1. “This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission over a network: preparation of any derivative work, including the extraction, in whole or part, of any images; any rental, lease, or lending of the program.” Emotional/Behavioral Disorders Chapter Nine

2. “Copyright© Allyn & Bacon 2006” Definitions IDEA’ 04 defines emotional disturbance as one or more of the following characteristics : An inability to learn that is not attributable to intellectual, sensory, or health deficits. An inability to build or maintain satisfactory relationships with peers and teachers. Inappropriate types of behavior or feelings under normal circumstances. A general pervasive mood of unhappiness or depression or: A tendency to develop symptoms or fears associated with personal or school problems. Does not include children who are socially maladjusted.

3. “Copyright© Allyn & Bacon 2006” Definitions Identifying "Normal" Behavior Personal beliefs, standards, and values contribute to our perceptions of others and their behaviors. The frequency or intensity of the behavior strongly affects our interpretation of its appropriateness.

4. “Copyright© Allyn & Bacon 2006” Definitions Influences on behavior: Parents’ or teachers’ management style. School or home environment. Social and cultural values of the family. Social and economic climate of the community. Responses of peers and siblings. Academic, intellectual, and social-emotional characteristics of the individual.

5. “Copyright© Allyn & Bacon 2006” Classification Classification systems: Provide professionals with a means of: describing and identifying various behavior disorders a common language for communicating 1. treating a disorder and predictions about treatment outcomes.

6. “Copyright© Allyn & Bacon 2006” Classification Internalizing disorders (depression and phobias) seem to be directed at oneself and are emotional in nature. Externalizing disorders (property damage and assault) seem to be directed at others and are social in nature.

7. Feeding and eating disorders- pica, anorexia, bulimia, and rumination. Tourette’s syndrome - stereotyped movements or vocalizations that are involuntary, rapid, and recurring over time. Elimination disorders- soiling (encopresis) and wetting (enuresis) in older children. Other disorders of infancy, childhood, or adolescence: Anxiety disorders – GAD, OCD, Separation Anxiety, PTSD, phobias Selective mutism. Reactive attachment disorder. Depression, bipolar Schiziophrenia Behavioral disorders Conduct disorder Oppositional Defiant Disorder

8. “Copyright© Allyn & Bacon 2006” Figure 8.2 Educational Placement for Students with Emotional or Behavioral Disorders

9. “Copyright© Allyn & Bacon 2006” Prevalence The US Office of Education estimated that 1.2% to 2% of students in the country exhibit E/BD. Fewer than 1 percent of children ages 6-21 who received special education services are identified and served as exhibiting E/BD. What happens to those not identified?

10. “Copyright© Allyn & Bacon 2006” Characteristics Intelligence Children and adolescents with behavior disorders tend to have average to below average IQs. The IQ is the best predictor for future academic and social achievement.

11. “Copyright© Allyn & Bacon 2006” Characteristics Academic Achievement Fail more classes. More frequently unsuccessful in passing minimum competency exams. More often retained. Low employment rates after high school.

12. “Copyright© Allyn & Bacon 2006” Causation Theoretical Frameworks The bio-physical approach- Behavior disorders surface as a function of some physiological, biochemical, or genetic abnormality or disease. The psychoanalytical approach- Subconscious processes, predispositions or instincts, and early traumatic experiences explain the presence of behavior disorders. The behavioral approach- This approach focuses on aspects of the environment that produce, reward, diminish, or punish certain behaviors. The biopsychosocial approach

13. “Copyright© Allyn & Bacon 2006” Assessment Pre-referral Interventions Developed, planned, and implemented under the direction of an intervention assistance team. Many states now require pre-referral interventions before formal referrals. The actual referral is preceded by a number of parent– teacher conferences.

14. “Copyright© Allyn & Bacon 2006” Assessment Referrals Once a parent or guardian has given consent, assessment can begin. passed on to a psychologist or assessment team leader processed by the principalinitiated by the teacher

15. “Copyright© Allyn & Bacon 2006” Assessment IDEA requires assessment teams to conduct functional behavioral assessments (FBA). Examines circumstances surrounding the occurrence and/or nonoccurrence of the challenging behavior Antecedents Difficulty of assignment, noise levels, fatigue Behavior Consequences Task avoidance, sensory stimulation, attention Provide new curricular and instructional approaches.

16. “Copyright© Allyn & Bacon 2006” Evaluations Assessment Strategies

17. “Copyright© Allyn & Bacon 2006” Assessment Identification/Screening of children and youth with E/BD: Functional behavioral assessment. Behavior checklists. Interviews. Peer rating scales. Strength-based assessment – Behavior and Emotional Rating Scale. Assessment of children and youth with limited English proficiency and/or are culturally diverse is a complex problem.

18. “Copyright© Allyn & Bacon 2006” Interventions The Early Childhood Years Early identification. Family-driven needs assessment. Interventions Building positive replacement behaviors. Promoting appropriate social interactions. Creating positive behavioral supports across environments. Providing respite care. Parent training and foster services. Counseling. Communication skills. Supporting inclusion.

19. “Copyright© Allyn & Bacon 2006” Behavior Modification

20. “Copyright© Allyn & Bacon 2006” Interventions The Elementary School Years Replacing maladaptive with adaptive behaviors. Building academic skills. Increasing self-awareness. Building self-control. Curriculum of control – not effective.

21. “Copyright© Allyn & Bacon 2006” Interventions Positive behavioral support (PBS) – FBA along with system’s theory. Parent Management Training Placement options: Special classes. Hospital units. Specialized treatment facilities. Medication.

22. “Copyright© Allyn & Bacon 2006” Figure 8.1 Levels of Prevention

23. “Copyright© Allyn & Bacon 2006” Interventions The Adolescent Years Delivery models concentrate on individualized care and wrap around services. Comprehensive. Integrated. Flexible. Family centered. Gang violence. Group support systems. Specific skills training. Development of healthy relationships with caring adults and authority figures.

24. “Copyright© Allyn & Bacon 2006” The laws There are two primary grounds for removing a student from the general education classroom: If the student does not benefit educationally. If the student disrupts the learning environment or adversely affects the education of other students. IDEA’ 04 authorizes a change in placement (for no more than 10 days) if a student violates the school’s code of conduct. During the 10 days the school must determine if the behavior had a direct relationship to the student’s disability (manifestation determination). In addition, schools must document: Functional behavioral assessment. Appropriate interventions. Alternative placement must be determined by the IEP team. A hearing officer may order a change of placement for no more than 45 school days.

25. “Copyright© Allyn & Bacon 2006” Promising practices Early intervention is essential. Interventions should be multiple. Interventions must target not only the challenging behavior, but other related behaviors and contributing factors. Interventions should be sustained and promote maintenance and generalization. Parent education and family therapy are essential.