Chapter 6 Emotional and Behavioral Disorders William L. Heward Exceptional Children: An Introduction...

Chapter 6

Emotional and Behavioral Disorders

William L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

IDEA-Definition of Serious Emotional Disturbance (SED)

One or more of the following characteristics 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– Frequently unhappy or depressed– Often fearful– Definition does not apply to children who are “socially

maladjusted”


Problems with IDEA Definition

• 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


CCBD Definition of Emotional or Behavioral Disorders

• Behavioral or emotional responses so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance

– 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


Common Characteristics of Children with EBD

Two primary behavioral excesses– Externalizing behaviors (most common behavior pattern)

• Noncompliance• Temper tantrums• Property destruction• Threats of violence or violence toward peers and/or

teachers– Internalizing behaviors

• Overly shy or immature• Withdrawn• Hypochondria• Easily upset and difficult to calm


Common Characteristics (cont.)

Behavioral deficits– Academic achievement

• Low GPA• High absenteeism• At risk for school failure and early drop out

– Social skills• Less participation in extracurricular activities• Lower quality peer relationships• Juvenile delinquency


Prevalence

Prevalence– Estimates vary, but about 3% to 5% of school-age population– Given prevalence data, many students not receiving

specialized services

Gender– The vast majority are boys


Causes

Biological factors– Brain injury or dysgenesis– Genetics– Temperament

Environmental factors– Home - Inconsistent parenting practices– Community - Low SES, gangs, high crime rate– School - Low ASR, coercive pain control


Identification and Assessment

Screening tests– Used to determine if intervention is warranted– Behavior rating scales or checklists

Projective tests– Ambiguous stimuli– Limited usefulness for education planning

Direct observation and measurement– Directly focuses on the child’s problems– Useful for educational planning


Functional Behavioral Assessment

Systematic, data-driven process– Informal assessment

• School records, parent interviews, teacher checklists

– Direct observation and measurement

• In-class observation when behavior is likely to occur

– Hypothesis development

• All informal and observational data used to develop intervention based on probable cause of the behavior

– Intervention

• Teaching functional replacement behaviors

– Evaluation and modification

• Data are collected to determine success of the interventionWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

Curriculum Goals

Social skills– Cooperation skills– Appropriate ways to express feelings– Responding to failure

Academic skills– High ASR– Direct, explicit instruction– High rates of teacher praise


Curriculum Goals (cont.)

Behavior management– Clear school-wide expectations– Positive proactive classroom management strategies

Self-management– Self-monitoring– Self-evaluation

Peer mediation and support– Peer tutoring– Positive peer reporting


Self-Management Card


Fostering Strong Teacher-Student Relationships

Differential acceptance– Witness or be the victim of acts of anger without responding

similarly

Focus on alterable variables– Teachers should focus effort on only those variables that

make a difference in student learning and can be affected by sound teaching practice


Educational Placement Alternatives

• More than 50% of students with EBD receive their education in:

– Separate classrooms– Special schools– Residential facilities

• Most students receiving special education because of emotional or behavioral disorders have serious problems that require intensive intervention


Current Issues and Future Trends

• Revising the federal definition to meet the needs of students

• Prevention efforts in the community• Clarify regulations for disciplining students• Improving services for youth in correctional facilities• Developing “wraparound” services for families• Putting into practice research validated teaching methods


Chapter 6 Emotional and Behavioral Disorders William L. Heward Exceptional Children: An Introduction...

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