Individuals with Emotional or Behavioral Disorders

Defining Emotional or Behavioral Disorders Federal definition: “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” Inability to learn not explained by other factors Inability to have interpersonal peer relationships Inappropriate behavior or feelings under normal circumstances Pervasive mood or depression or unhappiness Tendency to develop physical symptoms or fears

Defining Emotional or Behavioral Disorders Disturbed (occurs in many settings, habitual and part of the individual behavior pattern) vs. disturbing behavior (inappropriate behavior in some situations Social maladjustment – social not emotional behaviors inhibit development Dimensions common to most definitions of emotional and behavioral disorders: Frequency (rate) of occurrence Intensity (severity) of behavior Duration (length of time) of behavior Age-appropriateness of the behavior

Classification of Individuals with Emotional or Behavioral Disorders Clinically derived classification systems The Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR ) provides criteria Diagnosis involves observation of behavior over time and across different settings Statistically derived classification systems Involves categories of disordered behaviors Externalizing behaviors “undercontrolled disorders” Aggressiveness, tempure tantrums, acting out, noncompliance Internalizing behaviors “overcontrolled disorders” Withdrawal, depression, anxiety

Classification of Individuals with Emotional or Behavioral Disorders

Conceptual Models of Emotional or Behavioral Disorders

Conceptual Models of Emotional or Behavioral Disorders (continued)

Conceptual Models of Emotional or Behavioral Disorders (continued)

Prevention of Emotional or Behavioral Disorders Research on resiliency Research on positive behavioral support

Characteristics of Students with Emotional or Behavioral Disorders Learning characteristics Range of intellectual abilities, chronic school failure, absenteeism, grade retention, school dropout Social characteristics Difficulty building and maintaining relationships, aggressive behavior, experience rejection, externalizing and internalizing behaviors Language/communication characteristics Deficits in area of pragmatics, limited or inappropriate language use

Assessment of Students with Emotional or Behavioral Disorders Assessment strategies include: Interviews with student, parents, and teachers Examination of student records Parent, teacher, and student rating scales Observations in multiple natural settings Medical evaluations Standardized academic and IQ testing Functional behavioral assessment (FBA) Other measures as appropriate

Where are Students with Emotional or Behavioral Disorders Educated?

Proactive Classroom Suggestions Utilize class schedules and place them in prominent locations Intersperse difficult tasks with easier ones Alternate active and passive types of learning activities Adjust length of activities and/or the schedule Review and discuss the schedule frequently Inform students in advance of schedule changes Schedule daily opening and closing activities Consider the physical classroom arrangement Encourage teacher-student relationships Teach self-monitoring strategies Teach social skills and provide opportunities for practice Develop crisis prevention and management programs

Emotional or behavioral disorders are a predictor for school failure, delinquency, adult psychiatric problems, and substance abuse Absence of research on transition planning (time during the day when students move from one activity to another) for adolescents with emotional or behavioral disorders Effective management of the physical environment includes proactively addressing such areas as Time management Transition management Proximity and movement management Good classroom management techniques

Strategies – have a bag full! Academic/instructional strategies Classroom level strategies Mnemonics Self-monitoring strategies Curriculum-based measurements Content enhancement Social skills training Interpersonal problem solving Conflict resolution Crisis prevention Management programs

Family-Centered Interventions Family-centered approach to planning for children with emotional or behavioral disorders supports the family’s needs. Recognize the family’s strengths and concerns Home-school collaboration is essential

Issues of Diversity Overrepresentation of African-American males in special education programs for children with emotional or behavioral disorders Female students are underrepresented in special education programs for children with emotional or behavioral disorders

Technology and Individuals with Emotional or Behavioral Disorders