Emotional or Behavioral Disorders Chapter 6 Emotional or Behavioral Disorders Developed by: Blanche Jackson Glimps Tennessee State University

Chapter Objectives Compare and contrast the definition of emotional disturbance in the IDEA and the definition of emotional or behavioral disorders by the Council for Children with Behavioral Disorders. List examples of externalizing and internalizing behaviors. Identify factors that might account for the disparity between the number of children receiving special education under the emotional disturbance category and researchers’ estimates of the prevalence of emotional or behavioral disorders.

Chapter Objectives Describe major risk factors for behavioral problems in adolescence and adulthood. Specify several screening and assessment tools for identifying emotional or behavioral disorders and state reasons why schools seldom use them. Name and give an example of four scientifically supported strategies for educating students with emotional or behavioral disorders.

Chapter Objectives Explain why there is more debate over including children with emotional or behavioral disorders in general education classrooms than including children with other disabilities. Describe the greatest impediments to children with emotional and behavioral disorders receiving the most effective education possible.

IDEA Definition One or more of the following characteristics displayed over a long period of time and to a marked degree that adversely affects educational performance: Inability to learn not related to other factors Inability to build or maintain satisfactory peer or teacher relationships Inappropriate feelings or behavior under normal conditions A general pervasive mood of unhappiness or depression

IDEA Definition A tendency to develop physical symptoms or fears associated with personal or school problems. Definition does not apply to children who are “socially maladjusted” unless they have an emotional disturbance. The definition includes schizophrenia.

IDEA Definition: Problems Definition is vague and subjective What are “satisfactory” peer and teacher relationships? What does “inappropriate” behavior look like? The definition, as written, excludes children on the basis for which they are included How does one differentiate between “socially maladjusted” and true “emotional disturbance”? Individual teacher expectations and tolerances make identification a difficult and subjective process

CCBD Definition Behavioral or emotional responses so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance including academic, social, vocational or personal skills More than temporary, expected responses to stress Consistently exhibited in two different settings, at least one of which is school related Unresponsive to direct intervention in the general education setting

Characteristics Two Primary Behavioral Excesses Externalizing Behaviors Noncompliance is the kingpin behavior around which other behavioral excesses revolve Internalizing Behaviors Too little socialization with others

Academic Achievement Low GPA-one or more years below grade level academically Difficulty passing competency exams for their grade level High absenteeism At risk for school failure and early drop out Reciprocal relationship between behavior problems and low academic achievement Many have learning disabilities and/or language delays

Characteristics Many more children with EBD score below the means on IQ tests than do children without disabilities. Students with EBD are often rejected by peers and experience great difficulty in making and keeping friends. Less participation in extracurricular activities Lower quality peer relationships Lower levels of empathy towards others Students with EBD are 13.3 times more likely to be arrested during their school careers than are students without disabilities.

Prevalence Estimates vary for EBD During 2012 to 2013 school year, children ages 6 to 21 years who received services under the category of EBD represented less than 0.5% of the school age population. Gender The vast majority are boys with externalizing disorders in the form of antisocial, aggressive behaviors

Causes Biological Factors Brain Injury or Dysgenesis Genetics Temperament Environmental Factors Home – Relationship with parents, inconsistent parenting practices School - Teacher actions, ineffective instruction Community - Drug and alcohol abuse, gangs, deviant sexual behavior A Complex Pathway of Risks

Identification and Assessment Screening Tests Used to determine if intervention is warranted Behavior rating scales or checklists Direct Observation and Measurement The actual behaviors that cause concerns are clearly specified and observed in the setting where they normally occur Useful for educational planning

Identification and Assessment Functional Behavioral Assessment Used to help understand the why of challenging behavior Knowledge of a behavior’s function points to the design of a behavior intervention plan Indirect Functional Behavior Assessment Descriptive Functional Behavior Assessment ABC Recording Functional Analysis

Curriculum Goals Academic Skills Direct, explicit, and effective instruction Good instruction is the foundation of behavior management Social Skills Learning the social and nonacademic skills that match teacher expectations Instruction should include modeling of examples and nonexamples, opportunities for role playing, guided practice with feedback, strategies to promote generalization to the natural environment

Research-Based Teaching Practice Teacher Praise Active Student Responding Schoolwide Positive Behavioral Interventions and Supports Tier1-Primary Prevention Tier 2-Secondary Prevention Tier 3-Tertiary Prevention

Research-Based Teaching Practice Self-Management Self-monitoring Self-Evaluation Proactive, Positive Classroom Management Token Economy or Level System Peer Mediation and Support Peer monitoring Positive peer reporting Peer tutoring Peer support and confrontation Group contingencies

Fostering Strong Teacher-Student Relationships Differential Acceptance Witness or be the victim of acts of anger without responding similarly Empathetic Relationship Recognize and understand the nonverbal cues reflective of children’s individual needs Focus on alterable variables Help replace antisocial and maladaptive behaviors with socially appropriate behaviors Acquire academic knowledge and skills

Placement Options During the 2012 to 2013 school year, about 44% of students with EBD received their education in general education classrooms 18% in resource rooms 20% in separate classrooms 13% in special schools 2% in correctional facilities 2% in residential schools 1% in home or hospital placement Most students with emotional or behavioral disorders have serious long standing problems that require intensive intervention.

Placement Options A major challenge is arranging an environment in which academic and social skills can be learned at acceptable rates while protecting the safety of all children. The CCBD does not believe that the general education classroom is the most appropriate placement for all students with EBD. Support after the general class placement should include crisis intervention support plan and ongoing consultation and in-class modeling and intervention by a special educator trained to work with students with behavioral disorders.

Challenges, Achievements, and Advocacy Revising the federal definition of this disability so all eligible children receive needed special education and related services. Establishing a national resolve and commitment of resources sufficient for large scale programs of early detection and prevention. Closing the gap between what is known about effective special education for students with EBD and what those students experience each day in the classroom.