Chapter 6 Emotional and Behavioral Disorders

IDEA-Definition of Serious Emotional Disturbance (SED) One or more of the following characteristics over a long period of time and to a marked degree that 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”

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

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

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destruction Threats of violence or violence toward peers and/or teachers Internalizing behaviors Overly shy or immature Withdrawn Hypochondria Easily upset and difficult to calm

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

Prevalence Prevalence Gender 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

Causes Biological factors Environmental 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

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

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

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

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

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

Self-Management Card

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

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

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