Whitney Ozan And Shane Penn

A child exhibiting one or more of the following characteristics to a marked degree for a long duration of time that adversely affects their education: 1. Difficulty to learn that cannot be explained by intellectual, sensory, or health factors. 2. Difficulty to build or maintain satisfactory interpersonal relationships with peers and teachers. 3. Inappropriate types of behavior (acting out against self or others) or feelings (express's the need to harm self or others, low self-worth, etc.) under normal circumstances. 4. A general pervasive mood of unhappiness or depression. 5. A tendency to develop physical symptoms or fears associated with personal or school problems.

Internalizing Behaviors Anxiety Depression Social Withdrawal Often accompany externalizing behaviors Aggression Disruption Other forms of acting out Most commonly seen by teachers Externalizing Behaviors

Bipolar Disorder Mood swings Depression Manic episodes Borderline Personality Disorder Impulsive and risky behavior Mood Swings Anxiety and/or Depression Anxiety Disorders Exaggerated worry and/or tension Depression Mood Swings Depression Mood Swings Over weight or loss of weight Insomnia or excessive sleep Eating Disorders Loss of weight/concerns of body shape and weight. Depression Anxiety Schizophrenia Delusions/Hallucinations Disorganized behavior Lack of emotion

Adventures into depression

It is very common for an individual to exhibit simultaneous occurrence of disorders. This is described as comorbid. In fact, multiple or comorbid disorders are more common than are single difficulties.

The best assessor of Emotional Behavior Disorders is the teacher themselves. Students must exhibit severe behavioral issues, but not all severe behavioral issues justify a diagnosis. There is no standardized test for EBD as there is for intelligence or academic achievement. Standardized behavior rating scales and procedures for observing and evaluating are available, but EBD is a matter of judgment. Assessment of internal states through projective testing and other psychoanalytic means is not a reliable basis for identification of students as having EBD. Although sometimes unconscious or internal states may be assessed by psychologists or psychiatrists, the direct observation and rating of behavior by school personnel is a better basis for judgment.

Tanner is an 9 year old 3 rd grader. He does not appear to care about classroom rules, is disruptive, and often manipulates situations. No

Samantha is 13 year old 8 th grader. She is quiet in class, appears to have low self esteem, often asks to be excused to use the bathroom, is easily intimidated, but consistently a good student. She excels most in gym class. Yes

Justin is a 7 year old 2 nd grader and the youngest of four boys. Justin is consistently speaks out of turn, his comments are rarely relative to the topic, he is disruptive, consistently blames others for his own wrongdoings, and craves attention. No

Students at a young age may show behavioral issues, however this does not always constitute an EBD. Unless severe, teachers must know that behavioral issues are common among developing students. Before diagnosis home life and environmental factors must be evaluated. Teachers are often afraid to diagnose a student with EDB. Many students are not diagnosed until their behavior issues become very severe and protracted. Educators appear to be far more willing to decide that the student should be identified as having a learning disability (LD).

The US Department of Education states that 1% of students in public schools are diagnosed with EBD and receive special education, but other studies suggest and argue that it is as high as 5%. It is estimated that approximately 6-10% of children suffer from some form of emotional behavior disorder and may require special education and therapy. Because many teachers are unequipped to deal with children who suffer from a behavior condition and they can often be a disruption in class. Students of racial minorities are more often diagnosed with EBD due to cultural differences, and a lack of understanding on the teachers part.

A behavioral approach relies primarily on using consequences to change behavior, although instruction, talking to students, and correcting environmental factors that set the stage for misconduct are also important. Skillful application of these principles should address the problems of students with EBD. Psychopharmacology plays an increasingly important role in managing EBD. The role of drugs can be overplayed or misunderstood, but medication is clearly important not only in managing such problems as attention deficit hyperactivity disorder (ADHD), depression, bi-polar disorder, and schizophrenia but also in making students with these disorders more accessible to instruction

Teaching strategies for these students should be based on changing the behavior itself. The system is often centered on discouraging the unwanted behavior and rewarding/encouraging the desired behavior. 1. Specifically identify the behavior which needs to be changed. 2. Create a baseline of the observed behavior. 3. Closely examine the information in the baseline and evaluate what has been observed and documented 4. Develop short and long term goals for the student. In the plan create a reward system to be used. Such as: give student a check mark for every 15 minutes behavior is appropriate. When the student receives 8 checks they may have 10 minutes of computer time. 5. Reevaluate the plan for effectiveness. Has the behavior reduced occurrence in a variety of settings? 6. Make modifications in the behavior plan to reinforce the desired outcome.

Samantha is 13 year old 8 th grader. She is quiet in class, appears to have low self esteem, often asks to be excused to use the bathroom, is easily intimidated, but consistently a good student. She excels most in gym class.

Tanner is an 9 year old 3 rd grader. He does not appear to care about classroom rules, is disruptive, and often manipulates situations.

Justin is a 7 year old 2 nd grader and the youngest of four boys. Justin is consistently speaks out of turn, his comments are rarely relative to the topic, he is disruptive, consistently blames others for his own wrongdoings, and craves attention.

Adolescents and young adults with EBD are among the most frequently unemployed individuals with disabilities. Helping students with EBD make the transition from high school to work or to further education is among the most difficult tasks in special education. Programs for the transition of students with EBD have been criticized.

Emotional Disturbance Video

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