What are the signs of bullying?

Bullying may be one of the most common problems of childhood today. Many parents are worried about not only the safety of their children but their mental and emotional health. Bullying can take many forms, such as physical violence, verbal abuse, intimidation or threats, and other actions that intimidate or intentionally hurt another person.

If your child is showing signs of being bullied, it’s important to talk to them about what they are experiencing. This will help open the lines of communication and help you determine if they are experiencing any other issues that might be causing them stress. Some signs that your child may be a victim of bullying include:

Isolation: Your child may refuse to go to school or seems to be depressed and withdrawn at school.

Physical injuries: Bruises on their arms or legs could be signs of bullying.

Unexplained injuries: If an accident does not explain your child’s injuries, it may indicate that someone is hurting them.

Loss of interest in activities: If your child has lost interest in activities they used to enjoy, such as sports or clubs, it could mean they are being bullied.

Changes in mood and personality: A sudden change in your child’s mood could mean that he/she has been bullied.

Excessive crying: crying for no reason or uncontrollably when triggered

Sudden decline in grades: If you notice a sharp decline in grades or your child seems to be struggling academically, there may be a reason beyond just poor performance.

​Withdrawal from friends: Children who have been bullied often withdraw from their friends because they don’t want to talk about what happened or get help from others because they feel ashamed or guilty about what happened to them.

What do I do if my child is bullied?

Bullying is a problem in schools across the country. But, unfortunately, it can happen to any student, from any background, at any school.

If your child is being bullied, you first need to talk with them about it. Find out if they’re afraid of the bully or if someone else is doing the bullying for them. You can also find out if other kids are involved and whether or not they are being threatened by those kids as well.

​Your next step is to talk to your child’s teacher and principal about what is going on with your child at school. Let them know what type of bullying they are experiencing so they can try to stop it immediately. They may also be able to provide some helpful tips on how you can help protect your child from this type of behavior in the future.

Eligibility

Emotional Disturbance is a term used in special education to describe a range of mental health conditions that can impact a student’s ability to learn and interact with others. According to the Individuals with Disabilities Education Act (IDEA), a student may be eligible for special education services under the category of emotional disturbance if they exhibit one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance:

• An inability to learn which cannot be explained by intellectual, sensory, or health factors
• An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
• Inappropriate types of behavior or feelings under normal circumstances exhibited in several situations
• A general pervasive mood of unhappiness or depression
• A tendency to develop physical symptoms or fears associated with personal or school problems

It is important to note that a student does not have to be diagnosed with a specific mental health condition to be eligible for special education services under the category of emotional disturbance. The federal and state special education eligibility criteria for emotional disturbance are the only criteria a student must meet to be eligible for special education services.

One line in the eligibility criteria that is often argued is, what is a “long period of time?” This was addressed by the Office of Special Education (OSEP), which stated it was a range of “two to nine months.”

“Marked degree” is also a sticking point. Yet OSEP states it refers to the frequency, duration, or intensity compared to peers.

Educators and parents need to understand that Emotional Disturbance is not a diagnosis but rather a label for a collection of behaviors and symptoms. Working with mental health professionals to get a comprehensive evaluation and diagnosis for a student with suspected Emotional Disturbance is helpful. A diagnosis can help educators and parents better understand the underlying causes of the student’s emotional and behavioral issues and develop appropriate strategies and accommodations to support them.

If you believe your child may be eligible for special education services under the category of emotional disturbance, request a full comprehensive educational evaluation. Make sure to state your concerns and examples of the behavior you are seeing.

Accommodations

Taking a “whole child” approach is vital, and considering counseling services and individualized accommodations that meet the student’s unique needs is critical. This may include a private journal for the student to reflect on their day’s events rather than a public behavior chart, which can be embarrassing and counterproductive for students with Emotional Disturbance. Classroom rules should be developed with buy-in from the student. They should be focused on establishing expectations and structure rather than punishment.

Accommodations for students with emotional and behavioral disorders (EBD) are crucial to help them succeed in the classroom. Therefore, it is important to collect data on what accommodations are suitable for each student, as it is often trial and error to determine the most effective strategies for each student. Here are some accommodations that have proven to be effective for students with EBD:

Encourage positive behaviors: Provide students with a positive and structured environment by discouraging negative behavior while rewarding appropriate behavior. This can be achieved by setting clear rules and expectations, providing positive reinforcement when students display good behavior, and using a token economy system to reward positive behaviors. Provide students with a positive and structured environment by discouraging negative behavior while rewarding appropriate behavior. This can be achieved by setting clear rules and expectations, providing positive reinforcement when students display good behavior, and using a token economy system to reward positive behaviors.

Participating in class: Encourage students with EBD to participate by urging them to answer questions, offer their opinions, work with their peers, and complete assignments. Easy accommodations and modifications that can be made include: providing clear instructions, breaking down tasks into smaller steps, offering choices when able, and giving students extra time to complete assignments .

Provide proper assignments: Give students with EBD assignments that are within their abilities and that match their educational level. Accommodations that may be helpful for these students include allowing them to take breaks as needed, giving them more time to complete tasks, and helping them prepare for tests and assignments.

Parents should work with teachers, counselors, or psychologists: If you are having difficulty managing a student with EBD, or you believe a teacher is struggling with your child, don’t hesitate to ask for help from your school administration. There are many resources available to help educators support students with EBD. If a student’s emotional or behavioral problems are causing intense difficulty in the classroom, it may be necessary to seek help from a counselor or school psychologist.

Ensure accountability: It’s important for students with EBD to be held accountable for their behavior and actions. Accommodations that may be helpful for these students include frequent check-ins with the teacher, preferential seating arrangements, and alternative seating such as wiggle cushions or exercise ball seating.

By understanding the condition and implementing appropriate accommodations, it is possible to create a learning environment that meets the student’s needs .

Overall, any individual struggling with problem behaviors that interfere with their ability to learn or interact with others may benefit from an FBA. By identifying the function of these behaviors and developing effective interventions, individuals can learn to manage their behaviors and succeed in their environment.

Several signs can indicate an FBA may be necessary. These include:

• A behavior that is interfering with the student's ability to learn or the teacher's ability to teach.
• The behavior is causing harm to the student or others around them.
• The behavior frequently occurs, and the child is not responding to typical classroom management strategies.
• The behavior is causing the student to be excluded from the classroom or school environment.

If any of these signs are present, an FBA should be considered.

The FBA process typically includes the following steps:

Identifying the problem behavior: This involves defining the behavior in clear, observable terms.

Collecting data: This includes tracking when the behavior occurs, where it occurs, and what happens before and after the behavior.

Analyzing the data: This involves reviewing the data to identify patterns and potential causes of the behavior.

Developing a hypothesis: Based on the data analysis, a theory is formed about the function or purpose of the behavior.

Testing the hypothesis: This involves implementing an intervention plan to see if it reduces the occurrence of the behavior.

Evaluating the results: The effectiveness of the intervention plan is assessed to determine whether it successfully reduced the behavior.

An FBA can be conducted by a variety of professionals, including school psychologists, behavior specialists, and special education teachers. Therefore, it is important to ensure that the person conducting the FBA has the necessary training and expertise to conduct a thorough analysis.

The benefits of conducting an FBA include the following:

• Identifying the underlying cause of the behavior allowing for more effective intervention strategies to be developed.
• Reducing the occurrence of problem behaviors improving the learning environment for both the student and teacher.
• Improving communication between the school, parents, and other professionals involved in the student's care.
• Providing a framework for ongoing monitoring and evaluation of the intervention plan.

In conclusion, Functional Behavioral Analysis is a valuable tool for identifying the underlying cause of problem behaviors and developing effective intervention strategies. Suppose you notice signs that an FBA may be necessary. In that case, take action! Provide a written request to your child's school requesting an FBA be conducted and that you meet to consider a Behaviour Intervention Plan to address the behavior and ensure your child can succeed in their learning environment. Make sure to include in your written request permission to assess so and follow up with the school within a few days so that any timeline they are held to by state law begins ticking. By conducting an FBA and developing a behavior intervention plan, you can create a positive and supportive learning environment for all students.

My interest in behavior has driven my career. I got a master's degree in behavioral science from the University of Arizona and I'm well versed in conducting FBAs and creating BIPs. If you need help navigating the special education system and your child's behaviors and want to add an advocate to your team to make sure the plan that is in place is the right plan for your child please make an appoinement for a 20-minute consultation to talk to me. Students learn best when they feel safe, supported, and successful.