1. Individuals with Emotional or Behavioral Disorders

2. Defining Emotional or Behavioral Disorders
Federal definition:
“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”
Inability to learn not explained by other factors
Inability to have interpersonal peer relationships
Inappropriate behavior or feelings under normal circumstances
Pervasive mood or depression or unhappiness
Tendency to develop physical symptoms or fears

3. Defining Emotional or Behavioral Disorders
Disturbed (occurs in many settings, habitual and part of the individual behavior pattern) vs. disturbing behavior (inappropriate behavior in some situations
Social maladjustment – social not emotional behaviors inhibit development
Dimensions common to most definitions of emotional and behavioral disorders:
Frequency (rate) of occurrence
Intensity (severity) of behavior
Duration (length of time) of behavior
Age-appropriateness of the behavior

4. Classification of Individuals with Emotional or Behavioral Disorders
Clinically derived classification systems
The Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR ) provides criteria
Diagnosis involves observation of behavior over time and across different settings
Statistically derived classification systems
Involves categories of disordered behaviors
Externalizing behaviors “undercontrolled disorders”
Aggressiveness, tempure tantrums, acting out, noncompliance
Internalizing behaviors “overcontrolled disorders”
Withdrawal, depression, anxiety

5. Classification of Individuals with Emotional or Behavioral Disorders

6. Conceptual Models of Emotional or Behavioral Disorders

7. Conceptual Models of Emotional or Behavioral Disorders (continued)

8. Conceptual Models of Emotional or Behavioral Disorders (continued)

9. Prevention of Emotional or Behavioral Disorders
Research on resiliency
Research on positive behavioral support

10. Characteristics of Students with Emotional or Behavioral Disorders
Learning characteristics
Range of intellectual abilities, chronic school failure, absenteeism, grade retention, school dropout
Social characteristics
Difficulty building and maintaining relationships, aggressive behavior, experience rejection, externalizing and internalizing behaviors
Language/communication characteristics
Deficits in area of pragmatics, limited or inappropriate language use

11. Assessment of Students with Emotional or Behavioral Disorders
Assessment strategies include:
Interviews with student, parents, and teachers
Examination of student records
Parent, teacher, and student rating scales
Observations in multiple natural settings
Medical evaluations
Standardized academic and IQ testing
Functional behavioral assessment (FBA)
Other measures as appropriate

12. Where are Students with Emotional or Behavioral Disorders Educated?

13. Proactive Classroom Suggestions
Utilize class schedules and place them in prominent locations
Intersperse difficult tasks with easier ones
Alternate active and passive types of learning activities
Adjust length of activities and/or the schedule
Review and discuss the schedule frequently
Inform students in advance of schedule changes
Schedule daily opening and closing activities
Consider the physical classroom arrangement
Encourage teacher-student relationships
Teach self-monitoring strategies
Teach social skills and provide opportunities for practice
Develop crisis prevention and management programs

14. Emotional or behavioral disorders are a predictor for school failure, delinquency, adult psychiatric problems, and substance abuse
Absence of research on transition planning (time during the day when students move from one activity to another) for adolescents with emotional or behavioral disorders
Effective management of the physical environment includes proactively addressing such areas as
Time management
Transition management
Proximity and movement management
Good classroom management techniques

15. Strategies – have a bag full!
Academic/instructional strategies
Classroom level strategies
Mnemonics
Self-monitoring strategies
Curriculum-based measurements
Content enhancement
Social skills training
Interpersonal problem solving
Conflict resolution
Crisis prevention
Management programs

16. Family-Centered Interventions
Family-centered approach to planning for children with emotional or behavioral disorders supports the family’s needs.
Recognize the family’s strengths and concerns
Home-school collaboration is essential

17. Issues of Diversity
Overrepresentation of African-American males in special education programs for children with emotional or behavioral disorders
Female students are underrepresented in special education programs for children with emotional or behavioral disorders

18. Technology and Individuals with Emotional or Behavioral Disorders