1. Chapter 6 Emotional and Behavioral Disorders

2. IDEA-Definition of Serious Emotional Disturbance (SED)
One or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance
Inability to learn not related to other factors
Inability to build or maintain satisfactory peer or teacher relationships
Inappropriate feelings or behavior under normal conditions
Frequently unhappy or depressed
Often fearful
Definition does not apply to children who are “socially maladjusted”

3. Problems with IDEA Definition
Definition is vague and subjective
What are “satisfactory” peer and teacher relationships?
What does “inappropriate” behavior look like?
The definition, as written, excludes children on the basis for which they are included
How does one differentiate between “socially maladjusted” and true “emotional disturbance”?
Individual teacher expectations and tolerances make identification a difficult and subjective process

4. CCBD Definition of Emotional or Behavioral Disorders
Behavioral or emotional responses so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance
More than temporary, expected responses to stress
Consistently exhibited in two different settings, at least one of which is school related
Unresponsive to direct intervention in the general education setting

5. Common Characteristics of Children with EBD
Two primary behavioral excesses
Externalizing behaviors (most common behavior pattern)
Noncompliance
Temper tantrums
Property destruction
Threats of violence or violence toward peers and/or teachers
Internalizing behaviors
Overly shy or immature
Withdrawn
Hypochondria
Easily upset and difficult to calm

6. Common Characteristics (cont.)
Behavioral deficits
Academic achievement
Low GPA
High absenteeism
At risk for school failure and early drop out
Social skills
Less participation in extracurricular activities
Lower quality peer relationships
Juvenile delinquency

7. Prevalence Prevalence Gender
Estimates vary, but about 3% to 5% of school-age population
Given prevalence data, many students not receiving specialized services
Gender
The vast majority are boys

8. Causes Biological factors Environmental factors
Brain injury or dysgenesis
Genetics (e.g., schizophrenia)
Temperament
Environmental factors
Home - Inconsistent parenting practices
Community - Low SES, gangs, high crime rate
School – ineffective instruction, coercive pain control
The primary medical classification system used for individuals with EBD is based on the DSM-IV-TR. It includes 16 major categories, including mood, and anxiety disorders, and schizophrenia

9. Identification and Assessment
Whether behavior is different enough to require services
Screening tests
Used to determine if intervention is warranted
Behavior rating scales or checklists
E.g., Child Behavior Checklist (Affective Problems; Anxiety Problems; Somatic Problems; Attention Deficit/Hyperactivity Problems; Oppositional Defiant Problems; and Conduct Problems)
Projective tests
Ambiguous stimuli
Limited usefulness for education planning
Direct observation and measurement
Directly focuses on the child’s problems
Useful for educational planning

10. Functional Behavioral Assessment
Systematic, data-driven process
Informal assessment
School records, parent interviews, teacher checklists
Direct observation and measurement
In-class observation when behavior is likely to occur
Hypothesis development
All informal and observational data used to develop intervention based on probable cause of the behavior
Intervention
Teaching functional replacement behaviors
Evaluation and modification
Data are collected to determine success of the intervention

11. Functional Behavioral Assessment
Federal law (IDEA, 1997) mandates the use of functional behavioral assessments (FBAs) and positive behavioral supports to address challenging behaviors demonstrated by students in school settings
Functional assessment has a scientifically based history with more than 30 years of research rooted in applied behavior analysis

12. Curriculum Goals Learn to control their antisocial behavior
Social skills
Cooperation skills
Appropriate ways to express feelings
Responding to failure
Academic skills
Direct, explicit instruction
High rates of teacher praise

13. Curriculum Goals (cont.)
Behavior management
Clear school-wide expectations (PBS)
Positive proactive classroom management strategies
Self-management
Self-monitoring
Self-evaluation
Peer mediation and support
Peer tutoring
Positive peer reporting

14. Self-Management Card

15. Fostering Strong Teacher-Student Relationships
Differential acceptance
Witness or be the victim of acts of anger without responding similarly
Focus on alterable variables
Teachers should focus effort on only those variables that make a difference in student learning and can be affected by sound teaching practice

16. Educational Placement Alternatives
More than 50% of students with EBD receive their education in:
Separate classrooms
Special schools
Residential facilities
Most students receiving special education because of emotional or behavioral disorders have serious problems that require intensive intervention

17. Current Issues and Future Trends
Revising the federal definition to meet the needs of students
Prevention efforts in the community
Clarify regulations for disciplining students
Improving services for youth in correctional facilities
Developing “wraparound” services for families
Putting into practice research validated teaching methods