1. Biological Factors Important Questions Why are biological factors important? Under which conditions is a person most likely to develop schizophrenia? What is the relationship between brain damage and emotional or behavioral disorders? How can temperament affect student-teacher interaction? What are the educational implications of biological factors?

2. The Appeal of Biological Factors as a Causal Explanation • Knowledge of biological factors has its implications in prevention and medical treatment. • However, biological factors affect behavior only in interaction with environmental factors.

3. Genetics • Genetics influences both desirable and undesirable behavior. • Examples of behaviors with strong genetic components: • criminality, attention deficits, hyperactivity, schizophrenia, depression, Tourette’s disorder, autism, and anxiety. • Behavioral characteristics are determined by both genetic and environmental factors (i.e., social learning). • In the case of schizophrenia: • The closer the relationship between the child and the schizophrenic relative, the higher the risk for developing this condition. • However, once one has a schizophrenic relative, the risk for schizophrenia is determined by stressful environment or drug use.

4. Genetics • Disorders arising from genetic factors may be curable. • Implication for genetic factors: • Genetic factors influence many emotional or behavioral disorders; • However, the role that genetics plays is still unclear.

5. Brain Damage Dysfunction • The brain can be traumatized before, during, or after birth. • Prolonged high fever, infectious diseases, hypoxia, traumatic brain injury (TBI), and structural anomalies resulting from diseases or drugs are all potential causes of brain damage. • Brain damage can cause: • Learning disabilities, hyperactivity, impulsivity, inattention, and juvenile delinquency, as well as other disabilities.

6. Brain Damage Dysfunction • Traumatic Brain Injury (TBI): • Injury to the brain caused by external force. • Not a result of a congenital condition. • Involves a diminished or altered state of consciousness. • Neurological or neuro-behavioral dysfunction results from the injury. • The effects of TBI depend on: • Which parts of the brain are damaged, • The severity of the damage, • The age of the individual when the damage occurs, and • The medical, psychological and educational treatment that is received.

7. Brain Damage Dysfunction Possible effects of TBI: • Inappropriate manners • Easily tired, frustrated, and/or angered • Irritability • Depression • Failure to understand humor and social situations • Anxiety • Sudden and swings of exaggerated mood • Perseveration

8. Autistic Spectrum Disorder • Disorder caused by brain dysfunction. • Nature of the biochemical irregularity is unknown. • Major feature is qualitative impairment in social interaction. • The spectrum of autistic disorders includes: • Asperger Syndrome • Rett’s Disorder • Childhood Disintegrative Disorder • Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS)

9. Malnutrition, Allergies, and Other Health-Related Issues • The result of malnutrition, in the long run, is retardation of brain growth, irreversible brain damage, mental retardation. Apathy, social withdrawal, and school failure are expected. • Hypoglycemia, mineral deficiencies, and allergies can influence behavior. • There is little evidence to suggest that nutrition and allergies cause emotional or behavior disorders.

10. Temperament • Individuals tend to have predictable reactions to different circumstances. • Temperament explains many of these reactions. • Temperament is determined by biological and environmental factors.

11. Temperament • Nine categories of temperamental characteristics (Thomas, Chess, & Birch, 1968). • Activity level • Rhythmicity • Approach or withdrawal • Adaptability • Intensity of reaction • Threshold of responsiveness • Quality of mood • Distractibility • Attention span and persistence

12. Implications for Educators • Educators must understand the role of genetics and environmental factors in forming the child’s misbehavior. • Medicine can play a significant role in the treatment of the disorder; however, treatment should be monitored using direct observations of the student.