Chapter 6 Emotional and Behavioral Disorders

1. Chapter 6Emotional and Behavioral Disorders

2. IDEA-Definition of Serious Emotional Disturbance (SED) One or more of the following characteristics over along period of time and to a marked degreethat adversely affects educational performance • Inability to learn not related to other factors • Inability to build or maintain satisfactory peer or teacher relationships • Inappropriate feelings or behavior under normal conditions • Frequently unhappy or depressed • Often fearful • Definition does not apply to children who are “socially maladjusted”

3. Problems with IDEA Definition • Definition is vague and subjective • What are “satisfactory” peer and teacher relationships? • What does “inappropriate” behavior look like? • The definition, as written, excludes children on the basis for which they are included • How does one differentiate between “socially maladjusted” and true “emotional disturbance”? • Individual teacher expectations and tolerances make identification a difficult and subjective process

4. CCBD Definition of Emotional or Behavioral Disorders • Behavioral or emotional responses so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance • More than temporary, expected responses to stress • Consistently exhibited in two different settings, at least one of which is school related • Unresponsive to direct intervention in the general education setting

5. Common Characteristics of Children with EBD Two primary behavioral excesses • Externalizing behaviors (most common behavior pattern) • Noncompliance • Temper tantrums • Property destruction • Threats of violence or violence toward peers and/or teachers • Internalizing behaviors • Overly shy or immature • Withdrawn • Hypochondria • Easily upset and difficult to calm

6. Common Characteristics (cont.) Behavioral deficits • Academic achievement • Low GPA • High absenteeism • At risk for school failure and early drop out • Social skills • Less participation in extracurricular activities • Lower quality peer relationships • Juvenile delinquency

7. Prevalence Prevalence • Estimates vary, but about 3% to 5% of school-age population • Given prevalence data, many students not receiving specialized services Gender • The vast majority are boys

8. Causes Biological factors • Brain injury or dysgenesis • Genetics (e.g., schizophrenia) • Temperament Environmental factors • Home - Inconsistent parenting practices • Community - Low SES, gangs, high crime rate • School – ineffective instruction, coercive pain control The primary medical classification system used for individuals with EBD is based on the DSM-IV-TR. It includes 16 major categories, including mood, and anxiety disorders, and schizophrenia

9. Identification and Assessment Whether behavior is different enough to require services Screening tests • Used to determine if intervention is warranted • Behavior rating scales or checklists • E.g., Child Behavior Checklist (Affective Problems; Anxiety Problems; Somatic Problems; Attention Deficit/Hyperactivity Problems; Oppositional Defiant Problems; and Conduct Problems) Projective tests • Ambiguous stimuli • Limited usefulness for education planning Direct observation and measurement • Directly focuses on the child’s problems • Useful for educational planning

10. Functional Behavioral Assessment Systematic, data-driven process • Informal assessment • School records, parent interviews, teacher checklists • Direct observation and measurement • In-class observation when behavior is likely to occur • Hypothesis development • All informal and observational data used to develop intervention based on probable cause of the behavior • Intervention • Teaching functional replacement behaviors • Evaluation and modification • Data are collected to determine success of the intervention

11. Functional Behavioral Assessment • Federal law (IDEA, 1997) mandates the use of functional behavioral assessments (FBAs) and positive behavioral supports to address challenging behaviors demonstrated by students in school settings • Functional assessment has a scientifically based history with more than 30 years of research rooted in applied behavior analysis

12. Curriculum Goals Learn to control their antisocial behavior Social skills • Cooperation skills • Appropriate ways to express feelings • Responding to failure Academic skills • Direct, explicit instruction • High rates of teacher praise

13. Curriculum Goals (cont.) Behavior management • Clear school-wide expectations (PBS) • Positive proactive classroom management strategies Self-management • Self-monitoring • Self-evaluation Peer mediation and support • Peer tutoring • Positive peer reporting

14. Self-Management Card

15. Fostering Strong Teacher-Student Relationships Differential acceptance • Witness or be the victim of acts of anger without responding similarly Focus on alterable variables • Teachers should focus effort on only those variables that make a difference in student learning and can be affected by sound teaching practice

16. Educational Placement Alternatives • More than 50% of students with EBD receive their education in: • Separate classrooms • Special schools • Residential facilities • Most students receiving special education because of emotional or behavioral disorders have serious problems that require intensive intervention

17. Current Issues and Future Trends • Revising the federal definition to meet the needs of students • Prevention efforts in the community • Clarify regulations for disciplining students • Improving services for youth in correctional facilities • Developing “wraparound” services for families • Putting into practice research validated teaching methods