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Addressing Barriers to Learning: Helping Students Cope with Disruptive Behaviors Bipolar Disorder Mental Health in the Schools Series Suzanne Rilling Mili Lal Susan Cole OBJECTIVES Overview of Bipolar Disorder Signs and Symptoms Strategies/Interventions Classroom Accommodations Developing a Plan Case Study Childhood Bipolar Disorder General Information: Previously called manic depression Alternate between “poles” of excessive energy and hopelessness 1% of population Usually diagnosed late adolescence or early adulthood Recognized in children since 1995 Diagnostic Criteria Symptoms are at an inappropriate severity level for age and developmental stage. Must cause SIGNIFICANT functional impairment to be considered a disorder. Essential Clinical Features Marked by EXTREME changes in mood, thought, and behavior Disturbance must be severe enough to cause impairment in school/family/peer functioning or need hospitalization. Etiology of Childhood Bipolar Disorder Genetic Chemical Imbalance Life stressors exacerbate illness Signs and Symptoms of Childhood Bipolar Disorder Poor behavior regulation Irritability Labile Distractibility Switches topics rapidly Sensation Seeking Racing thoughts Inflated Self-Esteem Indecisive Change in eating habits Sleep disturbance Fatigue Difficulty concentrating Feelings of helplessness and hopelessness Symptoms Continued….. Other possible symptoms: Paranoia Misinterpretation of social cues Beliefs of special powers ACTIVITY WHAT MIGHT CHILDHOOD BIPOLAR DISORDER LOOK LIKE IN YOUR CLASSROOM/SCHOOL ENVIRONMENT? Observable/Measurable Behaviors of Bipolar Disorder in the Classroom Off task/Inability to focus Sleeping/Head on desk Rages Crying Poor Initiation Flat affect Frequent school absences Poor grades Physical complaints Types of Treatment Psychotherapeutic Treatments Cognitive Behavioral Therapy Family Therapy Other Therapies Medication Treatments Other Services STRATEGY INFORMATION SHARE WHAT WORKS? WHAT DOESN’T? Helpful Accommodations Back and Forth Notebook between home and school Extended time for tests/assignments Late start to school day or shortened day Unlimited access to bathroom/water Extra set of books at home Tool kit to manage emotions Calculator for math Break long tasks into smaller segments Permission to have snacks Alternative/Modified assignments Books on tape Natural Light Hard copy of notes Developing A Good Intervention Plan STEP I: Establish a team STEP 2: Get Student Input STEP 3: Teach Self-Monitoring Techniques STEP 4: Design Classroom Exit Strategy for the student CASE STUDY JESSICA- 9TH GRADE AVAILABLE SCHOOL-BASED SUPPORT SERVICES