DID YOU KNOW? Incidence of mental illness was
1/5 (NIMH, 2004)
Varying definitions and
diagnostic criteria
Words like mental illness have
had negative connotations in the
past…
Reduce confusion by using
accepted Federal Law terminology
Emotional Disturbance
http://www.ccsd.ca/factsheets/demographics/; Sherrill, 2004, 6e
EMOTIONAL DISTURBANCE DEFINITION CONTINUED:
Federal Law defines Emotional Disturbance as:
i. 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:…
A. An inability to learn which cannot be
explained by intellectual, sensory, or health
factors.
B. An inability to build or maintain satisfactory
interpersonal relationships with peers and
teachers;
C. Inappropriate types of behaviors or feelings
under normal circumstances;
D. A general pervasive mood of unhappiness or
depression; or
E. A tendency to develop physical symptoms or
fears associated with personal or school
problems
ii. The term includes schizophrenia. The term does not
necessarily apply to children who are socially
maladapted, unless it is determined that they have a
serious emotional disturbance.
EMOTIONAL DISTURBANCE DOES NOT HAVE A FACE…
More than just skin deep
Many individuals who DO NOT
have emotional disturbance
may display some of the
same behaviors at certain
times during development.
ED characteristic behaviors
continue over long periods of
time...
Signals not coping with their
environment or peers.
E.g. Statements may not necessarily reflect an emotional disturbance…
SO WHAT ARE THE CAUSES?
NOT adequately
determined (Notice a theme
in this class...)
Following factors plausible:
Heredity
Brain chemistry
Personality
Diet
Stress
Family functioning and
overall environment
http://www.childpsychologist.com/mod/resource/view.php?id=11
IMPORTANT TO CONSIDER ENVIRONMENT…
Environment = One of the
most significant contributing
factors may lead to:
Instability
Inconsistency
Lack of fundamental and
meaningful relationships
Identity crisis
Self-esteem issues
Feelings of neglect, anger,
and abandonment.
ENVIRONMENT: WHO IS @ INCREASED RISK? Any of the following increase risk of
emotional disturbance:
Male (Marder & Cox, 1991)
Multiple out-of-home placements
(Foster Care System)/Homeless
Family history of mental illness
Exposure to domestic
violence/alcohol, physical and/or
sexual abuse
Neglect
Poverty (See figure 1)
Race: Black students 59% more
likely to be identified as emotionally
disturbed than white students
(CCRE, 1998).
Foster care: Figure 2: Onset and
Prevalence of emotional
disturbance
CHARACTERISTICS MAY INCLUDE….
Hyperactivity (short attention
span, impulsiveness);
Aggression/self-injurious behavior
(acting out, fighting);
Withdrawal
Difficulty establishing
relationships (Hardman, 1990)
Self-esteem issues
Immaturity (inappropriate crying,
temper tantrums, poor coping skills);
and
Learning difficulties (academically
performing below grade level).
Children may exhibit distorted
thinking, excessive anxiety, bizarre
motor acts, and abnormal mood
swings
INTERVENTIONS
Individual Education Plan
Psychological Services ad
Counseling
Behavior modification
Life Space Intervention
Conflict Resolution
Medication or Drug
Therapy
Cooperative Home-School-
Community Programs
POSITIVE EFFECTS OF PHYSICAL ACTIVITY.... Reduces depression, anger, disruptive
behaviors, and stereotypes (Hassmen et al.,
2002; Bartholomew et al., 2005)
Aerobic activity tends to yield better results
than less vigorous activity (Tzack et al., 2005)
Perceived as pleasant and enjoyable (Lavay
et al., 1990)
Exercise should be:
Noncompetitive (Some exceptions when
one-on-one)
Nonthreatening
Moderate intensity for 20-30 min.
Used 2 or 3 times a day or as often as daily
as seen beneficial for the child
Serves as a voluntary time-out or time of
reflection and relaxation
Wanting to exercise is most important -
Therefore it should not be used as a
mandatory part of intervention
CONSIDERATIONS FOR PHYSICAL ACTIVITY Change environment and be
prepared it is “extremely”
demanding
Families may need help in
understanding child's condition and
learning how to work effectively
with him/her
Services based on individual needs
–change curriculum if necessary
Open communication &
collaboration crucial.
Extended support system necessary
Careful Transitions from one part of
lesson plan to another
More time on each activity.
Specific instruction on getting into game formations
Specific Instruction on changing game formations
Illustrative changes: (1) Modifying difficulty (2) Offering choices (3) Field trips to activities “Just for Kicks”
Detailed IEPS Smaller class sizes
Sherrill, 2004, 6e, Chapter 22 Serious Emotional Disturbance and Autism