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Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
STUDENTS WITH EMOTIONAL AND BEHAVIOR DISORDERS
Chapter 7
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
IDEA Definition of Emotional Disturbance
One or more of the following characteristics, over a long period of time, to a marked degree, which adversely affects a child’s educational performance –
inability to learn that can’t be otherwise explained
inability to build or maintain relationships with peers and teachers
inappropriate types of behavior or expression of feelings
pervasive mood of unhappiness or depression
physical symptoms or fears associated with personal/school problems
Includes schizophrenia but excludes social maladjustment
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
National Coalition on Mental Health and Special Education Definition
A disability characterized by behavioral or emotional responses so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance (academic, social, vocational, and personal skills)
more than a temporary, expected response to stressful events
consistently exhibited in two different settings, one of which is school
unresponsive to direct intervention in general education
Emotional and behavioral disorders can co-exist with other disabilities.
May include schizophrenia, affective disorders, anxiety disorder, or conduct disorders
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Prevalence of Emotional and Behavior Disorders
About 8% of all students African American students are
over-represented Far more males than females
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Factors that May Contribute to Emotional and Behavior Disorders
Biological Heredity Brain injury pre/post birth Nutrition Accident or illness
Psychosocial Chronic stress at home Stressful life events Childhood maltreatment Other family factors
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Behavioral Characteristics
Internalizing behaviors
Withdrawal Easy to overlook
Externalizing behaviors
Aggression, acting out Readily identified
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Emotional and Social Characteristics
Anxiety, fears Anger, aggression Low self-esteem Depression Problems with social relationships May need to be taught social skills
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Classification Feeding and eating disorders
Pica Rumination Anorexia Bulimia
Elimination disorders in older children.
soiling (encopresis) wetting (enuresis)
Tourette’s syndrome - stereotyped movements or vocalizations that are involuntary, rapid, and recurring over time. http://www.youtube.com/watch?v=aDipNAuZuZI
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Other disorders of infancy, childhood, or adolescence
Anxiety disorders – GAD, OCD, Separation Anxiety, phobias
Selective mutism Traumatic Disorders: PTSD, Reactive attachment
disorder Depression, bipolar disorder Schizophrenia
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Conduct Disorder A. A repetitive and persistent pattern of behavior in which the basic rights of others or major
age-appropriate societal norms or rules are violated, as manifested by the presence of three (or more) of the following criteria in the past 12 months, with at least one criterion present in the past 6 months:
Aggression to people and animals (1) often bullies, threatens, or intimidates others
(2) often initiates physical fights (3) has used a weapon that can cause serious physical harm to others (e.g., abat, brick, broken bottle, knife, gun) (4) has been physically cruel to people (5) has been physically cruel to animals (6) has stolen while confronting a victim (e.g., mugging, purse snatching, extortion, armed robbery) (7) has forced someone into sexual activity
Destruction of property (8) has deliberately engaged in fire setting with the intention of causing serious damage
(9) has deliberately destroyed others' property (other than by fire setting) Deceitfulness or theft (10) has broken into someone else's house, building, or car
(11) often lies to obtain goods or favors or to avoid obligations (i.e., "cons" others) (12) has stolen items of nontrivial value without confronting a victim (e.g., shoplifting, but without breaking and entering; forgery)
Serious violations of rules (13) often stays out at night despite parental prohibitions, beginning before age 13 years
(14) has run away from home overnight at least twice while living in parental or parental surrogate home (or once without returning for a lengthy period) (15) is often truant from school, beginning before age 13 years
B. The disturbance in behavior causes clinically significant impairment in social, academic, or occupational functioning.
C. If the individual is age 18 years or older, criteria are not met for Antisocial Personality Disorder.
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Oppositional Defiant Disorder A. A pattern of negativistic, hostile, and defiant behavior lasting at
least 6 months, during which four (or more) of the following are present:
(1) often loses temper (2) often argues with adults (3) often actively defies or refuses to comply with adults' requests or rules (4) often deliberately annoys people (5) often blames others for his or her mistakes or misbehavior (6) is often touchy or easily annoyed by others (7) is often angry and resentful (8) is often spiteful or vindictive Note: Consider a criterion met only if the behavior occurs more frequently than is typically observed in individuals of comparable age and developmental level.
B. The disturbance in behavior causes clinically significant impairment in social, academic, or occupational functioning.
C. The behaviors do not occur exclusively during the course of a Psychotic or Mood Disorder.
D. Criteria are not met for Conduct Disorder, and, if the individual is age 18 years or older, criteria are not met for Antisocial Personality Disorder.
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
What are the Symptoms of ODD?
No! I will not #?!*& smile!!!!!!!!!!!
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Cognitive and Academic Characteristics
Low average to average cognitive ability
Significant academic difficulties Highest dropout rates of any
disability category
Do emotional and behavior disorders
cause academic problems, or vice versa?
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Copyright © Allyn & Bacon 2006
AssessmentIDEA requires assessment teams to conduct
functional behavioral assessments.
Identify the functions of a behavior in relationship to various settings.
Behavior intervention plans to assist the child or youth in developing new more adaptive behaviors.
Antecedent (A)
Behavior (B) Consequence (C)
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Types of Assessment
FormalScales for Assessing Emotional Disturbance
Behavior Assessment System for Children
Behavior Rating Profile
Cognitive and Achievement Assessments
Classroom Assessments
Other AssessmentsFamily and developmental history
Student interviews
Medical information
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Early Childhood Education Reduce risk factors by
Educating young women about the effects of prenatal alcohol, nicotine, and drug use
Teaching parenting skills
Provide early intervention services e.g., First Steps to Success
program
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Elementary and Secondary Education
28 % of students are in general education
30 % are in self-contained special education classes
18 % in separate schools or facilities
Types of services vary by setting
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
MULTIDISCIPLINARY COLLABORATION SYSTEMS OF
CARE
Based on several core values and guiding principle
Cognitive-behavioral therapy
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Copyright © Allyn & Bacon 2006
Early Childhood Years Interventions for young children are directed
at lessening and preventing the impact of behavior disorders. Building positive replacement behaviors. Promoting appropriate social interactions. Creating positive behavioral supports
across environments. Providing respite care. Parent training and foster services. Counseling. Communication skills. Supporting inclusion.
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Concerns about Inclusive Practices
Curriculum in general education
Pressure of high expectations
No social skills or anger management training
Social rejection
Lack of mental health treatment options
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Inclusion Can Work
Welcome all students to the learning community
Teach professionals techniques for supporting students in general education
Successful inclusion requires
Strong administrative support
A plan for implementation
Enhanced knowledge and skills for teachers
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Transition and Adulthood Outcomes are disappointing
High dropout rate Problems finding and keeping jobs
Improved outcomes result from Family centered practices Better access to mental health services Teaching skills that enhance postschool
outcomes Focused transition programs
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Best Practices Prevention through early intervention Schoolwide positive behavior supports Effective interagency collaborations Wraparound services Functional behavior assessments Behavior intervention plans
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders“Copyright© Allyn & Bacon 2006”
Behavior Modification
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Effective Classroom Interventions
Strategies to enhance student learning (e.g., Personal digital assistants – PDAs)
Peer tutoring
Cooperative learning
Teacher-led instruction
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Parent and Family Perspectives
Generally low income and single parent families
Parents may have negative interactions with school professionals
Little advocacy exists for families
Copyright © Allyn & Bacon 2008Chapter 7: Students with Emotional and Behavior Disorders
Trends and Issues Many youth who need services
remain unidentified Better access to services through
health care coverage for children is needed
Better professional development on best practices is needed by school personnel