1. Understanding Students with Emotional or Behavioral Disorders
Chapter 7
Understanding Students with Emotional or Behavioral Disorders
Each Power Point presentation can be viewed as transparencies or computer presentations. There are discussion questions and links to websites imbedded in each Power Point presentation to assist instructors and students. Please refer to the Instructors Manual for the complete list of ancillaries that support each chapter. The DVD and Companion Website all have video clips and other materials for an enriching multimedia instructional experience.

2. Chapter 7 Objectives
At the end of this chapter you should be able to:
Identify and define the characteristics of students with emotional and behavioral disorders.
Compare and contrast externalizing and internalizing behaviors.
Describe the causes of emotional and behavioral disorders.
Articulate services and instructional approaches for students with emotional or behavioral disorders.

3. Defining Emotional or Behavioral Disorders
IDEA Definition of Emotional Disturbance
Over a long time, to a marked degree, that adversely affects a child’s educational performance
Accompanied by one or more of 5 characteristics
Includes: schizophrenia, but does not apply to children who are socially maladjusted unless they also meet the other criteria for having an emotional disturbance.

4. Defining Emotional or Behavioral Disorders
One or more of 5 characteristics
Inability to learn that cannot be explained by intellectual, sensory, or health factors
Inability to build or maintain satisfactory interpersonal relationships with peers or 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

5. Prevalence of EBD
Approximately 0.7 percent of all student ages in special education
Debate over accuracy of amount
Gender, ethnic, and socioeconomic factors influence prevalence
White males more than white females
Black females more than white females
Black males highest disproportionately

6. Emotional Characteristics of EBD
Anxiety disorder
Separation anxiety
Generalized anxiety disorder
Phobia
Panic disorder
Obsessive-compulsive disorder
Post-traumatic stress disorder
Mood disorder
Depression
Suicide
Bipolar disorder
Oppositional defiant disorder
Conduct disorder
Schizophrenia

7. Behavioral Characteristics of EBD
Internalizing behaviors
Withdrawal
Depression
Anxiety
Obsessions
Compulsions
Externalizing behaviors
Aggression,
Acting out
Noncompliant behaviors
Can occur simultaneously

8. Cognitive and Academic Characteristics of EBD
Below grade level in reading, math, and writing
Rated low on self-control social skills measures
Higher rates of being held back in a grade
Many have expressive and/or receptive language disorders

9. Determining the Causes
Biological Causes
Environmental considerations
School factors
Family factors/considerations

10. Determining the Presence
Rating scales, personality inventories, and observations.
They did not always follow the IDEA definition
Scale for Assessing Emotional Disturbance
Follows 5 elements from IDEA
Inability to learn
Inability to build or maintain satisfactory relationships
Inappropriate behavior
Unhappiness or depression
Physical symptoms or fears
Additionally:
Student involvement in antisocial behaviors in environments outside of school

11. Partnering for Special Education and Related Services
Wraparound services:
School, community, mental health, and other services are “wrapped around” the student instead of compartmentalized
Ten key principles
Voice and choice
Team-based
Natural supports
Collaboration
Community-based
Culturally competent
Individualized
Strengths-based
Persistence
Outcomes-based

12. Partnering for Special Education and Related Services
Wraparound services:
Four phases of wraparound (Box 7.1)
Engagement and Team preparation
Initial Plan Development
Implementation
Transition

13. Determining Supplementary Aids and Services
Classwide, peer-assisted, self-management
Students learn how to define self-management and why it is effective
Explore how it might benefit them
Learn the relationship among antecedents, specific behaviors, and the consequences
Discuss how to respond appropriately and inappropriately
Reverse-role tutoring
Using students with emotional or behavioral disorders as tutors to nondisabled peers

14. Planning for Universal Design for Learning
Use a computer with word processing software
Reduces frustration
Increases students’ willingness to edit and correct their work
Results in clean, legible products
Talking word processors, alphabetical keyboards, or word prediction software may allow for less frustration when writing

15. Planning for Other Educational Needs
More than half drop out of high school
Statistics two years later show low employment rate for dropouts
Reasons for dropout rate
Several interventions have been identified to reduce the dropout rate

16. Preventing Dropouts Establish a student advisory program
Establish and involve students in extracurricular activities
Systematically monitor risk factors associated with dropping out
Develop “schools within schools” or smaller units
Establish school-to-work programs
Engage in community-based learning
Use the “check and connect” strategy
Provide vocational education

17. Early Childhood Students
Classroom-centered intervention
Mastery learning
Good-behavior game
Family-school partnership intervention
Multicomponent intervention
Student-directed learning strategies
Social Stories
An apron storyboard

18. Elementary and Middle School Students
Service Learning
Instructional activities that integrate teaching activities with community service
Designed to teach civil responsibility
Reinforces lessons in the classroom in the context of real life
Improves communities

19. Secondary and Transition Students
Conflict Resolution
Students learn:
Effective communication
Anger management
Taking another’s perspective
Conflicts usually occur because of resources, needs, or goals
Teaches problem solving and successful decision making

20. Measuring Students’ Progress
Mastery learning (or mastery training)
Frequently assess students’ mastery of content, determining whether to move on to the next concept
To monitor mastery, effective teachers will:
Ask questions of the whole class
Use a cooperative learning strategy such as “think-pair-share”
Social Skills
Use of social skills rating system
Socio-metric ratings for rankings

21. Making Accommodations for Assessment
Students in alternative school settings need to progress in the general education curriculum so that they may return to their neighborhood schools
Students with EBD may be more likely to have difficulty with testing, due to heightened anxiety
Appropriate testing accommodations include:
Extended time for testing
Individual test administration
Breaks during testing