Transcript Emotional Disorders - Ms. C`s Useful Things

Learners with Emotional
or Behavioral Disorders
Chapter 8
Topics
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Terminology
Definition
Classification
Prevalence
Causes
Identification
Psychological and Behavioral
Characteristics
Educational Considerations
Early Intervention
Transition to Adulthood
Terminology
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Emotionally Disturbed — used in current federal laws
and regulations; “ED”
Behaviorally Disordered — used by many
professionals and Council for Exceptional Children (CEC);
“BD”
Emotional or Behavior Disordered — introduced in
1990 by National Mental Health and Special Educational
Coalition; gaining in use and acceptance
Definition
Definitional problems:
 Lack of precise definitions of mental health and normal
behavior
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Differences among conceptual models
Difficulties in measuring emotion and
behavior
Relationships between emotional or
behavioral disorder and other disabilities
Differences in the professionals who
diagnose and serve children and youths
Definition
Current definitions:
 Behavior is extreme
 Behavior unacceptable because of social or cultural expectations
 Problem is chronic
Federal definition:
 Excludes social maladjustment which some states interpret as
conduct disorder
National Mental Health and Special Education definition:
 Acknowledges multiple disabilities
 Does not have arbitrary exclusions
Classification
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No universally accepted classification
system
Individualized assessment
Two broad dimensions of behavior
 Externalizing
 Internalizing
 Co-morbidity is common
Schizophrenia is distinguished from
autism or autistic spectrum disorder
Prevalence & Causes
Prevalence:
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Estimates of 6 to 10 percent of school-age
population; boys 5:1
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About 1 percent identified and receiving special
education services; most exhibit externalizing
behavior
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Causes:
Biological disorders and diseases
 Medical treatment is seldom sufficient
Pathological family relationships
 Importance of positive approaches to
behavior management
Undesirable experiences at school
 Spiral of negative interactions
Negative cultural influences (i.e. increase in
poverty)
Identification
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Often easily identified.
Difficult to identify if
 Child is young; difficult to determine severity of problem.
 There is an error in teacher judgment.
 The child does not exhibit problems at schools.
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Importance of teacher’s informal judgments
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Systematic screening procedures needed
Psychological and Behavioral
Characteristics
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Intelligence and achievement
 Typically, below average IQ (less than
90)
Social and emotional characteristics:
 Aggressive, acting-out behavior
(externalizing)
 Immature, withdrawn behavior
(internalizing)
Educational
Considerations
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Two objectives:
 Controlling misbehavior
 Teaching academic and social skills
Balancing behavioral control with academic and social learning
Importance of integrated services
Service delivery
 Trend toward inclusion
 Different needs, different placements
Instructional considerations
 Need for social skills
 Needs of juvenile delinquents
 Special challenges for teachers
Special disciplinary considerations
 Functional behavioral assessment and positive behavioral supports
Strategies
That Work
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Systematic, data-based interventions
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Continuous assessment and progress monitoring
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Provision for practice of new skills
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Treatment matched to the problem; multicomponent treatment
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Programming for transfer and maintenance
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Commitment to sustained intervention
Early Intervention
Early Intervention:
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Identification is complicated
Tasks are simpler, so range of
behaviors used for comparisons is
restricted; development is rapid and
uneven
Wide variation in child-rearing
practices
Hard to distinguish between EBD and
other conditions in preschool
Prevention problems; programs are costly
Need people trained in behavior management
Transition to
Adulthood
Transition to Adulthood:
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Programs range from regular public high
school classes to private residential
schools
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High drop-out rate
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Incarcerated youth neglected
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Employment difficulty due to social skills
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May require intervention throughout life
True or False?
Although it is difficult to identify the types
and causes of problems, most children and
youths with emotional or behavioral
disorders, whether aggressive or withdrawn,
are quite easy to spot.
True!
True or False?
Students with emotional or behavioral
disorders are usually very bright.
False!
Relatively few students with emotional or
behavioral disorders have high intelligence;
in fact, most have below average IQs.
True or False?
Youngsters with aggressive, acting-out
behavior patterns have less chance for social
adjustment and mental health in adulthood.
True!
True or False?
Research shows that a firmly structured and
highly predictable environment is of greatest
benefit for most students.
True!
True or False?
Only psychiatrists, psychologists and social
workers are able to help children and youths
with emotional and behavioral disorders
overcome their problems.
False!
Most teachers and parents can learn to be
highly effective in helping youngsters with
emotional or behavioral disorders, sometimes
without extensive training or professional
certification. Many of these children and
youths do require services of highly trained
professionals as well.
True or False?
Undesirable behaviors are only symptoms;
the real problems are hidden deep in the
individual’s psyche.
False!
There is no sound scientific basis for belief in
hidden causes; the behavior and its social
context are the problems. Causes may
involve thoughts, feelings and perceptions.
True or False?
Harsh punishment, including imprisonment,
not only does not deter misbehavior, but also
creates conditions under which many
individuals become even more likely to
exhibit unacceptable behavior.
True!