Learners with Emotional or Behavioral Disorders ED 226 Fall 2011

Terms to Refer to this group No universal agreed upon term to refer to these learners. IDEA 1997, uses emotional disturbances, but programs vary from district to district and state to state

Kauffman (2005), identifies common words Column AColumn B EmotionalDisturbance BehavioralDisorder SocialMaladjustment PersonalHandicap Conflicts Impairment

Terms Emotional disturbance Behavioral disorder Behavioral disturbance Emotional disorder Emotional handicap Behavioral impairment Social and emotional impairment Social and emotional disorder Social and emotional disturbance Personal and social maladjustment

Students w/ emotional or behavioral disorders Focuses on the learner first Reflects the dual nature of the disability The implication is a lack of fit between the child, family and larger environment Our work focuses on students who respond to the environment in a way that is socially unacceptable or personally unsatisfying Degree of dysfunction illustrates the lack of fit

Historical Foundations People described as “mad” have existed throughout human history Focus on e/bd in children came in the 20 th century The term emotional disturbance came in 1910 Two approaches – Organic – Functional

Historical Foundations – 1931, first psychiatric hospital for children – 1935, first school for children with psychosis at Bellevue – Orthogenic School (U. of Chicago) in 1944 – Pioneer House (Chicago) in 1946—life space interview developed at Pioneer – Project Re-ED, in 1961, Nicholas Hobbs – 1960, classic work on identification of children with ED – 1965, Conflicts in the Classroom – 1968, The Emotionally Disturbed Child in the Classroom – 1975, PL , rights to ED children – 1988, Honig v. Doe, further issues exclusion

Current IDEA definition Over a long time, to a marked degree, that adversely affects a child’s educational performance Accompanied by one or more of 5 characteristics Includes: schizophrenia, but does not apply to children who are socially maladjusted unless they also meet the other criteria for having an emotional disturbance.

Current IDEA definition Over a long time, to a marked degree, that adversely affects a child’s educational performance Accompanied by one or more of 5 characteristics Includes: schizophrenia, but does not apply to children who are socially maladjusted unless they also meet the other criteria for having an emotional disturbance.

Current IDEA definition  Inability to learn that cannot be explained by intellectual, sensory, or health factors  Inability to build or maintain satisfactory interpersonal relationships with peers or teachers  Inappropriate types of behavior or feelings under normal circumstances  A general, pervasive mood of unhappiness or depression  A tendency to develop physical symptoms or fears associated with personal or school problems

Required Evidence  One or more identified problem behaviors is present  The behaviors of concern differ significantly or “to a marked degree” from the behaviors of typical students  The problem behaviors have been present “over a long period of time” (more than 6 months)  Educational performance is affected  The cause of the behavior is not social maladjustment

States use a combination of  Presence of disorders of emotion and behavior  Problems maintaining satisfactory social relationships  Presence of achievement or learning problems  Deviations from normative emotions or behaviors  Problems that are long standing and chronic  Symptoms that are extremely serious or intense

States use a combination of  Attribution of the problem to a specific etiology  Problems that have a favorable prognosis if special services are made available.  Exclusion from classification  Needs for special services  Child meets criteria through the certification process used to determine eligibility

Social Maladjustment Inclusionary clause Problems with relationships, debated Used to exclude children with conduct disorders

An alternate definition of E/BD Read

Assessment & Identification Issues E/BD only exist in the social context RTI

Prevalence of E/BD Huge range, 0.5 to 30%, most estimates range from 3 to 6% IDEA reports say fewer than 1%, (0.7)

Disparity Racial Group% of students served in programs for students with E/BD % of total school population Black Hispanic Asian/Pacific Islander American Indian White

Levels of Severity Temporary On-going Residential

Conditions associated with E/BD Biological Family Environmental, Social and School Factors

Externalized Behaviors Fighting Disobedience Destructive Dominating others Disruptive Blowing up Hitting Temper tantrums Refusing to follow directions Bullying swearing Lying Stealing Uncooperative Staying out late Truancy Setting fires Bad companions Using alcohol or drugs Engaging in gang activities Passive non-compliance Cheating Harming animals

Internalized behaviors Anxiety Shy Tense Depressed or sad Feelings of inferiority Lacks of self-confidence Cries easily Worries excessively Fearful Timid Bashful Hypersensitive, easily hurt Self-conscious Aloof Prefers to be alone