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Learners with Emotional or Behavioral Disorders

Learners with Emotional or Behavioral Disorders. MUS 454. Somersworth High School. Terminology. Emotionally Disturbed (ED) — used in current federal laws and regulations Behavioral Disorder (BD) — used by many professionals and Council for Exceptional Children (CEC)

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Learners with Emotional or Behavioral Disorders

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  1. Learners with Emotional or Behavioral Disorders MUS 454

  2. Somersworth High School

  3. Terminology • Emotionally Disturbed (ED) — used in current federal laws and regulations • Behavioral Disorder (BD) — used by many professionals and Council for Exceptional Children (CEC) • Emotional or Behavior Disorder (EBD) — introduced in 1990 by National Mental Health and Special Educational Coalition; gaining in use and acceptance

  4. Prevalence • Estimates of 8 to 20 percent of school-age population • About 1%of all students (8% of students with disabilities) identified as EBD • Most identified students exhibit externalizing behavior. • Boys greatly outnumber girls (5-10 to 1)

  5. Definition • Difficulties in measuring emotion and behavior • Relationships between emotional or behavioral disorder and other disabilities • Social conduct: Social adjustment is an adaptive response to environmental conditions resulting in socialized aggression such as gang-related behavior or juvenile delinquency.”

  6. “An emotional or BD is a chronic condition that is characterized by behavioral or emotional responses that differ from age, cultural or ethnic norms to such a degree that educational performance is adversely affected.”

  7. Current definitions • Severity: Behavior is extreme (frequent and intense) • Pervasiveness: Behavior deviates from typical age and cultural expectations • Chronicity: Problem is chronic and is exhibited over a period of time

  8. Externalizing & Internalizing • Externalizing • Overt, antisocial, disruptive, aggressive, acting out (page. 138) • Internalizing • Withdrawing excessive fantasizing/crying, sadness, fear, depression (page. 138)

  9. Causes • Biological disorders and diseases • Biology suspected to often play a role • Other disabilities: Intellectual and Developmental disabilities (mental retardation), autism, childhood schizophrenia (socially maladjusted), ADHD.

  10. Pathological family relationships • Moderate relation between parenting and child behavior • Undesirable experiences at school • Spiral of negative interactions • Negative cultural influences • Increase in poverty, violence in the media

  11. Identification • Achievement and intelligence tests, rating scales and checklists, interviews, direct observations • More extreme cases easily identified • Difficult to identify if the child is young and/or behaviors are less extreme • Importance of teacher’s informal judgments • Systematic screening procedures needed

  12. Characteristics (p. 140) • Intelligence and achievement • Slightly below average IQ • Low school achievement • Social and emotional characteristics • Aggressive, acting-out behavior (externalizing) • Immature, withdrawn behavior (internalizing)

  13. Placements • Approximately half are included for at least part of the school day • More extreme cases typically served in separate settings • Measurements: PSYCHTESTS

  14. PBIS

  15. Strategies • Be firm, be consistent • Always show examples of right and wrong – including verbal and non-verbal instructions • Always give warning first before taking action (yellow light) • Never take it personally, and of course: • DO NOT SCREAM OR YELL AT THE STUDENT

  16. 1) Sam: http://www.people.vcu.edu/~bhammel/special/resources/case_studies/sam.htm 2) Johnny: http://www.people.vcu.edu/~bhammel/special/resources/case_studies/va/johnny.htm 3) Lena & Paraprofessionals: http://www.people.vcu.edu/~bhammel/special/resources/case_studies/para.htm

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