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

2. 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.

3. 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.

4. 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.

5. 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

6. 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.

7. 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

8. 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

9. 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

10. 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

11. 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.

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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.

21. 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.

22. 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.