Transcript Gargiulo Chapter 8

Chapter Eight
Individuals With Emotional
or Behavioral Disorders
Defining Emotional or Behavioral
Disorders
Federal definition of emotional disturbance: “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”
Inability to learn not explained by other
factors
 Inability to have interpersonal peer
relationships
 Inappropriate behavior or feelings under
normal circumstances
 Pervasive mood of depression or unhappiness
 Tendency to develop physical symptoms or
fears
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Defining Emotional or Behavioral
Disorders
 Dimensions
common to most definitions of
emotional and behavioral disorders:
 Frequency (rate) of occurrence
 Intensity (severity) of behavior
 Duration (length of time) of behavior
 Age-appropriateness of the behavior
 Disturbed and disturbing behavior
 Transient nature of problematic behavior
 Variation in social and cultural standards
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Classification of Individuals with
Emotional or Behavioral Disorders
Clinically derived classification systems
 The Diagnostic and Statistical Manual of
Mental Disorders, Fourth Edition, Text
Revision (DSM-IV-TR) provides criteria
 Diagnosis involves observation of behavior
over time and across different settings
Statistically derived classification systems
 Involves categories of disordered behaviors
 Externalizing behaviors
 Internalizing behaviors
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Brief History of the Field
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Historical relationship between insanity and
intellectual disability
The Mental Hygiene Movement
Early research on emotional or behavioral
disorders
The birth of a specialized field of study
The emergence of conceptual models
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Prevalence of Emotional
or Behavioral Disorders
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The U.S. Department of Education reports
that 418,068 students ages 6-21 received
special education services for an emotional
disturbance during the 2008-2009 school year
Fifth largest category for children this age
The most underidentified disability category
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Suspected Etiologies of Emotional
or Behavioral Disorders
Biological risk factors
 Genetic influence: autism, bipolar disorder,
schizophrenia, obsessive-compulsive
disorder, Tourette’s syndrome, depression
 Biological factors: infection, lead
poisoning, toxin exposure
Psychosocial (environmental) risk factors
 Parental discord, poverty, maltreatment,
maternal rejection, poor health care, poor
nutrition
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Prevention of
Emotional or Behavioral Disorders
Research on Resiliency
 Some children exposed to adverse
conditions do not develop emotional or
behavioral disorders because they are
resilient
Research on Positive Behavioral Support
 Punishments typically are ineffective
 School-wide approach to encourage
students’ positive behaviors and effective
decision making
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Characteristics of Students with
Emotional or Behavioral Disorders
Learning characteristics
 Range of intellectual abilities, chronic school
failure, absenteeism, grade retention, school
dropout
Social characteristics
 Difficulty building and maintaining
relationships, aggressive behavior,
experience rejection, externalizing and
internalizing behaviors
Language/communication characteristics
 Deficits in the areas of pragmatics,
receptive, and expressive language and
limited or inappropriate language use 15
Assessing Students with
Emotional or Behavioral Disorders
Assessment strategies include:
 Interviews with student, parents, and
teachers
 Examination of student records
 Parent, teacher, and student rating scales
 Observations in multiple natural settings
 Medical evaluations
 Standardized academic and IQ testing
 Functional behavioral assessment (FBA)
 Strength-based assessments
 Other informal assessment strategies
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Physical Environment
Interventions
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Time management
Transition management
Proximity and movement management
Classroom arrangement
Classroom ambience
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Academic and Instructional
Interventions
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Academic curriculum
Instructional delivery
Mnemonic strategies
Self-monitoring strategies
Curriculum-based measurement
Content enhancements
Watch this video to Learn about self-regulation
strategies.
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Behavioral and CognitiveBehavioral Interventions
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Social skills training
Interpersonal problem solving
Conflict resolution
Provision of related services
Crisis prevention and management
programs/plans
Watch this video to learn about teaching social
skills
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Services for Young Children with
Emotional or Behavioral Disorders
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Early signs
Early identification
Early intervention
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Transition into Adulthood
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Emotional or behavioral disorders are a
predictor for school failure, delinquency, adult
psychiatric problems, and substance abuse
Absence of research on transition planning for
adolescents with emotional or behavioral
disorders
Interventions, such as wrap-around programs,
should be started early and may need to be
maintained throughout life
Support to graduate from high school and
pursue higher education
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Adults with Emotional
or Behavioral Disorders
Section 504 of the Rehabilitation Act and the
Americans with Disabilities Act (ADA) offers
protections to adults with emotional or
behavioral disorders in the areas of
postsecondary educational opportunities and
employment.
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Family-Centered Interventions
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Family-centered approach to planning for
children with emotional or behavioral
disorders supports the family’s needs.
Recognize the family’s strengths and
concerns
Home-school collaboration is essential
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Issues of Diversity
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Overrepresentation of African-American
males in special education programs for
children with emotional or behavioral
disorders
Female students are underrepresented in
special education programs for children with
emotional or behavioral disorders
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Trends, Issues, and Controversies
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Qualified teacher shortages
Public policy and societal attitudes
Lack of interagency collaboration
Creating systems of care
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