Emotional Behavioral Disorder Ashley Ace Educ 613 Introduction

Emotional Behavioral Disorder Ashley Ace Educ 613: Introduction to Individual Educational Assessment

What is an Emotional/Behavioral Disorder? Emotional/Behavioral disorder means social, emotional or behavioral functioning that so departs from generally accepted, age appropriate ethnic or cultural norms that it adversely affects a child’s academic progress, social relationships, personal adjustment, classroom adjustment, self-care or vocational skills. https: //sped. dpi. wi. gov/sped_pi 11_0701#ebd

Emotional Disturbance means 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: – An inability to learn that cannot be explained by intellectual, sensory, or health factors. – An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. – Inappropriate types of behavior or feelings under normal circumstances. – A general pervasive mood of unhappiness or depression. – A tendency to develop physical symptoms or fears associated with personal or school problems. – http: //nichcy. org

Emotional/Behavioral Disorders There is a wide variety of specific conditions that fall under emotional/behavioral disorders, which include but are not limited to; – anxiety disorders; – bipolar disorder (sometimes called manic-depression); – conduct disorders; – eating disorders; – obsessive-compulsive disorder (OCD); and – psychotic disorders.

Anxiety Disorder – Anxiety that is excessive, persistent, seemingly uncontrollable and overwhelming. – He or she will worry excessively about a variety of things such as grades, family issues, relationships with peers, and performance in sports. – Children with anxiety disorder tend to be very hard on themselves and strive for perfection. – They may also seek constant approval or reassurance from others. – http: //www. adaa. org/living-with-anxiety/children/childhood-anxiety-disorders – http: //www. parentcenterhub. org/repository/emotionaldisturbance/#anxiety

Bipolar Disorder – Bipolar is also known as manic-depressive illness. – It is a serious medical condition that causes dramatic mood swings. – These mood swings go from overly "high" and/or irritable to sad and hopeless and then back again. – They often have periods of normal moods in between. – Severe changes in energy and behavior go along with these changes in mood. – The mood swings and symptoms can be stabilized over time using a combination of medication and psychosocial treatment. http: //www. parentcenterhub. org/repository/emotionaldisturbance/#bipolar

Oppositional Defiant Disorder – When this behavior lasts longer than six months and is excessive compared to what is usual for the child's age, it may mean that the child has a type of behavior disorder called oppositional defiant disorder (ODD). – ODD is a condition in which a child displays an ongoing pattern of uncooperative, defiant, hostile, and annoying behavior toward people in authority. – The child's behavior often disrupts the child's normal daily activities, including activities within the family and at school. – Many children and teens with ODD also have other behavioral problems, such as attentiondeficit/hyperactivity, learning disabilities, mood disorders (such as depression), and anxiety disorders. – Some children with ODD go on to develop a more serious behavior disorder called conduct disorder. http: //www. webmd. com/mental-health/oppositional-defiant-disorder

Conduct Disorder – Conduct disorder refers to a group of behavioral and emotional problems in children. – These children have great difficulty following rules and behaving in a socially acceptable way. – – This may include: – aggression to people and animals; – destruction of property; – deceitfulness, lying, or stealing; or – truancy or other serious violations of rules. Although conduct disorder is one of the most difficult behavior disorders to treat, young people often benefit from a range of services that include: – training for parents on how to handle child or adolescent behavior; – family therapy; – training in problem solving skills for children or adolescents; and – community-based services that focus on the young person within the context of family and community influences. – http: //www. parentcenterhub. org/repository/emotionaldisturbance/#conduct

Eating Disorders – Eating disorders are characterized by extremes in eating behavior—either too much or too little—or feelings of extreme distress or concern about body weight or shape. – Females are much more likely than males to develop an eating disorder. – Anorexia nervosa and bulimia nervosa are the two most common types of eating disorders. – Anorexia nervosa is characterized by self-starvation and dramatic loss of weight. – Bulimia nervosa involves a cycle of binge eating, then self-induced vomiting or purging. Both of these disorders are potentially life-threatening. – Binge eating is also considered an eating disorder. It’s characterized by eating excessive amounts of food, while feeling unable to control how much or what is eaten. Unlike with bulimia, people who binge eat usually do not purge afterward by vomiting or using laxatives. – The most effective and long-lasting treatment for an eating disorder is some form of psychotherapy or counseling, coupled with careful attention to medical and nutritional needs. – http: //www. parentcenterhub. org/repository/emotionaldisturbance/#eating

Obsessive-Compulsive Disorder (OCD) – Obsessive-compulsive disorder is actually considered an anxiety disorder. – OCD is characterized by recurrent, unwanted thoughts (obsessions) and/or repetitive behaviors (compulsions). – Repetitive behaviors (handwashing, counting, checking, or cleaning) are often performed with the hope of preventing obsessive thoughts or making them go away. Performing these so-called “rituals, ” however, provides only temporary relief, and not performing them markedly increases anxiety. – A large body of scientific evidence suggests that OCD results from a chemical imbalance in the brain. – Treatment for most people with OCD should include one or more of the following: – therapist trained in behavior therapy; – Cognitive Behavior Therapy (CBT); – medication (usually an antidepressant). – http: //www. parentcenterhub. org/repository/emotionaldisturbance/#ocd

Psychotic Disorders – “Psychotic disorders” is an umbrella term used to refer to severe mental disorders that cause abnormal thinking and perceptions. – Two of the main symptoms are delusions and hallucinations. – Delusions are false beliefs, such as thinking that someone is plotting against you. – Hallucinations are false perceptions, such as hearing, seeing, or feeling something that is not there. – Schizophrenia is one type of psychotic disorder. – Treatment for psychotic disorders will differ from person to person, depending on the specific disorder involved. – Most are treated with a combination of medications and psychotherapy (a type of counseling). http: //www. parentcenterhub. org/repository/emotionaldisturbance/#psych

Attention Deficit/Hyperactivity Disorder (ADHD) – ADHD is a condition with symptoms such as inattentiveness, impulsivity, and hyperactivity. – There are three types of ADHD: Inattentive (which used to be called ADD), hyperactive-impulsive, and combined. – The symptoms of inattentive ADHD may include daydreaming, disorganization, and careless mistakes. – Fidgeting, nonstop talking, and impatience are among the symptoms of Hyperactive-Impulsive ADHD. – http: //www. webmd. com/add-adhd/guide/adhd-guide-symptoms-types

Qualifying a student Minimally, the IEP team should have existing information from records, current and past teachers, parents and the student, current classroom observations, and knowledge of previously attempted interventions and their effects. – https: //sped. dpi. wi. gov/sped_eligibility

VARIETY OF SOURCES OF INFORMATION There are no definitive instruments, standard scores, or percentiles to assist in determining eligibility. Therefore, it is important for the IEP team participants to consider a variety of sources of information when evaluating students for a possible EBD. Common sources of information include: Attendance records Health records Grades and report cards Standardized test scores; statewide and districtwide assessments Permanent products or work samples Results of previous IEP team evaluations Disciplinary or behavioral records Rating scales Interviews with the target student, parents, other significant adults Formal and informal observations Norm- and criterion-referenced tests Anecdotal records Referrals to other agencies or services Extracurricular activities, including non-school activities – https: //sped. dpi. wi. gov/sped_eligibility

Eligibility – Emotional behavioral disability refers to a social, emotional or behavioral functioning that varies from generally accepted, age appropriate ethnic or cultural norms. – This variation adversely affects a child's academic performance in at least one of the following areas; academic progress – social relationships – personal adjustment – classroom adjustment – self care or, – vocational skills.

Eligibility Cont. – The IEP team may identify a child as having an emotional behavioral disability if the child meets the previous definition and meets all of the following: – 1. The child demonstrates severe, chronic and frequent behavior that is not the result of situational anxiety, stress or conflict. – 2. The child’s behavior occurs in school and in at least one other setting.

Eligibility Cont. The child displays any of the following: – a. Inability to develop or maintain satisfactory interpersonal relationships. – b. Inappropriate affective or behavior response to a normal situation. – c. Pervasive unhappiness, depression or anxiety. – d. Physical symptoms, pains or fears associated with personal or school problems. – e. Inability to learn that cannot be explained by intellectual, sensory or health factors. – f. Extreme withdrawal from social interactions. – g. Extreme aggressiveness for a long period of time. – h. Other inappropriate behaviors that are so different from children of similar age, ability, educational experiences and opportunities that the child or other children in a regular or special education program are negatively affected.

Eligibility Cont. – The IEP team shall rely on a variety of sources of information, including systematic observations of the child in a variety of educational settings and shall have reviewed prior, documented interventions. If the IEP team knows the cause of the disability, the cause may be, but is not required to be, included in the IEP team’s written evaluation summary. – The IEP team may not identify or refuse to identify a child as a child with an emotional behavioral disability solely on the basis that the child has another disability, or is socially maladjusted, adjudged delinquent, a dropout, chemically dependent, or a child whose behavior is primarily due to cultural deprivation, familial instability, suspected child abuse or socio-economic circumstances, or when medical or psychiatric diagnostic statements have been used to describe the child’s behavior.

Assessments – Behavior Assessment System for Children, Second Edition (BASC-2) – A comprehensive set of rating scales and forms including; – the Teacher Rating Scales (TRS) – Parent Rating Scales (PRS) – Self-Report of Personality (SRP) – Student Observation System (SOS) – Structured Developmental History (SDH). – Together, they help to understand the behaviors and emotions of children and adolescents. http: //www. pearsonclinical. com/education/products/100000658/behavior-assessment-system-for-children-second-edition-basc-2. html#tab-details

Assessments Cont. – BASC-2 Portable Observation Program – The BASC-2 Portable Observation Program lets you design your own template for observations in the classroom using your desktop or laptop computer. – After conducting direct observations, you are ready for general reporting and archiving. – The program also includes a convenient, comprehensive form you can start using immediately - the BASC 2 Student Observation System – http: //www. pearsonclinical. com/psychology/products/100000330/basc-2 -portable-observation-program. html#tab-details

Assessments Cont. – Conners 3 rd Edition (Conners 3) – RTI: RTI levels 2 and 3 – Administration: Administered to parents and teachers of children and adolescents age 6 -18. Self-report, age 8 -18. – Completion Time: Long Version: 20 minutes, Short Version: 10 minutes, Conners 3 AI and Conners 3 GI: less than 5 minutes – The Conners 3 has a greater focus on ADHD and associated features. – The Conners 3 also addresses comorbid disorders such as oppositional defiant disorder and conduct disorder. – Each parent, teacher and self-report form is available in a full-length and a short version. http: //www. pearsonclinical. com/psychology/products/100000523/conners-3 rd-edition-conners-3. html#tab-details

Assessments Cont. – Social Skills Improvement System (SSIS) Performance Screening Guide – The SSIS Performance Screening Guide focuses on observable behaviors in four skill areas: Prosocial Behaviors, Motivation to Learn, Reading Skills, Math Skills. – RTI Tiers: Level 2 – For use with students in preschool through high school. – A universal screening instrument that helps assess and document the performance level of all students, not just those in greatest need of intervention. – The SSIS Classwide Intervention Program, is a companion program to the SSIS Performance Screening Guide. Used together, these tools offer a coordinated system for improving social skills in a classroom or group set. http: //www. pearsonclinical. com/education/products/100000356/social-skills-improvement-system-ssis-performance-screening-guide. html

Assessments Cont. – Children's Depression Inventory 2 (CDI 2) – A brief self-report test that helps assess cognitive, affective and behavioral signs of depression in children and adolescents 7 to 17 years old. – Age Range: 7 through 17 years – Reading Level: 2 nd grade – Administration: Paper-and-pencil; CDI 2: 15 -20 minutes; CDI 2 Short: 5 minutes – Forms: Two: CDI 2 and CDI 2 Short http: //www. pearsonclinical. com/psychology/products/100000636/childrens-depression-inventory-2 -cdi-2. html

Assessments Cont. – Devereux Behavior Rating Scale – Used to detect severe emotional disturbances in students – This fast and versatile tool for identifying behaviors that may indicate severe emotional disturbances in children and adolescents. – The Devereux Behavior Rating Scale—School Form is based on federal criteria and can be used by educators, psychologists, guidance counselors, and other assessment professionals. http: //www. pearsonclinical. com/psychology/products/100000187/devereux-behavior-rating-scale--school-form. html#tab-details

Local Resources for Parents MHA of Wisconsin: Mental Health America of Wisconsin (MHA) is an affiliate of the nation’s leading community-based non-profit dedicated to helping all Americans achieve wellness by living mentally healthier lives. Our work is driven by our commitment to promote mental health as a critical part of overall wellness, including: – • • Prevention services for all Early identification and intervention for those at risk Integrated care and treatment for those who need it Recovery as the goal 600 West Virginia St, Suite 502 – Milwaukee, WI 53204 – (866) 948 -6483 – info@mhawisconsin. org – http: //www. mhawisconsin. org/home. aspx

Local Resources for Parents Cont. NAMI Wisconsin – The mission of NAMI Wisconsin is to improve the quality of life of people affected by mental illness and to promote recovery. – NAMI Wisconsin will accomplish its mission through the following: – Promote public education and understanding of mental illnesses. – Advocate at all levels of government and throughout the public sector to improve mental health care in Wisconsin. – Support affiliates by providing follow-up advice and counsel; educational and training programs and materials; access to financial resources as appropriate; and by offering conferences, seminars, and presentations. – Establish and strengthen local affiliates to keep with NAMI's principles and guidelines. 4233 W Beltline Hwy Madison, WI 53711 (608) 268 -6000 (800) 236 -2988 Email: nami@namiwisconsin. org http: //www. namiwisconsin. org/

Resources for Parents – AACAP | American Academy of Child and Adolescent Psychiatry | AACAP offers Facts for Families, a series in English, Spanish, and several other languages that includes many briefs on specific mental disorders, including the ones mentioned in this publication. – Fact sheets in English: http: //www. aacap. org/AACAP/Families_and_Youth/Facts_for_Families_Keyword. aspx – Fact sheets in Spanish: http: //www. aacap. org/AACAP/Families_and_Youth/Facts_for_Families_Spanish. aspx – Fact sheets in other languages | Including Chinese, Malaysian, Polish, Icelandic, Arabic, Urdu and Hebrew. http: //www. aacap. org/AACAP/Families_and_Youth/Facts_for_Families/Home. aspx – AACAP also operates different Resource Centers, which offer consumer-friendly definitions, answers to frequently asked questions, clinical resources, expert videos, Facts for Families, and much more. Visit the Resource Center home page if you are concerned with one of the following: – Anxiety Disorders – Autism – Bipolar Disorder – Conduct Disorder – Depression – Oppositional Defiant Disorder – http: //www. parentcenterhub. org/repository/emotionaldisturbance/#psych

Resources for Parents Detailed information on specific emotional disturbances, or related issues such as positive behavior supports, is also available from these sources: Anxiety Disorders Association of America | http: //www. adaa. org Center on Positive Behavioral Interventions and Supports | The PBIS Center provides research-based information on how to provide behavioral supports to children who need them. | www. pbis. org Conduct Disorders | A soft place to land for battle-weary parents http: //www. conductdisorders. com/ Encyclopedia of Mental Disorders | http: //www. minddisorders. com/index. html National Eating Disorders Association 1. 800. 931. 2237 | www. nationaleatingdisorders. org Something Fishy | (eating disorders) 1. 866. 690. 7239 | http: //www. something-fishy. org – http: //www. parentcenterhub. org/repository/emotionaldisturbance/#psych