1. Emotional &Behavioral Disorders EBDs

7. – The condition persists – An inability to learn – Poor interpersonal behaviors and inappropriate behaviors IDEA Definition

8. – The condition persists – An inability to learn – Poor interpersonal behaviors and inappropriate behaviors IDEA is criticized because it - – Leads to under-identification – Narrowly interprets school performance as academic – Emphasizes emotional problems, and underemphasizes behavioral problems IDEA Definition

9. – responses in school different from appropriate age, cultural, or ethnic norms – School performance is affected adversely Broad Definition

10. – responses in school different from appropriate age, cultural, or ethnic norms – School performance is affected adversely – It is not temporary or an expected response – in two different settings Broad Definition

11. – responses in school different from appropriate age, cultural, or ethnic norms – School performance is affected adversely – It is not temporary or an expected response – in two different settings – Is unresponsive to direct intervention Broad Definition

12. oppositional defiant disorder as at least 4 of… disruptive behavior disorder not otherwise specified Related Definitions

13. Categories

14. Prevalence

15. African American Boys are Overrepresented in EBD

16. Why?

17. Cultural traits

18. Why? Cultural traits Bias

19. Why? Cultural traits Bias SES / Poverty

20. Solutions Multiple sources of data Early intervention, not early labels Better awareness of cultural perspective

21. Students with EBD have lower grades Often experience retention Impact in School

22. Students with EBD have lower grades Often experience retention Tend to miss more school ½ drop out of school by the tenth grade Impact in School

23. Students with EBD have lower grades Often experience retention Tend to miss more school ½ drop out of school by the tenth grade high probability of encountering the juvenile justice system Impact in School

24. – ½ don’t graduate – ½ get arrested after high age school Poor outcomes

25. Types of EBD

26. Externalizing Behaviors (common in boys) Types of EBD

27. Externalizing Behaviors (common in boys) Internalizing Behaviors (common in girls) Types of EBD

28. Externalizing Behaviors (common in boys) Internalizing Behaviors (common in girls) Low Incidence Types of EBD

29. Many have social skill deficits Characteristics

30. Many have social skill deficits excessive behavior problems begin by age 4 Characteristics

31. Difficult to identify Hill Walker focuses on three general areas – Biology – Home – School Etiology

32. Medical management Early interventions – Parent involvement – Explicit teaching – Modeling Treatment

33. Functional Behavioral Assessments (FBA) What Works?

34. Functional Behavioral Assessments (FBA) – reducing inappropriate behaviors and increasing positive ones What Works?

35. Functional Behavioral Assessments (FBA) – reducing inappropriate behaviors and increasing positive ones – Increasing positives (10) and avoiding negatives (1) What Works?

36. Family Impact

37. Children with emotional or behavioral problems often respond to computer based instruction – immediate attention and feedback – Is individualized – students to work at their own pace – Ignores inappropriate behavior Technology

38. Segregation – 1 in 4 attend general education classes – Most are in self-contained classes – 1 in 5 attend separate schools or facilities Placement

39. "in the case of a child whose behavior impedes his or her learning or that of others, consider, when appropriate, strategies, including positive behavior interventions, strategies, and supports to address that behavior" IDEA again…