1. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders Chapter 6 Copyright © Allyn & Bacon 2008 This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program.

2. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders One or more of the following characteristics, over a long period of time, to a marked degree, which adversely affects a child’s educational performance –  inability to learn that can’t be otherwise explained  inability to build or maintain relationships with peers and teachers  inappropriate types of behavior or expression of feelings  pervasive mood of unhappiness or depression  physical symptoms or fears associated with personal/school problems Includes schizophrenia but excludes social maladjustment

3. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders  (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  (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 Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

4. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders  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”

5. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders  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. Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

6. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders  Educational  Internalizing and externalizing disorders  Medical  Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

7. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders Internalizing behaviors  Withdrawal  Easy to overlook Externalizing behaviors  Aggression, acting out  Readily identified

8. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders  2-7% of the school-age population (various sources)  The actual number of students ages 6-21 being identified and served under the IDEA 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 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 Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

9. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders  Biological  Heredity  Brain injury pre/post birth  Nutrition  Accident or illness  Psychosocial  Chronic stress at home  Stressful life events  Childhood maltreatment  Other family factors

10. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders FFeeding and eating disorders- pica, anorexia, bulimia, and rumination. EElimination disorders- soiling (encopresis) and wetting (enuresis) in older children. OOther disorders of infancy, childhood, or adolescence: AAnxiety disorders – GAD, OCD, Separation Anxiety, PTSD, phobias SSelective mutism. RReactive attachment disorder. DDepression, bipolar SSchiziophrenia BBehavioral disorders Conduct disorder Oppositional Defiant Disorder

11. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders

12. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders

13. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders

14. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders

15. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders “Copyright© Allyn & Bacon 2006” What are the Symptoms of ODD? No! I will not #?!*& smile!!!!!!!!!!!

16. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders  Low average to average cognitive ability  Significant academic difficulties  Highest dropout rates of any disability category Do emotional and behavior disorders cause academic problems, or vice versa?

17. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders “Copyright© Allyn & Bacon 2006” Evaluations Assessment Strategies

18. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders Copyright © Allyn & Bacon 2006 IDEA requires assessment teams to conduct functional behavioral assessments.  Identify the functions of a behavior in relationship to various settings.  Behavior intervention plans to assist the child or youth in developing new more adaptive behaviors. Antecedent (A)Behavior (B)Consequence (C)

19. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders Formal Scales for Assessing Emotional Disturbance Behavior Assessment System for Children Behavior Rating Profile Cognitive and Achievement Assessments Classroom Assessments Other Assessments Family and developmental history Student interviews Medical information

20. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders  Reduce risk factors by  Educating young women about the effects of prenatal alcohol, nicotine, and drug use  Teaching parenting skills

21. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders  28 % of students are in general education  30 % are in self-contained special education classes  18 % in separate schools or facilities Types of services vary by setting

22. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders Copyright © Allyn & Bacon 2006  Interventions for young children are directed at lessening and preventing the impact of behavior disorders.  Building positive replacement behaviors.  Promoting appropriate social interactions.  Creating positive behavioral supports across environments.  Providing respite care.  Parent training and foster services.  Counseling.  Communication skills.  Supporting inclusion.

23. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders  Outcomes are disappointing  High dropout rate  Problems finding and keeping jobs  Improved outcomes result from  Family centered practices  Better access to mental health services  Teaching skills that enhance postschool outcomes  Focused transition programs

24. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders  Prevention through early intervention  Schoolwide positive behavior supports  Effective interagency collaborations  Functional behavior assessments  Behavior intervention plans

25. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders “Copyright© Allyn & Bacon 2006” Figure 8.1 Levels of Prevention

26. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders “Copyright© Allyn & Bacon 2006”

27. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders  Creative Dramatics  Play Therapy  Bibliotherapy  Pharmacological Treatment Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

28. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders  Strategies to enhance student learning (e.g., Personal digital assistants – PDAs)  Peer tutoring  Cooperative learning  Teacher-led instruction

29. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders  Generally low income and single parent families  Parents may have negative interactions with school professionals  Little advocacy exists for families

30. Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders  Many youth who need services remain unidentified  Better access to services through health care coverage for children is needed  Better professional development on best practices is needed by school personnel