Transcript Students with Emotional or Behavioral Disorders

Students with Emotional
or Behavioral Disorders
Chapter 6
© 2009 The McGraw-Hill Companies, Inc.
What is the History of Emotional
and Behavioral Disorders?
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1600’s – Segregated in asylums
1700-1800s – Mental hospitals
1900s – Advocacy, collaboration, research
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What is the IDEA 04 Definition of
Emotional Disturbance?
(continued on the next slide)
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(i). 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
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(A). An inability to learn which cannot be explained by
intellectual, sensory, or health factors
(B). An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers
(C). Inappropriate types of behavior or feelings under normal
circumstances
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What is the IDEA 04 Definition of
Emotional Disturbance?
(continued)
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(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
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What are Some Controversies Over
the IDEA 04 Definition?
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Vague, internally inconsistent, incomplete, nebulous,
often illogical, and self-contradictory
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Requirement that the disorder must adversely affect
educational performance
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Omission of students with social maladjustment from
the emotional disturbance category
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Subjectivity involved in determining what is meant
by "a long period of time" and "to a marked degree
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What is an Alternative Definition?
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Forness and Knitzer (1992) proposed a new
definition based on the findings of the National
Mental Health and Special Education
Coalition.
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They suggested replacing the term emotional
or behavioral disorder (EBD) with the term
serious emotional disturbance (SED), used in
IDEA.
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How are Students with
EBD Classified?
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Educational
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Dimensional
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Internalizing and externalizing disorders
Conduct disorder, socialized aggression, attention
problems-immaturity, anxiety withdrawal,
psychotic behavior, motor tension-excess
Medical
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What is the Prevalence of EBD?
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2% of the school-age population (USDOE estimate)
The actual number of students ages 6-21 being identified and
served under the IDEA 04 category of emotional disturbance is
less than half the USDOE estimate.
8% of students with disabilities fall under the emotional
disturbance label, the fourth largest IDEA 04 disability
category
More males than females
Older students identified more than younger
Poverty appears to double the risk of EBD
African American males are overrepresented
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What are the Causes of EBD?
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Unknown
Environment
Family factors
 School factors
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Genetics
Combination of Environment and Genetics
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What are Possible Characteristics of
Students with EBD?
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They vary
Differ in males and
females
Differ across age
Related to ethnicity
Externalizing behaviors
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Hitting, fighting
 Most often referred
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Internalizing behaviors
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Anxiety, withdrawal
Schizophrenia
Typically score in the
low average range of
intelligence
Language deficits
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How are Students with
EBD Identified?
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Interviews with parents and teachers
Use of academic testing
Observations
Informal data collection
 Functional Behavioral Assessment
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Use of behavior rating scales, behavior
assessment systems, personality inventories,
and projective tests
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What Do I Teach Students
with EBD?
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Academic Skills
Social Skills
Service-Learning Programs
Intervention must be sustained, flexible,
positive, collaborative, culturally appropriate,
and continually monitored.
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What Transition Planning May be
Needed for Students with EBD?
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Relevant, engaging, and useful curriculum
Include vocational and life skills
Preparation for postsecondary educational
experience
May include transition from juvenile detention
and transition from homelessness to school
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How Do I Teach Students
with EBD?
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Early Intervention
Direct Instruction
Cognitive Behavioral Intervention
Behavioral Management Intervention
Behavioral intervention plans
 Techniques to increase behaviors
 Techniques to decrease behaviors
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What Behavioral Management
Techniques Should be Considered?
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Positive and Negative Reinforcement
Token Economy
Contingency Contracts
Premack Principle
Differential Reinforcement
Time-out
Response Cost
Extinction
Punishment
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What Non-behaviorial Techniques
Might be Considered?
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Creative Dramatics
Play Therapy
Bibliotherapy
Pharmacological Treatment
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What are Considerations for the
Instructional Environment?
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Motivate students.
Provide a safe environment.
Arrange room for positive social interaction.
Provide structure and consistency.
Maximize academic engagement.
Use school-wide positive behavioral supports.
Encourage cross-age tutoring.
Provide individual and group contingencies.
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What Types of Instructional
Technology Can be Used?
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Computer-based activities
Self-monitoring
Self-paced lessons
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What are Some Considerations for
the General Education Teacher?
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Provide effective instruction.
Practice effective classroom management.
Provide positive behavioral supports.
Show respect for students.
Plan relevant lessons.
Differentiate instruction.
Demonstrate sensitivity.
Model desirable behaviors.
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