1. Emotional and Behavioral Disorders Nichole Salvador June 22, 2009

2. Terminology Seriously Emotionally Disturbed Seriously Emotionally Disturbed Emotionally Disturbed (IDEA) Emotionally Disturbed (IDEA) Behaviorally Disorders (CCBD) Behaviorally Disorders (CCBD) Emotional or Behavioral Disorder Emotional or Behavioral Disorder

3. Definitional Problems Lack of precise definitions of mental health and normal behavior. Lack of precise definitions of mental health and normal behavior. There are no substantial differences among conceptual models. There are no substantial differences among conceptual models. Measurement of emotions and behavior is imprecise. Measurement of emotions and behavior is imprecise. Emotional/Behavioral disorders overlap with other disabilities. Emotional/Behavioral disorders overlap with other disabilities. Professionals who diagnose and serve children and youths often disagree. Professionals who diagnose and serve children and youths often disagree.

4. Common Definition Behavior that goes to an extreme. Behavior that goes to an extreme. A problem that is chronic. A problem that is chronic. Behavior that is unacceptable because of social or cultural expectations. Behavior that is unacceptable because of social or cultural expectations.

5. Federal Defintion An inability to learn that cannot be explained by intellectual, sensory or health factors. An inability to learn that cannot be explained by intellectual, sensory or health factors. Inability to build or maintain relationships with peers and teachers. Inability to build or maintain relationships with peers and teachers. Pervasive mood of unhappiness or depression. Pervasive mood of unhappiness or depression. Tendency to develop physical symptoms or fears. Tendency to develop physical symptoms or fears.

6. Prevalence 6 to 10 percent of children and youths of school age exhibit serious and persistent emotional/behavioral problems (Kauffman & Landrum, 2009). 6 to 10 percent of children and youths of school age exhibit serious and persistent emotional/behavioral problems (Kauffman & Landrum, 2009). Only 1% are identified (U.S. Department of Education) Only 1% are identified (U.S. Department of Education) 1 in 5 children and adolescents 1 in 5 children and adolescents

7. Causes Biological disorders and diseases Biological disorders and diseases Pathological family relationships Pathological family relationships Undesirable experiences at school Undesirable experiences at school Negative cultural influences Negative cultural influences

8. Factors Biological Biological Family Family School School Cultural Cultural

9. Emotional/Behavioral Disorders Anxiety Disorders Anxiety Disorders http://www.youtube.com/watch?v=ETFQ9fyRP0s http://www.youtube.com/watch?v=ETFQ9fyRP0s http://www.youtube.com/watch?v=ETFQ9fyRP0s Severe Depression Severe Depression Bipolar Disorder Bipolar Disorder http://www.youtube.com/watch?v=WWf3Ij1cHik http://www.youtube.com/watch?v=WWf3Ij1cHik http://www.youtube.com/watch?v=WWf3Ij1cHik Attention-deficit/Hyperactivity Disorder (ADHD) Attention-deficit/Hyperactivity Disorder (ADHD) http://www.youtube.com/watch?v=lsawg8-VGjE Learning Disorders Learning Disorders

10. Cont… Conduct Disorder Conduct Disorder Affective Disorder Affective Disorder Comorbidity Comorbidity Eating Disorders Eating Disorders Autism Autism Schizophrenia Schizophrenia http://www.youtube.com/watch?v=moP_e- gx5hk http://www.youtube.com/watch?v=moP_e- gx5hk

11. How to we Classify? Based on the Externalizing and Internalizing behaviors Based on the Externalizing and Internalizing behaviors Externalizing behaviors are easy to identify whereas internalizing behaviors are difficult to recognize Externalizing behaviors are easy to identify whereas internalizing behaviors are difficult to recognize

12. IQ and Achievement Have normal range IQ of 90 Have normal range IQ of 90 Slow learner to mild intellectual disability Slow learner to mild intellectual disability Emotional/Behavioral difficulties can prevent children from scoring what they are capable of. Emotional/Behavioral difficulties can prevent children from scoring what they are capable of. Underachievers Underachievers

13. Characteristics in the Classroom Impulsive Impulsive Inattentive, distractible Inattentive, distractible Poor concentration Poor concentration Disregards rules Disregards rules Low self esteem Low self esteem Unable to work in groups Unable to work in groups Is aggressive Is aggressive

14. Cont… Dishonest Dishonest Self injurious behavior Self injurious behavior No regard for personal space and belongings No regard for personal space and belongings Tries to manipulate situations Tries to manipulate situations Pre-occupied Pre-occupied Extreme resistance to change and transitions Extreme resistance to change and transitions

15. Educational Implications Emotional/Behavioral support Emotional/Behavioral support - academics - social skills - increase self-awareness - self-control - self-esteem

16. Service Delivery Separate Class Separate Class Inclusion Inclusion

17. Instructional Practices Positive classroom environment Positive classroom environment Visuals Visuals Highly structured classroom Highly structured classroom Frequent Feedback Frequent Feedback Set limit and boundaries Set limit and boundaries Set clear rules and expectations Set clear rules and expectations Consistent behavior expectations Consistent behavior expectations Established cool off area Established cool off area

18. Cont… Teach self talk Teach self talk Establish cues for inappropriate behavior Establish cues for inappropriate behavior Self-control and self monitoring techniques to control behavior Self-control and self monitoring techniques to control behavior Reinforce good behavior Reinforce good behavior Communicate with parents Communicate with parents Teach relaxation techniques Teach relaxation techniques

19. Functional Behavioral Assessment When student behavior is a persistent problem When student behavior is a persistent problem Standard practice for IEPs Standard practice for IEPs Behavior Intervention Plan (BIP) Behavior Intervention Plan (BIP)

20. FBA Identify inappropriate behaviors. Identify inappropriate behaviors. What are the causes of the inappropriate behaviors? What are the causes of the inappropriate behaviors? What behaviors need to be modified? What behaviors need to be modified? What hasn’t worked? What hasn’t worked? Approaches that might work. Approaches that might work. Goals, consequences and reinforcers. Goals, consequences and reinforcers.

21. Useful Websites http://cecp.air.org/fba/ http://cecp.air.org/fba/ http://cecp.air.org/fba/ http://www.schoolpsychologistfiles.co m/interventions/fba_bip.html http://www.schoolpsychologistfiles.co m/interventions/fba_bip.html http://www.schoolpsychologistfiles.co m/interventions/fba_bip.html http://www.schoolpsychologistfiles.co m/interventions/fba_bip.html

22. Resources: Regan, K. Improving the Way We Think About Students with Emotional and or Behavioral Disorders. TEACHING Exceptional Children. 41, pp. 60-65 Regan, K. Improving the Way We Think About Students with Emotional and or Behavioral Disorders. TEACHING Exceptional Children. 41, pp. 60-65 Mauro, T. Emotional Disturbance. www.about.com Mauro, T. Emotional Disturbance. www.about.comwww.about.com http://speicaled.about.com/cs/behaviordisorders/a/Behavior.h tm http://speicaled.about.com/cs/behaviordisorders/a/Behavior.h tm http://speicaled.about.com/cs/behaviordisorders/a/Behavior.h tm http://speicaled.about.com/cs/behaviordisorders/a/Behavior.h tm http://mentalhealth.samhsa.gov/child http://mentalhealth.samhsa.gov/child http://mentalhealth.samhsa.gov/child www.pubm www.pubm www.pubm Hallahan, D.P., Kauffman, J.M., &Pullen, P.C. (2009). Exceptional Learners: an Introduction to Special Education. Boston: Pearson Education, Inc. pg 262 Hallahan, D.P., Kauffman, J.M., &Pullen, P.C. (2009). Exceptional Learners: an Introduction to Special Education. Boston: Pearson Education, Inc. pg 262