1. Students with Emotional or Behavioral Disorders
Chapter 6

2. What is the History of Emotional and Behavioral Disorders?
1600’s – Segregated in asylums
s – Mental hospitals
1900s – Advocacy, collaboration, research
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3. What is the IDEA 04 Definition of Emotional Disturbance
What is the IDEA 04 Definition of Emotional Disturbance? (continued on the next slide)
(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 behavior or feelings under normal circumstances
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4. What is the IDEA 04 Definition of Emotional Disturbance? (continued)
(D). A general pervasive mood of unhappiness or depression
(E). A tendency to develop physical symptoms or fears associated with personal or school problems
(ii). Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted unless it is determined that they have an emotional disturbance
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5. What are Some Controversies Over the IDEA 04 Definition?
Vague, internally inconsistent, incomplete, nebulous, often illogical, and self-contradictory
Requirement that the disorder must adversely affect educational performance
Omission of students with social maladjustment from the emotional disturbance category
Subjectivity involved in determining what is meant by "a long period of time" and "to a marked degree
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6. What is an Alternative Definition?
Forness and Knitzer (1992) proposed a new definition based on the findings of the National Mental Health and Special Education Coalition.
They suggested replacing the term emotional or behavioral disorder (EBD) with the term serious emotional disturbance (SED), used in IDEA.
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7. How are Students with EBD Classified?
Educational
Internalizing and externalizing disorders
Dimensional
Conduct disorder, socialized aggression, attention problems-immaturity, anxiety withdrawal, psychotic behavior, motor tension-excess
Medical
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8. What is the Prevalence of EBD?
2% of the school-age population (USDOE estimate)
The actual number of students ages 6-21 being identified and served under the IDEA 04 category of emotional disturbance is less than half the USDOE estimate.
8% of students with disabilities fall under the emotional disturbance label, the fourth largest IDEA 04 disability category
More males than females
Older students identified more than younger
Poverty appears to double the risk of EBD
African American males are overrepresented
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9. What are the Causes of EBD?
Unknown
Environment
Family factors
School factors
Genetics
Combination of Environment and Genetics
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10. What are Possible Characteristics of Students with EBD?
They vary
Differ in males and females
Differ across age
Related to ethnicity
Externalizing behaviors
Hitting, fighting
Most often referred
Internalizing behaviors
Anxiety, withdrawal
Schizophrenia
Typically score in the low average range of intelligence
Language deficits
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11. How are Students with EBD Identified?
Interviews with parents and teachers
Use of academic testing
Observations
Informal data collection
Functional Behavioral Assessment
Use of behavior rating scales, behavior assessment systems, personality inventories, and projective tests
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12. What Do I Teach Students with EBD?
Academic Skills
Social Skills
Service-Learning Programs
Intervention must be sustained, flexible, positive, collaborative, culturally appropriate, and continually monitored.
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13. What Transition Planning May be Needed for Students with EBD?
Relevant, engaging, and useful curriculum
Include vocational and life skills
Preparation for postsecondary educational experience
May include transition from juvenile detention and transition from homelessness to school
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14. How Do I Teach Students with EBD?
Early Intervention
Direct Instruction
Cognitive Behavioral Intervention
Behavioral Management Intervention
Behavioral intervention plans
Techniques to increase behaviors
Techniques to decrease behaviors
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15. What Behavioral Management Techniques Should be Considered?
Positive and Negative Reinforcement
Token Economy
Contingency Contracts
Premack Principle
Differential Reinforcement
Time-out
Response Cost
Extinction
Punishment
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16. What Non-behaviorial Techniques Might be Considered?
Creative Dramatics
Play Therapy
Bibliotherapy
Pharmacological Treatment
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17. What are Considerations for the Instructional Environment?
Motivate students.
Provide a safe environment.
Arrange room for positive social interaction.
Provide structure and consistency.
Maximize academic engagement.
Use school-wide positive behavioral supports.
Encourage cross-age tutoring.
Provide individual and group contingencies.
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18. What Types of Instructional Technology Can be Used?
Computer-based activities
Self-monitoring
Self-paced lessons
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19. What are Some Considerations for the General Education Teacher?
Provide effective instruction.
Practice effective classroom management.
Provide positive behavioral supports.
Show respect for students.
Plan relevant lessons.
Differentiate instruction.
Demonstrate sensitivity.
Model desirable behaviors.
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