 Incidence of mental illness was 1/5 (NIMH, 2004)  Varying definitions and diagnostic criteria  Words like mental illness have had negative connotations in the past…  Reduce confusion by using accepted Federal Law terminology Emotional Disturbance Sherrill, 2004, 6e

Federal Law defines Emotional Disturbance as: i. A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:… A. An inability to learn which cannot be explained by intellectual, sensory, or health factors. B. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; C. Inappropriate types of behaviors or feelings under normal circumstances; D. A general pervasive mood of unhappiness or depression; or E. A tendency to develop physical symptoms or fears associated with personal or school problems ii. The term includes schizophrenia. The term does not necessarily apply to children who are socially maladapted, unless it is determined that they have a serious emotional disturbance.

 More than just skin deep  Many individuals who DO NOT have emotional disturbance may display some of the same behaviors at certain times during development.  ED characteristic behaviors continue over long periods of time...  Signals not coping with their environment or peers.  E.g. Statements may not necessarily reflect an emotional disturbance…

 NOT adequately determined (Notice a theme in this class...)  Following factors plausible:  Heredity  Brain chemistry  Personality  Diet  Stress  Family functioning and overall environment

 Environment = One of the most significant contributing factors may lead to:  Instability  Inconsistency  Lack of fundamental and meaningful relationships  Identity crisis  Self-esteem issues  Feelings of neglect, anger, and abandonment.

 Any of the following increase risk of emotional disturbance:  Male (Marder & Cox, 1991)  Multiple out-of-home placements (Foster Care System)/Homeless  Family history of mental illness  Exposure to domestic violence/alcohol, physical and/or sexual abuse  Neglect  Poverty (See figure 1)  Race: Black students 59% more likely to be identified as emotionally disturbed than white students (CCRE, 1998).  Foster care: Figure 2: Onset and Prevalence of emotional disturbance

 Hyperactivity (short attention span, impulsiveness);  Aggression/self-injurious behavior (acting out, fighting);  Withdrawal  Difficulty establishing relationships (Hardman, 1990)  Self-esteem issues  Immaturity (inappropriate crying, temper tantrums, poor coping skills); and  Learning difficulties (academically performing below grade level).  Children may exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings

 Individual Education Plan  Psychological Services ad Counseling  Behavior modification  Life Space Intervention  Conflict Resolution  Medication or Drug Therapy  Cooperative Home-School- Community Programs

 Reduces depression, anger, disruptive behaviors, and stereotypes (Hassmen et al., 2002; Bartholomew et al., 2005)  Aerobic activity tends to yield better results than less vigorous activity (Tzack et al., 2005)  Perceived as pleasant and enjoyable (Lavay et al., 1990)  Exercise should be:  Noncompetitive (Some exceptions when one-on-one)  Nonthreatening  Moderate intensity for min.  Used 2 or 3 times a day or as often as daily as seen beneficial for the child  Serves as a voluntary time-out or time of reflection and relaxation  Wanting to exercise is most important - Therefore it should not be used as a mandatory part of intervention

 Change environment and be prepared it is “extremely” demanding  Families may need help in understanding child's condition and learning how to work effectively with him/her  Services based on individual needs –change curriculum if necessary  Open communication & collaboration crucial.  Extended support system necessary  Careful Transitions from one part of lesson plan to another  More time on each activity.  Specific instruction on getting into game formations  Specific Instruction on changing game formations  Illustrative changes: (1) Modifying difficulty (2) Offering choices (3) Field trips to activities “Just for Kicks”  Detailed IEPS  Smaller class sizes Sherrill, 2004, 6e, Chapter 22 Serious Emotional Disturbance and Autism