Learners with Emotional or Behavioral Disorders (EBD) Kellee
Hoskins Kristen White Elisavet Zavala
Slide 2
Definition IDEA Inability to learn that cannot be explained by
intellectual, sensory or health factors. Inability to build or
maintain satisfactory interpersonal relationships with peers or
teachers. Inappropriate behavior or feelings for circumstances
Passive mood, unhappy, depressed. Development of physical symptoms
or fears with personal or school problems. National Mental Health
& Special Education Coalition Is more than a temporary expected
response to stressful events in the environment. Is consistently
exhibited in two different settings, at least one of which is
school related. Is unresponsive to direct intervention in general
education or the childs condition is such that general education
interventions would be insufficient.
http://school-psychology.org/emotional-and-behavioral-disorders
Slide 3
Identification Identification: Its much easier to identify
disordered behaviors than it is to define and classify their types
and causes. Students with emotional or behavioral disorders are so
readily identified by school personnel, in fact, that few schools
bother to use systematic screening procedures. Occasionally, such
students dont bother anyone and thus are invisible, but its usually
easy for experienced teachers to tell when students need help.
Describing the characteristics of children and youths with
emotional or behavioral disorders is an extraordinary challenge
because disorders of emotions and behaviors are extremely varied.
Hallahan, Daniel P., James M. Kauffman, and Paige C. Pullen.
Exceptional Learners: An Introduction to Special Education. 12th
ed. Boston: Pearson Education, 2012. 200-29. Print.
Slide 4
Characteristics of Children with EBD Psychological Chronic
Stress- parents fighting, low income, bad area, homelessness, etc.
Stressful Life Events- a divorce or a death or witness of violence
in home. Childhood Maltreatment- child abuse and neglect.
Additional Family Factors- Depressed parent or extreme sibling
rivalry.
http://school-psychology.org/emotional-and-behavioral-disorders
Slide 5
Characteristics of Children with EBD Demonstrates aggressive
behavior Intimidates and bullies other students Regularly absent
from school consistently blames others for their dishonesty Low
self esteem Difficulty working in groups Demonstrate self injurious
behavior Can not apply social rules related to others personal
space and belongings Often manipulative of situations
http://school-psychology.org/emotional-and-behavioral-disorders
Behavioral (classroom setting) Disrupts classroom activities
Impulsive Inattentive, distractible, preoccupied Does not follow or
appear to care about classroom rules Poor concentration Resistance
to change and transitions in routines Often speaks out with
irrelevant information or without regard to turn taking rules
Slide 6
Characteristics of Children with EBD A given student might, at
different times, show both aggressive and withdrawn or depressed
behaviors. Hitting, fighting, teasing, yelling, refusing to comply
with requests, crying, destructiveness, vandalism, extortion these
behaviors, if exhibited often, are very likely to earn a child or
youth the label disturbed. Normal children cry, scream, hit, fight,
become negative, and do almost everything else children with
emotional or behavioral disorders do, but not as impulsively and
not as often. Children learn many aggressive behaviors by observing
parents, siblings, playmates, and people portrayed on television
and in movies. The child whose behavior fits a pattern of extreme
immaturity and withdrawal or depression cannot develop the close
and satisfying human relationships that characterize normal
development. Hallahan, Daniel P., James M. Kauffman, and Paige C.
Pullen. Exceptional Learners: An Introduction to Special Education.
12th ed. Boston: Pearson Education, 2012. 200-29. Print.
Slide 7
Class Activity
https://sites.google.com/site/adaptationpedagogy/equitable-access-to-learning/videos-emotional-behavioral-
disorders
Slide 8
Education for children with EBD General Education classroom
(inclusion) Inclusion expresses commitment to educate each child,
to the maximum extent appropriate, in the school and classroom. It
involves bringing the support services to the child (rather than
moving the child to the services) Benefits/downsides Self-contained
classroom & Separate special education For students with more
significant academic and behavioral deficits Benefits/downsides
http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_one/Special_Education/special_education_inclusion.aspx
http://school-psychology.org/emotional-and-behavioral-disorders
http://nichcy.org/schoolage/iep/iepcontents/specialeducation
Kathleen, L. L., Joseph, H. W., M, A. L., & Cooley, C. (2005).
Academic, social, and behavioral profiles students with emotional
and behavioral disorders educated in self-contained classrooms and
self-contained schools: Part I-are they more alike than different?
Behavioral Disorders, 30(4), 349-361. Daniel, M. M., Joseph, H. W.,
Tara, C. M. P., Robertson, R., & Reginal, M. O. (2011). A
comparison the instructional context for students with behavioral
issues enrolled in self-contained and general education classrooms.
Behavioral Disorders, 36(2), 84-99.
Slide 9
Educational Considerations Balance behavioral control with
academic and social learning Students who don't acquire academic
skills that allow them to compete with their peers are likely to be
socially rejected. Recognize the importance of integrated services
(counseling, family-oriented services, training related to
employment) The trend in programs for students with EBD is toward
integration into regular schools and classrooms. Discipline for
students with EBD is a controversial topic because the cause of
their misbehavior is often difficult to determine. The ESEA
(Elementary and Secondary Education Act) Teachers cannot always
expect caring and decency always to be returned! Hallahan, Daniel
P., James M. Kauffman, and Paige C. Pullen. Exceptional Learners:
An Introduction to Special Education. Boston: Pearson Education,
2012. Print.
Slide 10
More Considerations Learn more about the student's specific
mental health disturbance. Find out what the student's strengths
are and capitalize on them. Keep instruction highly structured and
relevant to the student's life. Set clear behavioral rules and
expectations for the entire class. Provide accommodations. Most
often they will address: Side effects of medication Behavioral
unpredictability Impairments in concentration and memory
Communicate with the student's parents - they are a great source of
information! Kpper, Lisa. "Teaching Students with Emotional
Disturbances: 8 Tips for Teachers." National Dissemination Center
for Children with Disabilities. National Dissemination for Children
with Disabilities (NICHCY), n.d. Web. 24 Oct. 2013.
Slide 11
Strategies to Use in the Classroom Systematic, data-based
interventions Continuous assessment and monitoring of progress
Allow for practice of new skills Treatment matched to the problem
Multicomponent treatment Programming for transfer and maintenance
Commitment to sustained intervention Hallahan, Daniel P., James M.
Kauffman, and Paige C. Pullen. Exceptional Learners: An
Introduction to Special Education. Boston: Pearson Education, 2012.
Print.
Slide 12
Current Events When the mother has reported high anxiety and
depressive symptoms in the childs first two years of life. These
children had a higher risk of more depressive symptoms in
adolescence. Girls are more likely than boys to cope with difficult
emotions by seeking support and talking with their friends, which
can make them feel better. They dont move on as quickly and have a
hard time letting go of something thats bothering them. When a boy
is having a difficult time with one friend or is upset, hes more
likely to distract himself by just going and playing with someone
else.
http://psychcentral.com/news/2013/10/25/moms-mood-disorder-ups-risks-of-kids-emotional-problems/61162.html
http://www.cleveland.com/shaker-heights/index.ssf/2013/10/groundbreaking_research_presen.html
