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Provide information in the discussion area for the disorder you selected.

by | Nov 1, 2022 | Education | 0 comments

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This team activity will give you an opportunity to review sources of information about depressive disorders (described in the text on pages 74–76) and share what you learn with your peers. Look for journal articles, online resources, and websites that will help you support social-emotional needs and social skills development of students with depressive disorders.
Jones, V., Greenwood, A., & Dunn, C. (2016). Effective supports for students with emotional and behavioral disorders. New York, NY: Pearson.
Chapter 7: “Creating Methods for Supporting Students Experiencing EBD in Becoming Self-Directed Learners” (I don’t have the book)
For this Team Activity, you will focus on one of the Depressive disorders (described on pages 74–76 in the text), that you would like to learn more about. Think about how you can develop a strategic plan to support the social and emotional needs of students with Depressive disorders, based on research and legislative mandates.
Find a peer-reviewed journal article in the university library that identifies strategies you could use to address the social, emotional, behavioral, and/or academic challenges that you would likely see in the classroom from a student diagnosed with that disorder.
You may also include a list of other resources and professional websites (.edu or .gov) that contain information about this topic.
Provide information in the discussion area for the disorder you selected. Focus on the following:
General category of the disorder (anxiety, depressive, conduct)
Specific disorder
Characteristics of the disorder
Social and emotional deficits typical of the disorder
Instructional strategies for the classroom
Self-monitoring strategies for students
Current research findings and recent legislative mandates that support social skills training
List of resources
Additional questions you have
Comments from Customer
Discipline: Teaching students with behavioral disorders

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