Understanding and Developing Academic and Behavioral Interventions for Students With Bipolar Disorder

Abstract

Despite significant advances in practices for effectively designing and delivering instruction for students with disabilities, educators continue to face challenges addressing the needs of students with emotional and behavioral disorders. Little information is available for educators on accommodations and modifications that would serve the needs of these students and address the unique challenges they present in the classroom. The educational, social, and behavioral needs of students with bipolar disorder are discussed along with suggestions for providing effective accommodations and modifications in the classroom.

Correlations Among Classroom Emotional Climate, Social Self-Efficacy, and Psychological Health of University Students in Taiwan

“…Teachers’ instructional support or instructional suggestions can help make decisions and guide objectives, resulting in a sense of accomplishment and self-worth, as well as elevate the motivation and belief of success, so that students become more diligent about achieving their academic objectives. Without the support and acceptance of teachers and peers, the self-esteem of children and adolescents may be affected, resulting in depression (Chang et al, 2018; Killu & Crundwell, 2008; Liu, 2006). At the same time, if there is positive interaction between teachers and students, students who want to have friendships with peers can have positive effects on their behavior and adaptation (Baker, 2006; Davis, 2006).…”

Don't Turn Away: Empowering Teachers to Support Students’ Mental Health

“…Independently written closure exercises that tap metacognitive or reflective skills may also help teachers better understand students' thoughts and feelings relative to classroom tasks. Furthermore, well-planned class projects that involve carefully partnering students in pairs or small groups can help a troubled student feel connected and part of a classroom community (Emmer and Evertson 2009;Killu and Crundwell 2008; UCLA Center for Mental Health in Schools 2009).…”

“…Teachers can help students by creating a positive classroom climate that features clear expectations for student behaviors, including a consistent schedule and routine that is communicated regularly, and flexibility in timelines and due dates when symptoms flare up. Other academic supports, such as visual organizers, daily planners, access to technology, and scribes for written assignments, can be particularly helpful to students struggling with mental health conditions (Killu and Crundwell 2008).…”

Childhood Bipolar Disorder: A Difficult Diagnosis

“…Bipolar disorder is ''a biological brain disorder that causes severe and unusual fluctuations in an individual's mood, energy, and ability to function'' (Killu & Crundwell, 2008, p. 245). Research suggests that bipolar disorder is caused by a combination of factors including genetic transmission and vulnerability, neurotransmitter abnormalities, and environmental factors, such as stressful life events (Killu & Crundwell, 2008;Geller & Luby, 1997). Bipolar disorder is acknowledged to be the most prevalent psychiatric condition in adults (Senokossoff & Stoddard, 2009); diagnosis is determined through an assessment using those characteristics described in the most recent edition of the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5; American Psychiatric Association [APA], 2013).…”