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Emotional/Behavioral Disorders

Chapter Nine

“Copyright© Allyn & Bacon 2006”

Definitions

IDEA’ 04 defines emotional disturbance as one or more of the following characteristics : An inability to learn that is not attributable to intellectual,

sensory, or health deficits. An inability to build or maintain satisfactory relationships with

peers and teachers. Inappropriate types of behavior or feelings under normal

circumstances. A general pervasive mood of unhappiness or depression or:

A tendency to develop symptoms or fears associated with personal or school problems.

Does not include children who are socially maladjusted.


Definitions

Identifying "Normal" Behavior

Personal beliefs, standards, and values contribute to our perceptions of others and their behaviors.

The frequency or intensity of the behavior strongly affects our interpretation of its appropriateness.


Definitions

Influences on behavior:

Parents’ or teachers’ management style. School or home environment. Social and cultural values of the family. Social and economic climate of the community. Responses of peers and siblings. Academic, intellectual, and social-emotional

characteristics of the individual.


Classification

Classification systems:

Provide professionals with a means of:

describing and identifying various behavior disorders

a common language for communicating1. treating a disorder and predictions about

treatment outcomes.


Classification

Internalizing disorders (depression and phobias) seem to be directed at oneself and are emotional in nature.

Externalizing disorders (property damage and assault) seem to be directed at others and are social in nature.

Classification Feeding and eating disorders- pica, anorexia, bulimia, and

rumination. Tourette’s syndrome - stereotyped movements or

vocalizations that are involuntary, rapid, and recurring over time.

Elimination disorders- soiling (encopresis) and wetting (enuresis) in older children.

Other disorders of infancy, childhood, or adolescence: Anxiety disorders – GAD, OCD, Separation Anxiety,

PTSD, phobias Selective mutism. Reactive attachment disorder. Depression, bipolar Schiziophrenia

Behavioral disordersConduct disorderOppositional Defiant Disorder


Prevalence

The US Office of Education estimated that 1.2% to 2% of students in the country exhibit E/BD.

Fewer than 1 percent of children ages 6-21 who received special education services are identified and served as exhibiting E/BD.

What happens to those not identified?


Characteristics

Intelligence

Children and adolescents with behavior disorders tend to have average to below average IQs.

The IQ is the best predictor for future academic and social achievement.


Characteristics

Academic Achievement

Fail more classes.

More frequently unsuccessful in passing minimum competency exams.

More often retained.

Low employment rates after high school.


Causation

Theoretical Frameworks The bio-physical approach- Behavior disorders surface

as a function of some physiological, biochemical, or genetic abnormality or disease.

The psychoanalytical approach- Subconscious processes, predispositions or instincts, and early traumatic experiences explain the presence of behavior disorders.

The behavioral approach- This approach focuses on aspects of the environment that produce, reward, diminish, or punish certain behaviors.

The biopsychosocial approach


Assessment

Pre-referral Interventions

Developed, planned, and implemented under the direction of an intervention assistance team.

Many states now require pre-referral interventions before formal referrals.

The actual referral is preceded by a number of parent–teacher conferences.


Assessment

Referrals

Once a parent or guardian has given consent, assessment can

begin.

passed on to a psychologist or assessment team leader

processed by the principal

initiated by the teacher


Assessment

IDEA requires assessment teams to conduct functional behavioral assessments (FBA).

Examines circumstances surrounding the occurrence and/or nonoccurrence of the challenging behavior Antecedents

Difficulty of assignment, noise levels, fatigue Behavior Consequences

Task avoidance, sensory stimulation, attention

Provide new curricular and instructional approaches.


Interviews

Student Records

Rating Scales

Anecdotal Observations

Medical

Norm –referenced Testing

FBA

CBA

Evaluations

AssessmentStrategies


Assessment

Identification/Screening of children and youth with E/BD:

Functional behavioral assessment. Behavior checklists. Interviews. Peer rating scales. Strength-based assessment – Behavior and Emotional

Rating Scale.

Assessment of children and youth with limited English proficiency and/or are culturally diverse is a complex problem.


Interventions

The Early Childhood Years Early identification. Family-driven needs assessment. Interventions

Building positive replacement behaviors. Promoting appropriate social interactions. Creating positive behavioral supports across environments. Providing respite care. Parent training and foster services. Counseling. Communication skills. Supporting inclusion.


Behavior Modification


Interventions

The Elementary School Years

Replacing maladaptive with adaptive behaviors.

Building academic skills. Increasing self-awareness. Building self-control. Curriculum of control – not effective.


Interventions

Positive behavioral support (PBS) – FBA along with system’s theory.

Parent Management Training

Placement options:

Special classes. Hospital units. Specialized treatment facilities. Medication.


Interventions

The Adolescent Years

Delivery models concentrate on individualized care and wrap around services. Comprehensive. Integrated. Flexible.

Family centered. Gang violence.

Group support systems. Specific skills training. Development of healthy relationships with caring adults and authority

figures.


The laws There are two primary grounds for removing a student from the

general education classroom: If the student does not benefit educationally. If the student disrupts the learning environment or adversely affects

the education of other students.

IDEA’ 04 authorizes a change in placement (for no more than 10 days) if a student violates the school’s code of conduct. During the 10 days the school must determine if the behavior had a

direct relationship to the student’s disability (manifestation determination).

In addition, schools must document: Functional behavioral assessment. Appropriate interventions. Alternative placement must be determined by the IEP team. A hearing officer may order a change of placement for no more than

45 school days.


Promising practices

Early intervention is essential. Interventions should be multiple.

Interventions must target not only the challenging behavior, but other related behaviors and contributing factors.

Interventions should be sustained and promote maintenance and generalization.

Parent education and family therapy are essential.

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