Emotional and Emotional and Behavioral DisordersBehavioral Disorders

Nichole SalvadorNichole SalvadorJune 22, 2009June 22, 2009

TerminologyTerminology

Seriously Emotionally Disturbed Seriously Emotionally Disturbed Emotionally Disturbed (IDEA)Emotionally Disturbed (IDEA) Behaviorally Disorders (CCBD)Behaviorally Disorders (CCBD) Emotional or Behavioral DisorderEmotional or Behavioral Disorder

Definitional ProblemsDefinitional Problems

Lack of precise definitions of mental Lack of precise definitions of mental health and normal behavior.health and normal behavior.

There are no substantial differences There are no substantial differences among conceptual models.among conceptual models.

Measurement of emotions and Measurement of emotions and behavior is imprecise.behavior is imprecise.

Emotional/Behavioral disorders overlap Emotional/Behavioral disorders overlap with other disabilities.with other disabilities.

Professionals who diagnose and serve Professionals who diagnose and serve children and youths often disagree.children and youths often disagree.

Common DefinitionCommon Definition

Behavior that goes to an extreme. Behavior that goes to an extreme. A problem that is chronic. A problem that is chronic. Behavior that is unacceptable Behavior that is unacceptable

because of social or cultural because of social or cultural expectations.expectations.

Federal DefintionFederal Defintion

An inability to learn that cannot be An inability to learn that cannot be explained by intellectual, sensory or explained by intellectual, sensory or health factors.health factors.

Inability to build or maintain Inability to build or maintain relationships with peers and teachers.relationships with peers and teachers.

Pervasive mood of unhappiness or Pervasive mood of unhappiness or depression.depression.

Tendency to develop physical Tendency to develop physical symptoms or fears.symptoms or fears.

PrevalencePrevalence

6 to 10 percent of children and 6 to 10 percent of children and youths of school age exhibit youths of school age exhibit serious and persistent serious and persistent emotional/behavioral problems emotional/behavioral problems (Kauffman & Landrum, 2009).(Kauffman & Landrum, 2009).

Only 1% are identified (U.S. Only 1% are identified (U.S. Department of Education)Department of Education)

1 in 5 children and adolescents1 in 5 children and adolescents

CausesCauses

Biological disorders and diseasesBiological disorders and diseases Pathological family relationshipsPathological family relationships Undesirable experiences at schoolUndesirable experiences at school Negative cultural influencesNegative cultural influences

FactorsFactors

BiologicalBiological FamilyFamily SchoolSchool CulturalCultural

Emotional/Behavioral Emotional/Behavioral DisordersDisorders

Anxiety DisordersAnxiety Disorders http://www.youtube.com/watch?v=ETFQ9fyRP0shttp://www.youtube.com/watch?v=ETFQ9fyRP0s

Severe DepressionSevere Depression Bipolar DisorderBipolar Disorder http://www.youtube.com/watch?v=WWf3Ij1cHikhttp://www.youtube.com/watch?v=WWf3Ij1cHik

Attention-deficit/Hyperactivity Disorder (ADHD) Attention-deficit/Hyperactivity Disorder (ADHD) http://www.youtube.com/watch?v=lsawg8-VGjEhttp://www.youtube.com/watch?v=lsawg8-VGjE

Learning DisordersLearning Disorders

Cont…Cont…

Conduct DisorderConduct Disorder Affective DisorderAffective Disorder ComorbidityComorbidity Eating DisordersEating Disorders AutismAutism SchizophreniaSchizophrenia

http://www.youtube.com/watch?http://www.youtube.com/watch?v=moP_e-gx5hkv=moP_e-gx5hk

How to we Classify?How to we Classify?

Based on the Externalizing and Based on the Externalizing and Internalizing behaviorsInternalizing behaviors

Externalizing behaviors are easy Externalizing behaviors are easy to identify whereas internalizing to identify whereas internalizing behaviors are difficult to behaviors are difficult to recognizerecognize

IQ and AchievementIQ and Achievement

Have normal range IQ of 90Have normal range IQ of 90 Slow learner to mild intellectual Slow learner to mild intellectual

disabilitydisability Emotional/Behavioral difficulties Emotional/Behavioral difficulties

can prevent children from scoring can prevent children from scoring what they are capable of.what they are capable of.

Underachievers Underachievers

Characteristics in the Characteristics in the ClassroomClassroom

ImpulsiveImpulsive Inattentive, distractibleInattentive, distractible Poor concentrationPoor concentration Disregards rulesDisregards rules Low self esteemLow self esteem Unable to work in groupsUnable to work in groups Is aggressiveIs aggressive

Cont…Cont…

DishonestDishonest Self injurious behaviorSelf injurious behavior No regard for personal space and No regard for personal space and

belongingsbelongings Tries to manipulate situationsTries to manipulate situations Pre-occupiedPre-occupied Extreme resistance to change and Extreme resistance to change and

transitionstransitions

Educational Educational ImplicationsImplications

Emotional/Behavioral support Emotional/Behavioral support

- academics- academics

- social skills - social skills

- increase self-awareness- increase self-awareness

- self-control- self-control

- self-esteem- self-esteem

Service DeliveryService Delivery

Separate ClassSeparate Class InclusionInclusion

Instructional PracticesInstructional Practices

Positive classroom environmentPositive classroom environment VisualsVisuals Highly structured classroomHighly structured classroom Frequent FeedbackFrequent Feedback Set limit and boundariesSet limit and boundaries Set clear rules and expectationsSet clear rules and expectations Consistent behavior expectationsConsistent behavior expectations Established cool off areaEstablished cool off area

Cont…Cont…

Teach self talk Teach self talk Establish cues for inappropriate Establish cues for inappropriate

behaviorbehavior Self-control and self monitoring Self-control and self monitoring

techniques to control behaviortechniques to control behavior Reinforce good behaviorReinforce good behavior Communicate with parentsCommunicate with parents Teach relaxation techniques Teach relaxation techniques

Functional Behavioral Functional Behavioral AssessmentAssessment

When student behavior is a When student behavior is a persistent problempersistent problem

Standard practice for IEPsStandard practice for IEPs Behavior Intervention Plan (BIP)Behavior Intervention Plan (BIP)

FBAFBA

Identify inappropriate behaviors.Identify inappropriate behaviors. What are the causes of the What are the causes of the

inappropriate behaviors?inappropriate behaviors? What behaviors need to be modified?What behaviors need to be modified? What hasn’t worked?What hasn’t worked? Approaches that might work.Approaches that might work. Goals, consequences and reinforcers.Goals, consequences and reinforcers.

Useful WebsitesUseful Websites

http://cecp.air.org/fba/http://cecp.air.org/fba/ http://http://

www.schoolpsychologistfiles.com/www.schoolpsychologistfiles.com/interventions/fba_bip.htmlinterventions/fba_bip.html

Resources:Resources:

Regan, K. Improving the Way We Think About Regan, K. Improving the Way We Think About Students with Emotional and or Behavioral Disorders. Students with Emotional and or Behavioral Disorders. TEACHING Exceptional Children. TEACHING Exceptional Children. 41, pp. 60-6541, pp. 60-65

Mauro, T. Emotional Disturbance. Mauro, T. Emotional Disturbance. www.about.comwww.about.com http://speicaled.about.com/cs/behaviordisorders/a/Behhttp://speicaled.about.com/cs/behaviordisorders/a/Beh

avior.htmavior.htm http://mentalhealth.samhsa.gov/childhttp://mentalhealth.samhsa.gov/child www.pubmwww.pubm Hallahan, D.P., Kauffman, J.M., &Pullen, P.C. (2009). Hallahan, D.P., Kauffman, J.M., &Pullen, P.C. (2009).

Exceptional Learners: an Introduction to Special Exceptional Learners: an Introduction to Special Education. Boston: Pearson Education, Inc. pg 262Education. Boston: Pearson Education, Inc. pg 262