New Course: Reactive Attachment Disorder

While Reactive Attachment Disorder - or RAD - is considered a low-incidence disorder, for internationally adopted children, children in foster care and those who've experienced abuse or neglect, its occurrence can be much higher. Students with Reactive Attachment Disorder can struggle with relatively minor issues such as social skills and disorganized behavior. But they can also experience more significant, consistent symptoms such as an underdeveloped conscience, anger and control issues and an aversion to touch - all of which can negatively affect a child's ability to form trusting, functional relationships.

 

RAD is an infrequent diagnosis, but it's vital for school staff to understand the disorder, its symptoms and behaviors, and classroom strategies that can help. The goal of our new Reactive Attachment Disorder course is to help school staff better understand Reactive Attachment Disorder, by investigating its symptoms and risk factors and exploring effective approaches to working with students with RAD.

In this course, we'll explore:

• Understanding Attachment and Disruption
• Common Symptoms and Behaviors
• Strategies for School Staff

About the Authors

Dr. Laura Clarke is an associate professor of special education at Eastern Kentucky University and former classroom special education teacher. Mom to four children, one with autism and epilepsy, she developed her toolbox of research-based strategies through great professional development and working with highly qualified teachers. As a researcher, she focuses on promoting inclusion of students with mild to severe disabilities through the development of engagement strategies to benefit all students.

 

Dr. Dusty Columbia Embury is an associate professor of special education at Eastern Kentucky University and former classroom special education teacher. Mom to two children, she learned how to be a better special education teacher by participating in IEP meetings as a parent. As a researcher, her work with to promote inclusion of students with disabilities has been a primary focus.