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Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders One or more of the following characteristics, over a long period of time, to a marked degree, which adversely affects a child’s educational performance – inability to learn that can’t be otherwise explained inability to build or maintain relationships with peers and teachers inappropriate types of behavior or expression of feelings pervasive mood of unhappiness or depression physical symptoms or fears associated with personal/school problems Includes schizophrenia but excludes social maladjustment
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders A disability characterized by behavioral or emotional responses so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance (academic, social, vocational, and personal skills) more than a temporary, expected response to stressful events consistently exhibited in two different settings, one of which is school unresponsive to direct intervention in general education Emotional and behavioral disorders can co-exist with other disabilities. May include schizophrenia, affective disorders, anxiety disorder, or conduct disorders
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders About 8% of all students African American students are over- represented Far more males than females
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders Biological Heredity Brain injury pre/post birth Nutrition Accident or illness Psychosocial Chronic stress at home Stressful life events Childhood maltreatment Other family factors
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders Internalizing behaviors Withdrawal Easy to overlook Externalizing behaviors Aggression, acting out Readily identified
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders Anxiety, fears Anger, aggression Low self-esteem Depression Problems with social relationships May need to be taught social skills
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders FFeeding and eating disorders- pica, anorexia, bulimia, and rumination. TTourette’s syndrome - stereotyped movements or vocalizations that are involuntary, rapid, and recurring over time. EElimination disorders- soiling (encopresis) and wetting (enuresis) in older children. OOther disorders of infancy, childhood, or adolescence: AAnxiety disorders – GAD, OCD, Separation Anxiety, PTSD, phobias SSelective mutism. RReactive attachment disorder. DDepression, bipolar SSchiziophrenia BBehavioral disorders Conduct disorder Oppositional Defiant Disorder
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders “Copyright© Allyn & Bacon 2006” What are the Symptoms of ODD? No! I will not #?!*& smile!!!!!!!!!!!
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders Low average to average cognitive ability Significant academic difficulties Highest dropout rates of any disability category Do emotional and behavior disorders cause academic problems, or vice versa?
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders “Copyright© Allyn & Bacon 2006” Evaluations Assessment Strategies
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders Copyright © Allyn & Bacon 2006 IDEA requires assessment teams to conduct functional behavioral assessments. Identify the functions of a behavior in relationship to various settings. Behavior intervention plans to assist the child or youth in developing new more adaptive behaviors. Antecedent (A)Behavior (B)Consequence (C)
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders Formal Scales for Assessing Emotional Disturbance Behavior Assessment System for Children Behavior Rating Profile Cognitive and Achievement Assessments Classroom Assessments Other Assessments Family and developmental history Student interviews Medical information
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders Reduce risk factors by Educating young women about the effects of prenatal alcohol, nicotine, and drug use Teaching parenting skills Provide early intervention services e.g., First Steps to Success program
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders 28 % of students are in general education 30 % are in self-contained special education classes 18 % in separate schools or facilities Types of services vary by setting
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders Copyright © Allyn & Bacon 2006 Interventions for young children are directed at lessening and preventing the impact of behavior disorders. 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.
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders Curriculum in general education Pressure of high expectations No social skills or anger management training Social rejection Lack of mental health treatment options
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders Welcome all students to the learning community Teach professionals techniques for supporting students in general education Successful inclusion requires Strong administrative support A plan for implementation Enhanced knowledge and skills for teachers
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders Outcomes are disappointing High dropout rate Problems finding and keeping jobs Improved outcomes result from Family centered practices Better access to mental health services Teaching skills that enhance postschool outcomes Focused transition programs
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders Prevention through early intervention Schoolwide positive behavior supports Effective interagency collaborations Wraparound services Functional behavior assessments Behavior intervention plans
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders “Copyright© Allyn & Bacon 2006” Figure 8.1 Levels of Prevention
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders “Copyright© Allyn & Bacon 2006”
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders Strategies to enhance student learning (e.g., Personal digital assistants – PDAs) Peer tutoring Cooperative learning Teacher-led instruction
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders Generally low income and single parent families Parents may have negative interactions with school professionals Little advocacy exists for families
Copyright © Allyn & Bacon 2008 Chapter 7: Students with Emotional and Behavior Disorders Many youth who need services remain unidentified Better access to services through health care coverage for children is needed Better professional development on best practices is needed by school personnel