1. Special Education: Contemporary Perspectives for School Professionals
Fourth Edition By
Marilyn Friend
Kerri Martin,
Contributor
Special Education: Contemporary Perspectives for School Professionals, 4th ed, Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

2. Students with Emotional and Behavior Disorders
Chapter 7
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

3. Objectives
Define EBDs, explain their prevalence and causes, and outline the development of the EBD field.
Describe characteristics of individuals with EBD.
Explain how emotional and behavior disorders are identified.
Outline how students with EBD receive their education.
Describe recommended educational practices for students with emotional and behavior disorders.
Explain the perspectives and concerns that parents and families may have.
Identify trends and issues influencing the field of emotional and behavior disorders.
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

4. Development of the Field of EBD
Time Period
Person or Group
Events
Late 19th century
Researchers
Interest in children with emotional problems
1904
G. Stanley Hall
Book on adolescent psychology
1900s
No consistent terminology; unethical to attribute mental illness to children
1931
Medical field
First pediatric psychiatric hospital
1950s-60s
Behaviorists
Behaviors are learned and can be changed
1970s onward
Factors causing disorders; educational interventions
Book title, #Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

5. IDEA Defines “Emotional Disturbance”
Includes schizophrenia but excludes social maladjustment
One or more of the following over a long period of time, to a marked degree, adversely affects educational performance
Inability to learn that can’t be otherwise explained
Inability to build or maintain relationships
Inappropriate types of behavior or expression of feelings
Pervasive mood of unhappiness or depression
Physical symptoms or fears associated with personal/school problems
Book titleSpecial Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

6. National Coalition on Mental Health and Special Education Definition
Behavioral or emotional responses so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance
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
Can co-exist with other disabilities
May include schizophrenia, affective disorders, anxiety disorder, or conduct disorders
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

7. Examples of EBD from Medical Perspective
Anxiety Disorders
OCD Phobias PTSD
Disruptive Behavior Disorders
ADHD Oppositional Defiant Conduct Disorder Disorder
Eating Disorders (Anorexia Nervosa)
Mood Disorders
Depression Bipolar (manic depression)
Tic Disorders (Tourette syndrome)
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

8. 6.7% of all students in special education
Prevalence of EBD
6.7% of all students in special education
African American students more than twice as students overall
Estimated that 1 in 5 adolescents has a mental health disorder
Half of all adult mental illness before 14
Found in boys 3-4 times more than girls
Girls are likely under identified
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

9. Factors that May Contribute to Emotional and Behavior Disorders
Biological
Psychosocial
Heredity
Chronic stress at home
Nutrition
Stressful life events
Brain injury
Childhood maltreatment
Accident or illness
Other family factors
Resilience
No EBD
Correlated
Constraints
EBD
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

10. Behavior Characteristics
Internalizing behaviors
Withdrawal
Easy to overlook
Externalizing behaviors
Aggression, acting out
Readily identified
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

11. Emotional and Social Characteristics
Anxiety, fears
Anger, aggression
Low self-esteem
Depression (5% of children and adolescents)
Problems with social relationships
May need to be taught social skills
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

12. Cognitive and Academic Characteristics
Low average to average cognitive ability
Significant academic difficulties
High risk for dropping out of school
Do emotional and behavior disorders
cause academic problems, or vice versa?
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

13. Formal Classroom Other
Types of Assessment
Formal
Scales, behavior ratings, cognitive and achievement tests
Classroom
Rating scales, observation, CBM
Other
Family and developmental history, medical, strengths-based
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

14. Eligibility Criteria
Does the student have one or more of the characteristics in the definition of emotional disturbance?
Do the student’s characteristics, as assessed, adversely affect educational performance?
Can social maladjustment be eliminated as the sole cause of the student’s behavior problems?
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

15. Early Childhood Education
Reduce risk factors by
Educating young women about the effects of prenatal alcohol, nicotine, and drug use
Teaching parenting skills
Improving parent-child relationship
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

16. Early Childhood Education, cont.
Provide early intervention services
Pre-correction
Increased instructional pacing
Increased rate of praise
Specific feedback and error correction
Implement clear classroom rules
Collaboration between professionals and families
Home-school communication
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

17. Elementary and Secondary Education
40.6% of students are in general education 80% of time
22.2% are in self-contained classes
17% in separate schools or facilities
Tremendous variation by state
Some in day treatment or residential programs
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

18. Concerns about Inclusive Practices
Curriculum may put too much pressure on student; no social skills development or anger management
Social rejection if likely to occur and general education teachers are more negative about these students than those with other disabilities
Mental health treatment is not incorporated into classroom
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

19. Welcome all students to the learning community
Inclusion Can Work
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
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

20. Transition and Adulthood
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 post-school outcomes
Focused transition programs (with vocational and on-the-job training opportunities)
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

21. Recommended Practices
Importance of Prevention
Early Intervention
Positive Behavior Supports
Effectiveness of Collaboration
Wraparound services
System of Care
Requirements for Interventions in IDEA
Functional Behavior Assessment
Behavior Intervention Plan
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

22. Recommended Practices: PBS
All students and teachers are clear about the expectations for behavior in all common use areas of the school
Students are rewarded for knowing and following these rules
Behavior expectations are set at the classroom level
A team meets and creates an individualized behavior plan for those whose behavior is not met (RTI model)
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

23. Recommended Practices: System of Care
access to a comprehensive array of services
receive individualized services
receive services within the least restrictive, most normative environment that is clinically appropriate
families should be full participants
receive services that are integrated with linkages between child-serving agencies
provided with case management
early identification and intervention
ensured a smooth transition to the adult service system
rights of children should be protected
receive services without regard to race/ethnicity, religion, etc.
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

24. Recommended Practices: FBA
Identify the problem behavior
Describe in detail the settings in which the behavior occurs
Gather information about the behavior using interviews, rating scales, observation, review of student records, and other techniques (ABC: antecedents, behaviors, consequences)
Review the data
Form a hypothesis about the function of the behavior based on the data gathered (avoid work, get attention, end an interaction, obtain some desired thing)
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

25. Effective Classroom Interventions
Peer-mediated instruction
Peer tutoring
Reciprocal tutoring
Cooperative learning
Teacher-led instruction (clear, concrete lessons, feedback, opportunity to engage, breaks, choices, etc.)
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

26. Barriers for Parents and Families
More likely low income and single parent families
Parents may have negative interactions with school professionals
Parents more likely to have disorders
Little advocacy exists for families
Building Relationships with Families
Parent education
Support groups
Special Education: Contemporary Perspectives for School Professionals, 4th ed., Marilyn Friend
ISBN © 2014, 2011, 2008, 2005 Pearson Education, Inc. All rights reserved.

27. Access to mental health care Use of physical restraint and seclusion
Trends and Issues
Access to mental health care
Increased lobbying efforts
Use of physical restraint and seclusion
Few states or local districts have clear policies on when these procedures should be used or how they should safely be carried out
Little research exists to document the effects of them on students’ behavior and learning
Many professionals question whether restraint and seclusion should even have a place in school settings
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