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Emot ional and Behavior Disorders:

History, Issues and

Legal Development


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Source: Taylor/Smiley/Richards,Exceptional Students

What is the History of Emotional and

Behavioral Disorders?

1600s Segregated in asylums 1700-1800s Mental hospitals

1900s Advocacy, collaboration, research


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People with emotional or behavioral disorders have beenrecognized throughout time; however, their care andtreatment was usually neither good nor humane.

1547: St. Mary of Bethlehem in London (also calledBedlam), the first institution for people with emotional or

behavioral disorders, is established.

1792: Philippe Pinel, a French psychiatrist, ordershumanitarian reform.

1700s1800s: Benjamin Rush, the father of Americanpsychiatry, proposes humane methods for caring forchildren with emotional or behavioral disorders.

Late 1800s: The first public school class opens forchildren with emotional or behavioral disorders.

Historical Context


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History of the Field

1957: Leo Kanners book Child Psychiatrybroughtthe issue of services to forefront.

1960: Nicholas Hobbs of Vanderbilt Universityinitiates Project Re-Ed.

1961: Eli Bower develops a definition of emotionaldisturbance that is the basis for the federal definitionused today.

1964: Study is done on the effects of teacher

attention on a preschoolers social interactions withhis peers during play.

1999: IDEA97 removes the term serious from thiscategory.


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What is the IDEA 04 Definition of Emotional

Disturbance?(continued on the next slide)

(i). A condition exhibiting one or more of the

following characteristics over a long period of time,

and to a marked degree, that adversely affects achilds educational performance

(A). An inability to learn which cannot be explained by

intellectual, sensory, or health factors

(B). An inability to build or maintain satisfactoryinterpersonal relationships with peers and teachers

(C). Inappropriate types of behavior or feelings under

normal circumstances

Source: Taylor/Smiley/Richards,

Exceptional Students


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History of EBD

In 1950s, Eli Bower conducted research involving a

thousand students in California. In his book The EarlyIdentification of Emotionally Handicapped Children in the

School, (1960/1981), Bower proposed (1981) the

definition of emotional disturbance that was adopted by

the U.S. Department of Ed and included in PL 94-142 and

IDEA 2004.

National Mental Health and Special Education

Coalition, a group comprised of at least 30 professional

mental health and education associations, and led by

Steve Forness and Jane Knitzer the proposed definition(discussed in Forness & Knitzer, 1992) which uses the

term Emotional or Behavior Disorderinstead of

Emotionally Disturbed.


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Emotional Disturbance Definition:Source:Federal Government; U.S. Department of Education (2006, p. 1262)

A child exhibiting one or more of the following characteristics to a marked

degree (how serious?) for a long duration of time (how long?) that

adversely affects their education (academic? Can include social skills sincework along /comply with others affect academic performance) :

1. Difficulty to learn that cannot be explained by intellectual, sensory, or health

factors.

2. Difficulty to build or maintain satisfactory interpersonal relationships with

peers and teachers.

3. Inappropriate types of behavior or feelings under normal circumstances.

4. A general pervasive mood of unhappiness or depression.

5. A tendency to develop physical symptoms or fears associated with personalor school problems.

Emotional Disturbance includes schizophrenia. The term does not apply to

children who are socially maladjusted, unless it is determined that they

have an emotional disturbance.
http://en.wikipedia.org/wiki/Schizophreniahttp://en.wikipedia.org/wiki/Schizophrenia


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Critics of ED Definition:

Vague and subjective: terms are problematic and

subjective as emotional disturbance is defined as a

social construct that is perceived according to societal

rules

a long period of time (how long?)

marked degree (how serious?)

adversely affects educational performance (academic?

Can include social skills since work along /comply with

others affect academic performance) Does not include students who are socially maladjusted


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Emotional or Behavioral Disorder Definition:

i. The term Emotional or Behavioral Disorder(EBD) means a disability

characterized by behavioral or emotional responses in school so different

from appropriate, age, cultural, or ethnic norms that they adversely affect

educational performance. Educational performance includes academic,social, vocational, and personal skills.

Such a disability

(a) is more than a temporary, expected response to stressful events in the

environment;

(b) is consistently exhibited in two different settings, at least one of which isschool related; and

(c) is unresponsive to direct intervention in general education or the childs

condition is such that general interventions would be insufficient.

ii. Emotional and behavioral disorders can co-exist with other disabilities.

iii. This category may include children or youth with schizophrenic disorders,

affective disorders, anxiety disorders, or other sustained disturbances of

conduct or adjustment when they adversely affect educational performance

in accordance with section i.


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Critics of EBD There does seem to be widespread preference for it over the

current federal definition among professional organizations (Forness

& Kavale, 2000). Retaining the key features of a general definition, the proposed

Coalition definition better operationalizes certain aspects of the

federal definition, such as EBD can co-exist with other

disability conditions and the problems must be exhibited in a

school-related setting as well as at least one other setting.

The term Emotional or Behavioral Disorder itself has the face

validity of being more descriptive and less stigmatizing than

ED.

Analogue studies comparing the current ED and proposed EBD

definitions, conducted by Cluett and colleagues (1998),demonstrated that the Coalition EBD definition not only resulted in a

slightly smaller total number of identified students than the current

ED definition, but also identified a diagnostic sample that was less

likely to be mis-identified in other special education categories or

over-represented with members of ethnic minority groups than the

current definition.


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Taylor/Smiley/Richards,Exceptional Students

What is the IDEA 04 Definition of

Emotional Disturbance?(continued)

(D). A general pervasive mood of unhappiness or

depression

(E). A tendency to develop physical symptoms orfears associated with personal or school problems

(ii). Emotional disturbance includes

schizophrenia. The term does not apply to

children who are socially maladjusted unless it isdetermined that they have an emotional

disturbance


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Taylor/Smiley/Richards,Exceptional Students

What are Some Controversies Over the

IDEA 04 Definition? Vague, internally inconsistent, incomplete,

nebulous, often illogical, and self-contradictory

Requirement that the disorder must adverselyaffect educational performance

Omission of students with social maladjustment

from the emotional disturbance category Subjectivity involved in determining what is

meant by "a long period of time" and "to a

marked degree


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What is an Alternative Definition?

Forness and Knitzer (1992) proposed anew definition based on the findings of theNational Mental Health and SpecialEducation Coalition.

They suggested replacing the termemotional or behavioral disorder(EBD)with the term serious emotionaldisturbance (SED), used in IDEA.


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How are Students with

EBD Classified?

Educational

Internalizing and externalizing disorders

Dimensional Conduct disorder, socialized aggression,

attention problems-immaturity, anxiety

withdrawal, psychotic behavior, motor

tension-excess

Medical


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What is the Prevalence of EBD?

2% of the school-age population (USDOE estimate)

The actual number of students ages 6-21 being identified

and served under the IDEA 04 category of emotional

disturbance is less than half the USDOE estimate. 8% of students with disabilities fall under the emotional

disturbance label, the fourth largest IDEA 04 disability

category

More males than females Older students identified more than younger

Poverty appears to double the risk of EBD

African American males are overrepresented


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Challenges that EBD Present

Students are difficult to teach and strugglebehaviorally, socially, and academically,

When compared to their general educationpeers, students with EBD experience the leastsuccess.

Students with EBD have greater academicdeficits than students with learning disabilities.

Struggles continue in post-school settings. Unemployment

Poor interpersonal relationships

Need for mental health services

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