MUS 454

Learners with Learners with Emotional or Emotional or

Behavioral DisordersBehavioral Disorders

Somersworth High School

Terminology

Emotionally Disturbed (ED) — used in current federal laws and regulations

Behavioral Disorder (BD) — used by many professionals and Council for Exceptional Children (CEC)

Emotional or Behavior Disorder (EBD) — introduced in 1990 by National Mental Health and Special Educational Coalition; gaining in use and acceptance

Prevalence

Estimates of 8 to 20 percent of school-age population

About 1%of all students (8% of students with disabilities) identified as EBDMost identified students exhibit externalizing behavior.

Boys greatly outnumber girls (5-10 to 1)

Definition

Difficulties in measuring emotion and behavior

Relationships between emotional or behavioral disorder and other disabilities

Social conduct: Social adjustment is an adaptive response to environmental conditions resulting in socialized aggression such as gang-related behavior or juvenile delinquency.”

“An emotional or BD is a chronic condition that is characterized by behavioral or emotional responses that differ from age, cultural or ethnic norms to such a degree that educational performance is adversely affected.”

Current definitions

Severity: Behavior is extreme (frequent and intense)

Pervasiveness: Behavior deviates from typical age and cultural expectations

Chronicity: Problem is chronic and is exhibited over a period of time

Externalizing & Internalizing

ExternalizingOvert, antisocial, disruptive, aggressive, acting out (page. 138)

InternalizingWithdrawing excessive fantasizing/crying, sadness, fear, depression (page. 138)

Causes

Biological disorders and diseasesBiology suspected to often play a role

Other disabilities: Intellectual and Developmental disabilities (mental retardation), autism, childhood schizophrenia (socially maladjusted), ADHD.

Pathological family relationships Moderate relation between parenting and child behavior

Undesirable experiences at schoolSpiral of negative interactions

Negative cultural influencesIncrease in poverty, violence in the media

IdentificationAchievement and intelligence tests, rating scales and checklists, interviews, direct observations

More extreme cases easily identified

Difficult to identify if the child is young and/or behaviors are less extreme

Importance of teacher’s informal judgments

Systematic screening procedures needed

Characteristics (p. 140)

Intelligence and achievementSlightly below average IQLow school achievement

Social and emotional characteristicsAggressive, acting-out behavior (externalizing)

Immature, withdrawn behavior (internalizing)

Placements

Approximately half are included for at least part of the school day

More extreme cases typically served in separate settings

Measurements: PSYCHTESTS

PBIS

Strategies

• Be firm, be consistent• Always show examples of

right and wrong – including verbal and non-verbal instructions

• Always give warning first before taking action (yellow light)

• Never take it personally, and of course:

• DO NOT SCREAM OR YELL AT THE STUDENT

1) Sam: http://www.people.vcu.edu/~bhammel/special/resources/case_studies/sam.htm

2) Johnny: http://www.people.vcu.edu/~bhammel/special/resources/case_studies/va/johnny.htm

3) Lena & Paraprofessionals: http://www.people.vcu.edu/~bhammel/special/resources/case_studies/para.htm