmotivated or reluctant student.
  With a more thorough and accurate understanding of Dylan's profile, we were able to address each area of need within the context of his IEP, providing science-based intervention, appropriate accommodations and modifications, private psychiatric services, and school-based psychological services to support his progress. The laundry list of diagnoses can be overwhelming. However, understanding a child diagnostically can help develop an intervention plan that can ultimately support a child's success.
conversations.from: human
conversations.value: Give me four more paragraphs.
conversations.from: assistant
conversations.value: Psychiatric medications often are in the news, resulting in confusing, sensational, or even inaccurate information. The use of medicines for mood and behavior symptoms in children is often viewed as controversial despite the availability of well-designed research supporting the safe and beneficial effects in some conditions. This chapter will provide parents and teachers with current information regarding the different medications that can be helpful for the child and access to the research examining the safety and effectiveness of such medicines. Tool 12.1 provides tips for parents and teachers on understanding the issues related to medication.
  The push to seek medication consultation may come from home, school, daycare, the legal system, different treatment providers, or other sources where the student has regular interaction. Severe behavior and mood symptoms such as danger to self and others often trigger the most rapid response. Academic underachievement or failure to progress in school especially after different interventions have been tried is another common reason. Researchers studying national trends in the use of psychiatric medications in children published a 10-year prospective study of practice patterns in youth regarding the use of psychiatric medications (Olfson, Marcus, Weissman, & Jensen, 2002; Zito et al., 2003). It showed enough benefit to encourage consideration of medications as an important intervention.
  In 1996, the National Institute of Mental Health established Research Units in Pediatric Psychopharmacology (RUPPs). These are networks located in academic research settings throughout the country devoted to do multisite clinical trials to study the safety and efficacy of commonly used psychiatric medications that have no adequate data and are being used in children. Some of the sites are in highly regarded universities such as Yale, Columbia, and Johns Hopkins. The teams are led by experts in pediatrics, child psychiatry, psychopharmacology, and clinical research and design. These are not sponsored by drug companies. Several protocols have come out of the RUPPs such as the use of antidepressants for anxiety, depression, and bipolar disorders and the use of antipsychotics for children with autism and behavioral disturbances. They have ongoing clinical trials for all types of treatment such as childhood-onset schizophrenia, mood disorder, ADHD, anxiety, and bipolar disorders that include medications, cognitive-behavior therapy, and other interventions.
  There are several physicians who can provide medication consultation and management. The different medical specialists are listed in Table 8 with the disorders that they frequently manage.
conversations.from: human
conversations.value: Give me the last four paragraphs.
conversations.from: assistant
conversations.value: A key indicator of future adult life success and satisfaction is employment during high school. Students with and without disabilities who hold even a part-time paid or volunteer job have more positive records of postsecondary employment. Parents are strongly encouraged to support their child with emotional and behavioral disabilities to experience some employment success as early as feasible. Middle school is not too early to begin volunteer employment.
  In order to transition from K–12 education, students need to know how to communicate, interview, get along with others, and manage finances. These skills need to be explicitly taught and practiced to help ensure smooth transitions from school. Students should be exposed to work and higher education environments, take advantage of support groups and coaching to discuss new environments, and know the expected rules and norms. Successful transition means that students are not just dropped at the door of their new experience but that students are aware of the new environment and have practiced the necessary skills to succeed in that environment.
  All plans need a back-up due to unforeseen circumstances. Many times students who are starting fresh in higher education or work think that they want to "try" without any supports and see how they do. Although this is a wonderful show of independence and determination, it is advisable to have frequent check-ins and an established back-up plan in case of difficulty. For example, students may want to have an early meeting with their instructors to determine their progress in a course. It usually is advisable to have more supports in the beginning and then to gradually wean off of the supports as a person progresses. In addition, there needs to be a counselor, a parent, or someone connected to the student to be a sounding board for his ideas and thoughts. Students need to identify a coping plan in times of stress and have a written plan to ask for help if school or work becomes too difficult.
  Smith, D. D. (2007). Emotional or behavioral disorders defined. Retrieved from <http://www.education.com/reference/article/emotional-behavioral-disorders-defined/?page=4b>
conversations.from: human
conversations.value: Reverse the sentences.
conversations.from: assistant
conversations.value: com/reference/article/emotional-behavioral-disorders-defined/?page=4b>.education. Retrieved from <http://www. Emotional or behavioral disorders defined. (2007). D.
  Smith, D. Students need to identify a coping plan in times of stress and have a written plan to ask for help if school or work becomes too difficult. In addition, there needs to be a counselor, a parent, or someone connected to the student to be a sounding board for his ideas and thoughts. It usually is advisable to have more supports in the beginning and then to gradually wean off of the supports as a person progresses. For example, students may want to have an early meeting with their instructors to determine their progress in a course. Although this is a wonderful show of independence and determination, it is advisable to have frequent check-ins and an established back-up plan in case of difficulty. Many times students who are starting fresh in higher education or work think that they want to "try" without any supports and see how they do.
  All plans need a back-up due to unforeseen circumstances. Successful transition means that students are not just dropped at the door of their new experience but that students are aware of the new environment and have practiced the necessary skills to succeed in that environment. Students should be exposed to work and higher education environments, take advantage of support groups and coaching to discuss new environments, and know the expected rules and norms. These skills need to be explicitly taught and practiced to help ensure smooth transitions from school.
  In order to transition from K–12 education, students need to know how to communicate, interview, get along with others, and manage finances. Middle school is not too early to begin volunteer employment. Parents are strongly encouraged to support their child with emotional and behavioral disabilities to experience some employment success as early as feasible. Students with and without disabilities who hold even a part-time paid or volunteer job have more positive records of postsecondary employment.A key indicator of future adult life success and satisfaction is employment during high school