Chapter 6 Emotional and Behavioral Disorders IDEADefinition of

Chapter 6 Emotional and Behavioral Disorders

IDEA-Definition of Serious Emotional Disturbance (SED) One or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance – Inability to learn not related to other factors – Inability to build or maintain satisfactory peer or teacher relationships – Inappropriate feelings or behavior under normal conditions – Frequently unhappy or depressed – Often fearful – Definition does not apply to children who are “socially maladjusted”

Problems with IDEA Definition • Definition is vague and subjective – What are “satisfactory” peer and teacher relationships? – What does “inappropriate” behavior look like? • The definition, as written, excludes children on the basis for which they are included – How does one differentiate between “socially maladjusted” and true “emotional disturbance”? • Individual teacher expectations and tolerances make identification a difficult and subjective process

CCBD Definition of Emotional or Behavioral Disorders • Behavioral or emotional responses so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance – More than temporary, expected responses to stress – Consistently exhibited in two different settings, at least one of which is school related – Unresponsive to direct intervention in the general education setting

Common Characteristics of Children with EBD Two primary behavioral excesses – Externalizing behaviors (most common behavior pattern) • Noncompliance • Temper tantrums • Property destruction • Threats of violence or violence toward peers and/or teachers – Internalizing behaviors • Overly shy or immature • Withdrawn • Hypochondria • Easily upset and difficult to calm

Common Characteristics (cont. ) Behavioral deficits – Academic achievement • Low GPA • High absenteeism • At risk for school failure and early drop out – Social skills • Less participation in extracurricular activities • Lower quality peer relationships • Juvenile delinquency

Prevalence – Estimates vary, but about 3% to 5% of school-age population – Given prevalence data, many students not receiving specialized services Gender – The vast majority are boys

Causes Biological factors – Brain injury or dysgenesis – Genetics (e. g. , schizophrenia) – Temperament Environmental factors – Home - Inconsistent parenting practices – Community - Low SES, gangs, high crime rate – School – ineffective instruction, coercive pain control The primary medical classification system used for individuals with EBD is based on the DSM-IV-TR. It includes 16 major categories, including mood, and anxiety disorders, and schizophrenia

Identification and Assessment Whether behavior is different enough to require services Screening tests – Used to determine if intervention is warranted – Behavior rating scales or checklists • E. g. , Child Behavior Checklist (Affective Problems; Anxiety Problems; Somatic Problems; Attention Deficit/Hyperactivity Problems; Oppositional Defiant Problems; and Conduct Problems) Projective tests – Ambiguous stimuli – Limited usefulness for education planning Direct observation and measurement – Directly focuses on the child’s problems – Useful for educational planning

Functional Behavioral Assessment Systematic, data-driven process – Informal assessment • School records, parent interviews, teacher checklists – Direct observation and measurement • In-class observation when behavior is likely to occur – Hypothesis development • All informal and observational data used to develop intervention based on probable cause of the behavior – Intervention • Teaching functional replacement behaviors – Evaluation and modification • Data are collected to determine success of the intervention

Functional Behavioral Assessment • Federal law (IDEA, 1997) mandates the use of functional behavioral assessments (FBAs) and positive behavioral supports to address challenging behaviors demonstrated by students in school settings • Functional assessment has a scientifically based history with more than 30 years of research rooted in applied behavior analysis

Curriculum Goals Learn to control their antisocial behavior Social skills – Cooperation skills – Appropriate ways to express feelings – Responding to failure Academic skills – Direct, explicit instruction – High rates of teacher praise

Curriculum Goals (cont. ) Behavior management – Clear school-wide expectations (PBS) – Positive proactive classroom management strategies Self-management – Self-monitoring – Self-evaluation Peer mediation and support – Peer tutoring – Positive peer reporting

Self-Management Card

Fostering Strong Teacher-Student Relationships Differential acceptance – Witness or be the victim of acts of anger without responding similarly Focus on alterable variables – Teachers should focus effort on only those variables that make a difference in student learning and can be affected by sound teaching practice

Educational Placement Alternatives • More than 50% of students with EBD receive their education in: – Separate classrooms – Special schools – Residential facilities • Most students receiving special education because of emotional or behavioral disorders have serious problems that require intensive intervention

Current Issues and Future Trends • Revising the federal definition to meet the needs of students • Prevention efforts in the community • Clarify regulations for disciplining students • Improving services for youth in correctional facilities • Developing “wraparound” services for families • Putting into practice research validated teaching methods