1. Learners with Emotional or Behavioral Disorders
Chapter 8 1

2. Topics Terminology Definition Classification Prevalence Causes
Identification
Psychological and Behavioral Characteristics
Educational Considerations
Early Intervention
Transition to Adulthood 2

3. Terminology
Emotionally Disturbed — used in current federal laws and regulations; “ED”
Behaviorally Disordered — used by many professionals and Council for Exceptional Children (CEC); “BD”
Emotional or Behavior Disordered — introduced in 1990 by National Mental Health and Special Educational Coalition; gaining in use and acceptance 3

4. Definition Definitional problems:
Lack of precise definitions of mental health and normal behavior
Differences among conceptual models
Difficulties in measuring emotion and
behavior
Relationships between emotional or
behavioral disorder and other disabilities
Differences in the professionals who
diagnose and serve children and youths 4

5. Definition Current definitions: Behavior is extreme
Behavior unacceptable because of social or cultural expectations
Problem is chronic
Federal definition:
Excludes social maladjustment which some states interpret as
conduct disorder
National Mental Health and Special Education definition:
Acknowledges multiple disabilities
Does not have arbitrary exclusions 4

6. Classification No universally accepted classification system
Individualized assessment
Two broad dimensions of behavior
Externalizing
Internalizing
Co-morbidity is common
Schizophrenia is distinguished from autism or autistic spectrum disorder 5

7. Prevalence & Causes Biological disorders and diseases
Estimates of 6 to 10 percent of school-age population; boys 5:1
About 1 percent identified and receiving special education services; most exhibit externalizing behavior
Causes:
Biological disorders and diseases
Medical treatment is seldom sufficient
Pathological family relationships
Importance of positive approaches to behavior management
Undesirable experiences at school
Spiral of negative interactions
Negative cultural influences (i.e. increase in poverty) 6

8. Identification Often easily identified. Difficult to identify if
Child is young; difficult to determine severity of problem.
There is an error in teacher judgment.
The child does not exhibit problems at schools.
Importance of teacher’s informal judgments
Systematic screening procedures needed 8

9. Psychological and Behavioral Characteristics
Intelligence and achievement
Typically, below average IQ (less than 90)
Social and emotional characteristics:
Aggressive, acting-out behavior (externalizing)
Immature, withdrawn behavior (internalizing) 9

10. Educational Considerations
Two objectives:
Controlling misbehavior
Teaching academic and social skills
Balancing behavioral control with academic and social learning
Importance of integrated services
Service delivery
Trend toward inclusion
Different needs, different placements
Instructional considerations
Need for social skills
Needs of juvenile delinquents
Special challenges for teachers
Special disciplinary considerations
Functional behavioral assessment and positive behavioral supports 10

11. Strategies That Work Systematic, data-based interventions
Continuous assessment and progress monitoring
Provision for practice of new skills
Treatment matched to the problem; multicomponent treatment
Programming for transfer and maintenance
Commitment to sustained intervention

12. Early Intervention Early Intervention: Identification is complicated
Tasks are simpler, so range of
behaviors used for comparisons is
restricted; development is rapid and
uneven
Wide variation in child-rearing
practices
Hard to distinguish between EBD and
other conditions in preschool
Prevention problems; programs are costly
Need people trained in behavior management 12

13. Transition to Adulthood
Programs range from regular public high school classes to private residential schools
High drop-out rate
Incarcerated youth neglected
Employment difficulty due to social skills
May require intervention throughout life 13

14. True or False?
Although it is difficult to identify the types and causes of problems, most children and youths with emotional or behavioral disorders, whether aggressive or withdrawn, are quite easy to spot. 13

15. True! 13

16. True or False?
Students with emotional or behavioral disorders are usually very bright. 13

17. False!
Relatively few students with emotional or behavioral disorders have high intelligence; in fact, most have below average IQs. 13

18. True or False?
Youngsters with aggressive, acting-out behavior patterns have less chance for social adjustment and mental health in adulthood. 13

19. True! 13

20. True or False?
Research shows that a firmly structured and highly predictable environment is of greatest benefit for most students. 13

21. True! 13

22. True or False?
Only psychiatrists, psychologists and social workers are able to help children and youths with emotional and behavioral disorders overcome their problems. 13

23. False!
Most teachers and parents can learn to be highly effective in helping youngsters with emotional or behavioral disorders, sometimes without extensive training or professional certification. Many of these children and youths do require services of highly trained professionals as well. 13

24. True or False?
Undesirable behaviors are only symptoms; the real problems are hidden deep in the individual’s psyche. 13

25. False!
There is no sound scientific basis for belief in hidden causes; the behavior and its social context are the problems. Causes may involve thoughts, feelings and perceptions. 13

26. True or False?
Harsh punishment, including imprisonment, not only does not deter misbehavior, but also creates conditions under which many individuals become even more likely to exhibit unacceptable behavior. 13

27. True! 13