Learners with Emotional Disturbance (Emotional or Behavioral Disorders)

1. Learners with Emotional Disturbance (Emotional or Behavioral Disorders) Dr. George Giuliani Hofstra University

2. Overview • The definition of emotional disturbance (ED), like most definitions in special education, is the source of much debate and discussion. • Furthermore, the term “emotional disturbance” has been challenged at the federal level many times. • A number of professionals believe that the term “emotional or behavioral disorder” (E/BD) should be used instead and have proposed several changes to the definition. • Many parents are also uncomfortable with having their children classified in special education with the title of emotional “disturbance”

3. Overview • The most obvious problem of children with E/BD is lack of close emotional ties. • The problematic behavior of children and youth with EBD tends to be episodic, highly variable, and situation specific. • Comorbidity in persons with E/BD is not unusual

4. Overview • In the majority of cases, the cause of E/BD is unknown • The most common problems exhibited by children with E/BD are conduct disorders • We’ll discuss conduct disorders in much more detail later in this lecture

5. Definition of Emotional Disturbance • Emotional Disturbance is defined as the following: • 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:

6. Definition of Emotional Disturbance • An inability to learn that cannot be explained by intellectual, sensory, or health factors. • An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. • Inappropriate types of behavior or feelings under normal circumstances

7. Definition of Emotional Disturbance (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

8. Definition of Emotional Disturbance • Emotional disturbance means a condition exhibiting one or more of the following characteristics • In determining eligibility of Emotional Disturbance, it must be determined if the student has an emotional condition that is manifested by one or more of the five characteristics listed in the definition of emotional disturbance.

9. What is “Over a Long Period of Time”? • Long Period of Time: The standard for duration is not precisely specified. • The literature frequently makes reference to several months (normally at least 6) as an appropriate standard. • The intention is to avoid labeling a student who is temporarily reacting to a situational trauma. The characteristic(s) must also be evident over time and situations.

10. What is a “Marked Degree”? • Marked Degree: The problems are significant and apparent to school staff members who observe the student in a variety of settings and situations. • the problems must be more severe or frequent than the normally expected range of behavior for individuals of the same age, gender and cultural group.

11. What is “Adversely Affects a Child’s Educational Performance”? • Indicators of educational performance include present and past grades, achievement test scores and measures of ongoing classroom performance • Adverse effect on educational performance implies a marked difference between the student’s academic performance and reasonable (not optimal) expectations of performance.

12. A. What is “an inability to learn that cannot be explained by intellectual, sensory, or health factors”? • This means that reduced intellect or sensory or health impairment cannot be the primary cause of the behavioral/emotional problem. • The language “an inability to learn that cannot be explained by intellectual, sensory, or health factors” serves as an exclusion factor • All other possible causes for why the child is unable to learn must be excluded

13. A. What is “an inability to learn that cannot be explained by intellectual, sensory, or health factors”? • There are problems inherent in the use of the phrase “inability to learn” • Inability to learn is inconsistent with a philosophy that all children can be characterized as learners. • Therefore, the “inability to learn” characteristic should be appropriately interpreted as serious difficulties in learning.

14. B. What is “an inability to build or maintain satisfactory interpersonal relationships with peers and teachers”? • This characteristic requires documentation that the student is unable to initiate or to maintain satisfactory interpersonal relationships with peers and teachers. • Satisfactory interpersonal relationships include the ability to demonstrate sympathy, warmth and empathy toward others; establish and maintain friendships; be constructively assertive; and work and play independently. • This characteristic does not refer to the student who has conflict with only one teacher or with certain peers. Rather it is a pervasive inability to develop relationships with others across settings and situations.

15. What is “an inability to build or maintain satisfactory interpersonal relationships with peers and teachers”? Examples of unsatisfactory student characteristics include: • physical or verbal aggression when others approach him or her; • lack of affect or disorganized/distorted emotions toward others; • demands for constant attention from others; and • withdrawal from all social interactions

16. C. What is “inappropriate types of behavior or feelings under normal circumstances”? • This characteristic requires documentation that the student’s inappropriate behavior or feelings deviate significantly from expectations for the student’s age, gender and culture across different environments. • Verbal threats of physical harm to people or animals • Fighting for the sake of fighting • Making loud or distracting noises in class for attention • Wanting to hurt someone badly when not given his/her way • rapid changes in behavior or mood • low frustration tolerance, emotional overreactions, and impulsivity

17. C. What is “inappropriate types of behavior or feelings under normal circumstances”? • When considering “normal circumstances,” the Team should take into account whether a student’s home or school situation is disrupted by stress, recent changes, or unexpected events.

18. What is “a general pervasive mood of unhappiness or depression”? • This characteristic requires documentation that the student’s unhappiness or depression is occurring across most, if not all, of the student’s life situations. • The student must demonstrate a consistent pattern of depression or unhappiness in keeping with the criterion, “long period of time” (i.e., several months). • In other words, this pattern is not a temporary response to situational factors or to a medical condition.

19. What is “a general pervasive mood of unhappiness or depression”? Examples of characteristics associated with depression or unhappiness are: • persistent feelings of sadness • feeling hopeless or helpless • suicidal thoughts--Suicide is among the leading causes of death among young people. • having low self-esteem and feeling inadequate • excessive guilt • feelings of wanting to die • anhedonia • difficulty with relationships

20. What is “a tendency to develop physical symptoms or fears associated with personal or school problems”? • This characteristic requires documentation that the student exhibits physical symptoms or fears associated with his or her personal or school life. • Persistent physical symptoms must have a negative impact on learning. • Data needs to be obtained across settings and over time, and medical evidence needs to be obtained to document that the problem does not have a physical origin • E.g., headaches, panic attacks, stomach pains, separation anxiety

21. What is “Schizophrenia”? • The federal definition of emotional disturbance under IDEIA includes students with schizophrenia • Schizophrenia is a severe mental disorder characterized by psychotic symptoms - thought disorder, hallucinations, delusions, paranoia - and impairment in job/school and social functioning. • Contrary to the common misconception, schizophrenia does not mean "split or multiple personality." And, although people with schizophrenia often are portrayed as violent on television and in movies, that is seldom the case. • Schizophrenia is one of the most disabling and puzzling mental disorders. It is a very rare childhood disorder

22. What is “Social Maladjustment”? • The definition of emotional disturbance under does not include students with social maladjustment. • The definition of E/BD has been most widely criticized for its exclusion of children with social maladjustment

23. Social Maladjustment • “Socially maladjusted” students “choose” to break societal rules but that students that students with ED break those rules because of their disability • In other words, students with emotional or behavioral disorders as victims of their impairments (they have a disability), but considers socially maladjusted students those who consciously choose to make these destructive decisions • Obviously, this is a very controversial issue 

24. Prevalence Controversy with ED There is extreme variation in ED rates. Why? • Ambiguous definition of ED • Differences in “Acceptable” vs. “Unacceptable” behaviors • Differences in the assessment materials and data collection procedures used • Parental acceptance v. non-acceptance of the term “ED” (based on the recommendation of the school)

25. Gender Features of Emotional Disturbance • Males are significantly more likely than females to fall within each major disability groups. • The largest disparity is within the category of emotionally disturbance, where boys comprise some 80 percent of the population. • Boys outnumber girls in the ED classification about 4:1 or 5:1 (depending on research studies) • Two broad dimensions of behavior disorders are externalizing and internalizing. • Why?....Most prominent theory is that boys are more likely to exhibit externalizing behaviors; girls are more likely to exhibit internalizing behaviors

26. Gender Features of Emotional Disturbance • Girls are seldom referred, identified, and placed in special education programs for students with ED. • Since girls are more likely to exhibit internalizing behaviors, they are not disruptive to the class or the learning process, and therefore educators may not see the behaviors of these students as a serious concern, and hence not refer them for special education

27. Gender Features of Emotional Disturbance • Bottom Line: Since research suggests that girls are more likely to exhibit internalizing behaviors, they are not disruptive to the class or the learning process, and therefore educators may not see the behaviors of these students as a serious concern, and hence not refer them for special education.

28. Age of Identification • Most students with emotional or behavioral disorders who are receiving special education are in the 12-17 year age range. • Students with emotional or behavioral disorders are rarely identified before they enter school • Part of the reason for this late identification is that the problems are rarely addressed immediately or identified early. • The problems of children with ED tend to be neglected for as long as possible and overlooked by both parents and the school. ED has a negative connotation. LD as a classification is much more accepted today than is ED

29. Education ofStudents with Emotional Disturbance • School failure is the common link among students with emotional and behavioral disorders. • Regardless of intellectual potential, students with emotional or behavioral disorders do not perform well academically.

30. Education ofStudents with Emotional Disturbance • As compared to students without disabilities, students with emotional or behavioral disorders leave school at higher rates and are placed in more restrictive settings. • Research suggests that approximately 50% of students with emotional and/or behavioral disorders drop out of high school

31. Education ofStudents with Emotional Disturbance • To maximize their effectiveness, programs for students with E/BD should provide a balance between behavioral control and academic/social instruction. • Excellent academic instruction has been shown to eliminate most disruptive behaviors. • Without effective behavior control, it is extremely unlikely that academic and social learning will occur. • Behavior control strategies preferably involve students in self-control strategies.

32. Education ofStudents with Emotional Disturbance • The importance of integrated services for students with E/BD means that schools, families, and community agencies should cooperate to meet students’ needs. • Effective educational program for students with E/BD include: • Systematic, data-based interventions. • Direct, daily assessment of performance. • Programming for transfer and maintenance.

33. Education ofStudents with Emotional Disturbance • The expertise of any teacher of students with EDB includes understanding, assessing, and managing behavior to promote learning. The teacher needs the following skills • Knowledge of prevention and intervention strategies. • Use of nonaversive techniques. • Establishment of consistent classroom routines.

34. Education ofStudents with Emotional Disturbance • Increasingly, researchers recognize that problem behavior occurs less frequently in the classroom when the teacher is offering effective instruction. • With respect to monitoring the progress of students with E/BD, academic as well as behavioral assessment is usually necessary.

35. Now Got to “Characteristics” Folder • There is another folder on Blackboard titled “Videos on Characteristics of Learners with Emotional and Behavioral Disorders”. • Open that folder and you will see 5 separate videos for you to now watch on this topic • Be sure to watch all 5 videos