2. Chapter Nine Individuals With Emotional or Behavioral Disorders

3. Defining Emotional or Behavioral Disorders Federal definition of emotional disturbance: “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 of depression or unhappiness ‒ Tendency to develop physical symptoms or fears 3

4. Defining Emotional or Behavioral Disorders 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 Disturbed and disturbing behavior Transient nature of problematic behavior Variation in social and cultural standards 4

5. Alternative Definition Council for Children with Behavioral Disorders Behavioral or emotional responses in school programs so different from appropriate age, cultural or ethnic norms that the responses adversely affect educational performance More than a temporary expected response to stressful events in the environment Consistently exhibited in two different settings at least one of which is school Unresponsive to direct intervention applied in general education or general education interventions would be ineffective

6. Classification of Individuals with Emotional or Behavioral Disorders Clinically derived classification systems – The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-V) provides criteria – Diagnosis involves observation of behavior over time and across different settings Statistically derived classification systems – Involves categories of disordered behaviors Externalizing behaviors Internalizing behaviors 6

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8. Brief History of the Field – Historical relationship between insanity and intellectual disability: In 1886, a legal distinction was made between mental illness and intellectual disability. Until then, the two fields were viewed as synonymous. – The Mental Hygiene Movement: Influenced the study of children and youth with emotional disturbances in attempt to provide formal education and treatment. – Early research on emotional or behavioral disorders: Schools and hospitals developed that were devoted to the care and education of children with emotional or behavioral disorders. The birth of a specialized field of study: 1940-1960 marked the birth of special education for children with emotional or behavioral disorders as a specialized field of study 8

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10. Prevalence of Emotional or Behavioral Disorders The U.S. Department of Education reports that 371,600 students ages 6-21 received special education services for an emotional disturbance during the 2011-2012 school year ‒ Sixth largest category for children this age ‒ The most under-identified disability category 10

11. Suspected Etiologies of Emotional or Behavioral Disorders Biological risk factors – Genetic influence: autism, bipolar disorder, schizophrenia, obsessive-compulsive disorder, Tourette’s syndrome, depression – Biological factors: infection, lead poisoning, toxin exposure Psychosocial (environmental) risk factors – Parental discord, poverty, maltreatment, maternal rejection, poor health care, poor nutrition 11

12. Suspected Etiologies of Emotional and Behavioral Disorders – Biological risk factors Genetic influence: autism, bipolar disorder, schizophrenia, obsessive-compulsive disorder, Tourette’s syndrome, depression Biological factors: infection, lead poisoning, toxin exposure – Psychosocial (environmental) risk factors Parental discord, poverty, maltreatment (abuse, neglect), rejection, poor health care, poor nutrition

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15. Prevention of Emotional or Behavioral Disorders Research on Resiliency Some children exposed to adverse conditions do not develop emotional or behavioral disorders because they are resilient Prevention of Emotional or Behavioral Disorders – Research on resiliency Resilient children do not develop emotional or behavioral disorders even under the most adverse circumstances. They display four characteristics: they are socially competent, have excellent problem- solving skills, are autonomous, and develop clear goals and have high aspirations. Research on Positive Behavioral Support – Punishments typically are ineffective – School-wide approach to encourage students’ positive behaviors and effective decision making 15

16. – Research on positive behavioral support Positive behavioral supports are strategies that proactively reinforcement positive behaviors rather than focusing on punishing negative behaviors

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18. 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 the areas of pragmatics, receptive, and expressive language and limited or inappropriate language use 18

19. Assessing 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) Strength-based assessments Other informal assessment strategies 19

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21. Physical Environment Interventions Time management Transition management Proximity and movement management Classroom arrangement Classroom ambience 21

22. Academic and Instructional Interventions Academic curriculum Instructional delivery Mnemonic strategies Self-monitoring strategies Curriculum-based measurement Content enhancements 22

24. Behavioral and Cognitive-Behavioral Interventions Social skills training Interpersonal problem solving Conflict resolution Provision of related services Crisis prevention and management programs/plans 24

25. Services for Young Children with Emotional or Behavioral Disorders Early signs Early identification Early intervention 25

26. Transition into Adulthood Emotional or behavioral disorders are a predictor for school failure, delinquency, adult psychiatric problems, and substance abuse Absence of research on transition planning for adolescents with emotional or behavioral disorders Interventions, such as wrap-around programs, should be started early and may need to be maintained throughout life Support to graduate from high school and pursue higher education 26

27. Adults with Emotional or Behavioral Disorders Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA) offer protections to adults with emotional or behavioral disorders in the areas of postsecondary educational opportunities and employment. 27

28. 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 28

29. 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 29

30. Technology and Individuals with Emotional or Behavioral Disorders Area of little research Content-area assistive technology Self-management Self-monitoring Technology as a reinforcer for behavior intervention plans 30

31. Trends, Issues, and Controversies Issues of Diversity – Overrepresentation of African-American males in special education programs for children with emotional or behavioral disorders. Over reliance on standardized tests that are not sensitive to cultural differences may impact identification of minority students. Female students are underrepresented in special education programs for children with emotional or behavioral disorders. Female students with emotional or behavioral disorders tend to exhibit internalizing disorders that may go unnoticed as they tend not to be disruptive 31

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