Title, Edition ISBN © 2009 Pearson Education, Inc. All rights reserved. Exceptional Children: An Introduction to Special Education, 9th Edition ISBN X © 2009 Pearson Education, Inc. All rights reserved. Chapter 6 Emotional and Behavioral Disorders

© 2009 Pearson Education, Inc. All Rights Reserved. 2 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 2 IDEA Definition of Emotional Disturbance 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 A tendency to develop physical symptoms or fears associated with personal or school problems Definition does not apply to children who are “socially maladjusted” but includes schizophrenia

© 2009 Pearson Education, Inc. All Rights Reserved. 3 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 3 IDEA Definition of Emotional Disturbance Identifies three conditions Chronicity – over a long period of time (chronic) Severity – to a marked degree Difficulty in School – adversely affects educational performance

© 2009 Pearson Education, Inc. All Rights Reserved. 4 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 4 Problems with IDEA Definition 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

© 2009 Pearson Education, Inc. All Rights Reserved. 5 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 5 Council for Children with Behavioral Disorders (CCBD) Definition of Emotional or Behavioral Disorders A disability characterized by behavioral or emotional responses in school programs so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance More than a temporary condition Expected responses to stressful events in the environment Consistently exhibited in two different settings, at least one of which is school related Unresponsive to direct intervention in the general education setting

© 2009 Pearson Education, Inc. All Rights Reserved. 6 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 6 Common Characteristics of Children with Emotional or Behavioral Disorders Two primary behavioral excesses Externalizing behaviors (most common behavior pattern) Lying, out of seat, yell, Temper tantrums, talk out, curse Stealing, disturb peers, hit or fight Property destruction, ignore teacher Threats of violence or violence toward peers and/or teachers, does not comply with directions Internalizing behaviors Overly shy or immature Withdrawn Hypochondria Easily upset and difficult to calm

© 2009 Pearson Education, Inc. All Rights Reserved. 7 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 7 Common Characteristics (cont.) Academic achievement Low GPA 2 years below grade level Poor in math, reading, study skills Gets worse as students grow older High absenteeism At risk for school failure and early drop out

© 2009 Pearson Education, Inc. All Rights Reserved. 8 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 8 Common Characteristics (cont.) Intelligence Typically score in the slow learner range Disproportionate number in the dull normal and mildly retarded range It is almost certain that disruptive behavior has affected test performance

© 2009 Pearson Education, Inc. All Rights Reserved. 9 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 9 Common Characteristics (cont.) Social skills Often rejected by peers Difficulty in making and keeping friends Less participation in extracurricular activities Lower level of empathy towards others Lower quality peer relationships Juvenile delinquency

© 2009 Pearson Education, Inc. All Rights Reserved. 10 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 10 Prevalence Estimates vary, but about 8.3% of school- age population Given prevalence data, there are many students not receiving specialized services Gender The vast majority are boys ¾ of the children identified are boys

© 2009 Pearson Education, Inc. All Rights Reserved. 11 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 11 Causes Biological factors Brain injury or dysgenesis (abnormal brain development) For the vast majority of identified children, there is no evidence of brain disorder or injury Genetics – The disorder with the strongest support for a genetic risk factor is schizophrenia A child of (2) parents with schizophrenia or an identical twin of a sibling with the condition has less than a 50% chance of developing schizophrenia Temperament – may not in itself cause emotional problem, however added difficult environmental interactions may result in disordered behavior

© 2009 Pearson Education, Inc. All Rights Reserved. 12 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 12 Causes Environmental factors Home – The relationship children have with their parents, is critical to the way they learn to behave. Inconsistent parenting practices harsh and excessive punishment little time engaged in pro-social activities do not monitor whereabouts show little love and affection

© 2009 Pearson Education, Inc. All Rights Reserved. 13 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 13 Causes School – Educational practices that contribute to the development of emotional and behavioral problems ineffective instruction resulting in academic failure Unclear rules and expectations for appropriate behavior Inconsistent and punitive discipline practices Infrequent teacher praise and approval Failure to individualize instruction to accommodate diverse learners Never argue, stay positive, be consistent and firm, never withdraw request, clear rules and expectations.

© 2009 Pearson Education, Inc. All Rights Reserved. 14 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 14 Causes Community Drug and alcohol abuse gangs deviant sexual behavior

© 2009 Pearson Education, Inc. All Rights Reserved. 15 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 15 Identification and Assessment Screening The process of differentiating between children who are unlikely to be disabled and those that show signs or seem to be at risk - Used to determine if intervention is warranted Behavior rating scales or checklists Child Behavior Checklist (CBCL) Behavioral and Emotional Rating Scale (BERS) Systematic Screening for Behavioral Disorders (SSBD)

© 2009 Pearson Education, Inc. All Rights Reserved. 16 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 16 Identification and Assessment Projective tests Use ambiguous stimuli (What does this inkblot look like?) or (Complete this sentence…Most girls like to …….) Limited usefulness for education planning Direct observation and measurement Directly focuses on the child’s problems Charts behavior – frequency, duration, magnitude, latency (time between opportunity to respond and behavior), topography (form of behavior) Useful for educational planning – baseline data

© 2009 Pearson Education, Inc. All Rights Reserved. 17 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 17 Functional Behavioral Assessment Systematic, data-driven process Informal assessment School records, parent interviews, teacher checklists Direct observation and measurement In-class observation when behavior is likely to occur Hypothesis development All informal and observational data used to develop intervention based on probable cause of the behavior Intervention Teaching functional replacement behaviors Evaluation and modification Data are collected to determine success of the intervention Behavioral Intervention Plan (BIP) – required IEP component

© 2009 Pearson Education, Inc. All Rights Reserved. 18 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 18 Behavioral Intervention Plan Current Level of Performance Describe problem behaviors Describe replacement behavior(s) that are likely to serve the same function as the behavior(s) identified Identify which problem behavior(s) and replacement behavior(s) will be targets for intervention

© 2009 Pearson Education, Inc. All Rights Reserved. 19 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 19 Behavioral Intervention Plan Measurement procedures for problem behavior(s) and replacement behavior(s): Describe how, when, and where student behavior(s) will be measured. Summarize data by specifying which problem behavior(s) and replacement behavior(s) will be targets for intervention.

© 2009 Pearson Education, Inc. All Rights Reserved. 20 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 20 Behavioral Intervention Plan Specify goals and objectives (conditions, criteria for acceptable performance) for teaching the replacement behavior(s). Specify instructional strategies that will be used to teach the replacement behavior(s). Specify strategies that will be used to decrease problem behavior(s) and increase replacement behavior(s).

© 2009 Pearson Education, Inc. All Rights Reserved. 21 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 21 Behavioral Intervention Plan (cont.) Identify changes in the physical environment needed to prevent problem behavior(s) and to promote desired (replacement) behavior(s), if necessary. Specify extent to which intervention plan will be implemented in various settings; specify settings and persons responsible for implementation of plan.

© 2009 Pearson Education, Inc. All Rights Reserved. 22 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 22 Behavioral Intervention Plan (cont.) Evaluation plan and schedule Describe how, when, where, and how often the problem behavior(s) will be measured. Specify persons and settings involved. Specify a plan for crisis/emergency intervention, if necessary Determine schedule to review/modify the intervention plan, as needed. Include dates and criteria for changing/fading the plan.

© 2009 Pearson Education, Inc. All Rights Reserved. 23 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 23 Curriculum Goals Academic skills Most students do well with direct, explicit instruction High rates of teacher praise Social skills Cooperation skills Model; appropriate behavior Appropriate ways to express feelings Responding to failure Making transitions from one activity to another

© 2009 Pearson Education, Inc. All Rights Reserved. 24 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 24 Curriculum Goals (cont.) Behavior management Traditionally, punishment has been used to manage inappropriate behavior – ineffective and do not teach desired pro-social behaviors Positive Behavior – school-wide Expectations are stated Expectations are defined and taught Appropriate behavior is acknowledged Behavior error are corrected proactively Program evaluation and changes are data driven and made by a team Integration of individualized student support systems

© 2009 Pearson Education, Inc. All Rights Reserved. 25 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 25 Curriculum Goals (cont.) Self-management Students believe they have little control over their lives – Students must learn to manage the choics they make Self-monitoring – person observes his own behavior and records occurrence or non- occurrence of the target Self-evaluation – compares own performance against a pre-determined standard or goal

© 2009 Pearson Education, Inc. All Rights Reserved. 26 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 26 Curriculum Goals (cont.) Positive Classroom Management Proactive strategies – pre-planned interventions that anticipate behavior problems and stop them before they occur. Have difficult students near the teacher Establish clear rules and expectations Minimize down time – manage transitions Keep students actively engaged Use praise and positive reinforcement (i.e. token economy)

© 2009 Pearson Education, Inc. All Rights Reserved. 27 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 27 Curriculum Goals (cont.) Peer mediation and support The power of the peer group can be an effective means of producing positive changes. Teach peers to help one another. Peer Monitoring – student observes peers behavior and provides feedback Peer tutoring – academic or social skills tutor Peer Support – taught to acknowledge one another's positive behaviors, when inappropriate behavior occurs, or is about to occur, peers are trained to explain why the behavior is a problem.

© 2009 Pearson Education, Inc. All Rights Reserved. 28 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 28 Fostering Strong Teacher- Student Relationships Differential acceptance Witness or receive acts of anger without responding similarly This behavior reflects past frustrations and conflicts with self – understanding without condemning Communicate directly and honestly – many have had experiences with adults who have not been honest.

© 2009 Pearson Education, Inc. All Rights Reserved. 29 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 29 Focus on Alterable Variables A host of contributing factors usually exist in which the teacher has no influence – delinquent friends, student’s past, negative factors in the student’s current life Teachers should focus effort on only those variables that make a difference in student learning and can be affected by sound teaching practice

© 2009 Pearson Education, Inc. All Rights Reserved. 30 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 30 Educational Placement Alternatives More than 40% of students with EBD receive their education in : Separate classrooms Special schools Residential facilities Most students receiving special education because of emotional or behavioral disorders have serious problems that require intensive intervention

© 2009 Pearson Education, Inc. All Rights Reserved. 31 Exceptional Children: An Introduction to Special Education, 9th Edition Heward ISBN X © 2009 Pearson Education, Inc. All Rights Reserved. 31 Current Issues and Future Trends Preventing the development and triggering problem behavior School-wide Positive Behavior Support Data-based problem solving Communities of Care