1. Chapter 9 Behavioral Disabilities
E. Michael Loovis
Chapter 9 Behavioral Disabilities

2. Learning Objectives
To understand emotional disturbance as defined in IDEA
To understand the clinical features that lead to a differential diagnosis of emotional disturbance
To understand and apply various instructional and managerial strategies that have proven successful when teaching students with behavioral disorders
To identify and apply specific approaches that have been used with students with emotional disturbance
To understand positive behavior support, including functional behavioral assessment and behavioral intervention plans

3. Emotional Disturbance
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. Emotional Disturbance: Three Qualifiers
Duration
Degree
Adverse effects on educational performance

5. Quay’s Dimensional Classification
Conduct disorder
Socialized aggression
Attention problems–immaturity
Anxiety–withdrawal
Psychotic behavior
Motor excess

6. Achenbach et al.’s Two Primary Dimensions (1991)
Externalizing
Internalizing

7. Kauffman’s Classification
Overt (undersocialized)
Covert (socialized)

8. American Academy of Experts in Traumatic Stress
Expressing self-destructive ideas
Talking about specific plans to harm self or others
Having difficulty controlling impulses
Blaming other people or events for problems
Engaging in substance abuse

9. DSM-IV Criteria: Conduct Disorder vs. Oppositional Defiant Disorder

10. Psychiatric Disorders
Anxiety disorders
Depression and other mood disorders
Schizophrenia
Other psychotic disorders

11. Causes of Behavioral Disabilities
Biological
Family
School
Culture

12. Instructional and Management Considerations
Differentiated instruction
Behavior contracts
Physical restraint
Praise
Precision requests
Active listening
Verbal mediation
Conflict resolution

13. Physical Restraint and Seclusion
Types of restraint
Mechanical
Physical escort
Physical restraint
Seclusion
Time-out

14. Humanistic Approach
Sherrill
Hellison

15. Hellison’s Levels Level 0 – Irresponsibility
Level 1 – Respecting the rights and feelings of others
Level 2 – Participation and effort
Level 3 – Self-direction
Level 4 – Helping others and leadership
Level 5 – Outside the gym

16. Hellison’s Strategies
Awareness talks
The lesson itself
Individual decision making
Group meetings
Reflection time
Counseling

17. Data-Based Gymnasium Self-indulgent behavior Noncompliant behavior
Aggressive behavior
Self-stimulatory behavior

18. Positive Behavior Support: Its Roots
Applied behavior analysis
Normalization/inclusion
Person-centered values

19. Positive Behavior Support: Its Values
Respect for the individual
Meaningful outcomes
Social validation
Dignity
Normalization
Inclusion
Person-centered planning
Self-determination
Stakeholder participation

20. Positive Behavior Support: Two-Stage Process
Functional behavioral assessment
Behavioral intervention plans

21. New Standard for Manifestation Determination

22. 10-Step Process of FBA and BIP
Determining the function of the undesirable behavior
Appropriate alternative behavior
Frequency of alternative behavior
Teaching sequence
Manipulating environment
(continued)

23. 10-Step Process of FBA and BIP (continued)
Decreasing probability of failure
Reinforcement of positive responses
Consequences for problem behavior
Data-collection system
Goals and objectives

24. Inclusion
30.2% of students with behavioral conditions spend more than 60% of the school day in regular classrooms.
Placement in regular classrooms should be based on
frequency of behavioral episodes, and
intensity of behavioral episodes.
Inclusion is facilitated much of the time by development and implementation of the BIP.