Virginia AHPERD_Winter2022

As stated in the previous section, there are several symptoms that range from minor to severe. Many of these symptoms affect how the student may learn and behave. When symptoms start affecting a child, in terms of school (including recess), the child should receive special education services and an Individualized Education Program (IEP) should be developed. These special education services give students a better chance of thriving in their academic environment. Possible Social Benefits of the Recess Setting for Children with Impulse Control Disorders One can imagine that it is difficult for someone with ICP to have desired social skills. This is where recess, if run properly, can have a positive impact. Recess is a fantastic way for the students to get up and move and it creates an outlet for students to learn how to interact with their peers. Students with ICDs need these opportunities to learn how to interact with their others. Below is a list created by the authors of the possible social benefits for students with ICDs at recess: ● The recess setting is an opportunity to learn problem solving skills when situations arrive. ● Students can learn to cope with their emotions by be ing around a community of their own peers. ● Students are in a less structured environment which gives them free rein over their own choices while remaining in a safe and controlled environment. ● Recess can improve the emotional development in students. ● Recess can give students with opportunities to practice patience and social skills. Recess Modifications for Children with Impulse Control Disorders To address the previously mentioned social benefits of recess, there are modifications that educators can make for students with ICDs. The recommendations listed below should be considered only if the parents, teachers, administrators, and the student are comfortable with these modifications. If the student is comfort able, and there is good supervision, these activities listed below are appropriate. Please note that these items are simply good procedures for all children. ● Games should usually stress cooperation, not com petition. ● Recess should include a variety of activities in which the student could be successful. ● Demonstration and positive reinforcement should be used to ensure appropriate behavior whenever possible. ● Modifications can be made to the rules of the game. For instance, a no-contact policy. Students with ICDs can become too excited and may cause an injury to themselves or others.

● To ensure that students with ICDs can easily ac cess a quieter area if they need to calm down. Make sure the area has nothing in which the student could harm themselves or others (simply good teaching procedure). Instead, provide items such as soft stuff animals. ● Students with ICDs should have something to focus their hands on such as a fidget toy or a soft ball. ● Make sure all the rules are stated as clearly as possible and that all of the students agree with them. ● If the situation of the game seems to be getting too frustrating for the child, then modify or change the activity. Teachers should be prepared if this happens. Giving the student something calmer to focus on is usually a good instructional method. Conclusion Recess is an important activity for all students, but for those with emotional/behavioral disorders, it can be crucial. All students can cause challenges for both the students and the teachers during recess, but the outcomes can be extraordinary. This article has hopefully provided a foundation to effectively include students with ICD in recess. References Cross Creek Hospital. (2018). Causes and effects of impulse con trol disorder . Grant, J.E., Williams, K.A., & Potenza, M.N. (2007) Impulse control disorders in adolescent psychiatric inpatients: Co occurring disorders and sex differences. Journal of Clinical Psychiatry, 68 (10), 1584–1592. Impulse control signs effects. Retrieved March 30, 2022, from https://www.crosscreekhospital.com/behavioral-disorders/ conduct-disorder/signs-effects/ Individuals with Disabilities Education Act. (2018). 300.8 child with a disability . Retrieved March 30, 2022, from https://sites. ed.gov/idea/regs/b/a/300.8 Ploskin, D. (2016). What are impulse control disorders? Psych Central . Retrieved March 30, 2022, from https://psychcentral. com/lib/what-are-impulse-control-disorders Schreiber, L., Odlaug, B, & Grant, J. (2011). Impulse control disorders: updated review of clinical characteristics and phar macological management. National Library Medicine . Re trieved March 31, 2022 from https://pubmed.ncbi.nlm.nih. gov/21556272/ Disclaimer: This article is for informational use only. The informa tion found in this article is not meant to substitute for professional medical advice, diagnosis, or treatment.

WINTER 2022 • Virginia AHPERD • 21