1. Students with Emotional Disturbances
Understanding
Students with Emotional Disturbances
By: Ashlee Lynn Deon & Joseph C

2. What is Emotional Disturbance?
The term Emotional Disturbance (ED) includes a wide spectrum of mental disorders, from panic, anxiety and conduct disorders to obsessive-compulsive disorders.
Students diagnosed (or even undiagnosed) with these mental disorders are not only effected emotionally, but often struggle socially, academically and physically as well.
This is important for us to know, as educators, because we often have to look at the big picture to think about how emotional disturbances can impact the student’s life AS A WHOLE.

3. What is Emotional Disturbance?
IDEA defines emotional disturbance as follows:
 “...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:
 An inability to learn that cannot be explained by intellectual, sensory, or health factors.
An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
Inappropriate types of behavior or feelings under normal circumstances.
A general pervasive mood of unhappiness or depression.
    A tendency to develop physical symptoms or fears associated with personal or school problems.”

4. Who Gets/Has It?
Students of all ages and from all backgrounds, races, religions can be emotionally disturbed.
The cause is still unknown, although constant research is being done to find out what may lead to E.D. Some suggested theories include heredity, diet and stress factors in the student’s life.
According to the CDC (Centers for Disease Control and Prevention), approximately 8.3 million children (14.5%) aged 4–17 years have parents who’ve talked with a health care provider or school staff about the child’s emotional or behavioral difficulties.

5. What are the Signs?
Hyperactivity (short attention span and impulsiveness)
Aggression/Self-Injurious Behavior (fighting, acting out)
Withdrawal (retreat from exchanges of social interaction, excessive fear or anxiety)
Immaturity (temper tantrums, poor coping skills, crying)
Learning Difficulties (academically performing below grade level)

6. Additional Signs
Children with the most serious emotional disturbances may exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings. Some are identified as children who have a severe psychosis or schizophrenia.
Many students may display some of these same behaviors at various times during their development. However, when children have an emotional disturbance, these behaviors continue over long periods of time. Their behavior thus signals that they are not coping with their environment or peers.
Emotional disorders commonly occur WITH
Behavioral disorders or other disabilities.

7. Strengths
Can still have high intelligence levels, just can’t function well academically because emotional issues are too overwhelming

8. Limitations Low self-esteem Lack of social skills
Inability to concentrate
Limited self-control

9. How is the Disability Diagnosed?
Can be difficult to decide whether the student is just developing or has had prolonged issues with E.D.
The intensity, type and frequency of difficulties can also vary, making it more difficult to recognize what actually is E.D.
Since students behavior varies depending on the environment and situation they are in, in order to diagnose a student educators must rely on…parents, doctors, social workers, other staff at the school, other family members, school and medical records.

10. Student Performance with Emotional Disturbance
Generally perform lower academically
Often struggle socially, too

11. Fairly Assessing Students With Emotional Disturbances
Assessment should happen both directly and indirectly.
Indirect Methods: Rating scales and behavior checklists
Direct Methods: Observing student behavior, tests, work samples, self-reports from the student

12. Path to Success, Creating Accommodations
Making the lessons and activities relevant to the student
Reward students for positive behavior and for doing things correctly
Encourage group work to enhance social skills
Gain students trust by establishing a personal relationship with each
Maintain structure, both physically within the classroom and through routine

13. Making Accommodations
Ways to Encourage Behavior Changes:
-Focus on handling the behaviors that are the most distracting to others and interfere most with the child’s ability to learn
-Establish clear rules and expectations, along with consequences
-Listen to the student, avoid arguing
-Never compare student’s behavior or work to others
-Never put the child down or belittle them

14. Using Assessment Data to Alter Our Instruction Methods
Based on assessment, determine the least restrictive environment to place the student in.
Involve a school psychologist or anyone knowledgeable in E.D. to help you determine which instruction methods are most successful for the individual.
Ask the student what works best for them! Get to know the student and see which teaching methods they excel through.

15. Suggestions for New Teachers
Behavior modification is one of the best ways to work with E.D. students (PBS- positive behavioral support)
Try not to get burnt out! Stay positive!
Watch out for triggers and try to prevent negative behavior

16. Our References
Wagner’s CST Disability Workbook
Powerpoint 5 on Moodle