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Teachers expected to work with all children
Many students arrive with behaviouralcharacteristics that disrupt the teaching/learning
process
How do we distinguish such children from thenormal developmental behaviour of childhood?
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No such thing as a typical child with
a behaviour disorder
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North American Definitions
Individuals with Disabilities Education Act
(IDEA, 1997) definition of emotional disturbance(original term forbehavioural disorders)
1. Exhibiting one or more of the following characteristics
over a long period of time and to a marked degree,
which adversely affects educational performance:
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a. An inability to learn
b. An inability to build or maintain satisfactory
interpersonal relationships with peers & teachers
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c. Inappropriate types of behaviour or feelings under normal
circumstances
d. A general pervasive mood of unhappiness or depression
e. A tendency to develop physical symptoms or fears
associated with personal or school problems
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2. The term includes children who are schizophrenic (but
not children who are socially maladjusted)
Criticisms from the Council for Children with BehaviourDisorders (CCBD)
Excluding CD and social maladjustment
Arguments
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Other NA Definitions
National Mental Health and Special Education Coalition
Forness and Knitzer (1992) Emotional or Behavioural
Disorders (EBD):
Characterized by age inappropriate behavioural or
emotional responses in school that adversely affect
performance
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Other NA Definitions
Council for Children with Behavioural Disorders
Forness and Kavale (2000):
Include the possibility of EBD co-occurring with otherdisabilities
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Canadian Definitions
When students exhibit, to a marked and
prolonged extent, behaviour that is clearly
undesirable, inappropriate, and maladaptive in
its social context, they are grouped into the
broad category ofbehaviourally disordered or
behaviour exceptionalities
2 most common are aggressive-acting-out
behaviour and social withdrawal
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Canadian Definitions of
Behaviour Exceptionalities
Unlike the US, no federal definition
Each jurisdiction determines what categories will
exist
10 Provincial or Territorial jurisdictions have official
definitions (8 different definitions)
4 jurisdictions have no definition
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Group One
NWT, Nunavut, Yukon, PEI
No definition or label for students exhibiting
behavioural difficulties
Each has a non-categorical model of special
education delivery (No labeling necessary
model)
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Group One
PEI exception: if an adolescent treatment
program is required (i.e., placement in an
adolescent treatment facility)
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Group Two
Five Jurisdictions with a single definition
encompassing ALL students identified as
behaviourally/emotionally exceptional
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Group Two
Newfoundland
behaviour occurs in multiple environments
including school
adversely affects educational performance in one
or more areas (e.g. social relationships, academic
progress)
behaviour is significantly different in degree
and/or kind from age appropriate norms
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Group Two
New Brunswick
excessive, chronic, inappropriate, behaviours
which consistently interfere with their learningand/or social development, as well as that of other
students.
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Group Two
Nova Scotia
students behaviour deviates significantly from
age appropriate expectations that affect the
students ability to succeed in a regular classroom
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Group Two
Ontario (adapted from IDEA) Behaviour problems over a period of time, marked
degree and nature that adversely affect educationalperformance
May be accompanied by one or more of thefollowing:
Inability to build or maintain interpersonal relationships
Excessive fears or anxieties
Tendency to compulsive reaction
An inability to learn not traced to intellectual, sensory,or other health factors
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Group Two
Ontario(contd)
Current definition under review
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Group Two
Saskatchewan
School-based team) affirms that the student:
has a persistent problem
which is profoundly inappropriate
seriously interferes with the educational process
of self and/or others
differs from cultural, social, community or ageappropriate standards
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Group Three
Jurisdictions with multiple definitions based on the
severity of the behavioural difficulty
Level of funding is related to severity
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Group Three
Manitoba
Level 1:
comprehensive assessment indicates severeemotional, social & behavioural problems
requiring individualized special programming
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Group Three
Manitoba
Level 2:
Extensive modifications in educational
programming
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Group Three
Manitoba
Level 3:
Individualized instruction for entire
school day + intensive support services
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Group Three
Alberta
a) Emotional/Behavioural Disability (generally
described)i. poor relationships
ii. Negative mood
iii.Inappropriate behaviouriv. Difficulty coping
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Group Three
Alberta
b) Severe Emotional/Behavioural Disability
i. Extreme, chronic & pervasive behaviours
ii. Dangerously aggressive & violent
behaviours
iii.Receives highly individualized programiv. Assessment by mental health professional
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Group Three
Alberta
c) Institutional/Homebound
Group home, correctional institution,hospital
d) Justice
Incarcerated, detention centre
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Group Three
British Columbia
a) Students with Behavioural Disorders
General dysfunctional interactions
Usually handled by counselling & school-
based services
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Group Three
British Columbia
b) Moderate Behaviour Disorders
Aggression, delinquency
Negative mood, thought disorders
Very disruptive, pervasive, & chronic
Have not responded to school-basedintervention
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Group Three
British Columbia
c) Severe Behaviour Disorders
Extremely disruptive
Severe mental health conditions
Serious risk to self & others Need intensive intervention, alternate
settings
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Group Three
Quebec
a) Students with behaviour difficulties
Assessment reveals inability to adapt in multiplesituations
Overactive & underactive behaviour
Requires special education services
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Group Three
Quebec
b) Students with severe behavioural difficulties
linked to psychosocial disturbances Functional assessment by multidisciplinary
team leads to diagnosis of
Delinquency Severe behaviour disorder
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Kaufman, 1997: vague & inappropriate definitions
contribute to confused & inadequate legislation, foggyadministrative policies, non-functional teacher training &
ineffective intervention
With broad definitions, many more referrals for specialeducation across all provinces:
Phipps (1982) and Kaufman (1997) both report that
more than 80% of the boys referred for special education
are referred primarily because of their behaviour
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Why such confusion over the definitions?
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Common Characteristics
1. They deviate in an extreme way from the
norm
2. They recur chronically
3. They violate social & cultural
expectations
4. They affect childs self-esteem,
interpersonal relationships, safety &
school achievement
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Overlap with Other Categories
See handout
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Why Study Separately?