MUS 454
Learners with Learners with Emotional or Emotional or
Behavioral DisordersBehavioral Disorders
Terminology
Emotionally Disturbed (ED) — used in current federal laws and regulations
Behavioral Disorder (BD) — used by many professionals and Council for Exceptional Children (CEC)
Emotional or Behavior Disorder (EBD) — introduced in 1990 by National Mental Health and Special Educational Coalition; gaining in use and acceptance
Prevalence
Estimates of 8 to 20 percent of school-age population
About 1%of all students (8% of students with disabilities) identified as EBDMost identified students exhibit externalizing behavior.
Boys greatly outnumber girls (5-10 to 1)
Definition
Difficulties in measuring emotion and behavior
Relationships between emotional or behavioral disorder and other disabilities
Social conduct: Social adjustment is an adaptive response to environmental conditions resulting in socialized aggression such as gang-related behavior or juvenile delinquency.”
“An emotional or BD is a chronic condition that is characterized by behavioral or emotional responses that differ from age, cultural or ethnic norms to such a degree that educational performance is adversely affected.”
Current definitions
Severity: Behavior is extreme (frequent and intense)
Pervasiveness: Behavior deviates from typical age and cultural expectations
Chronicity: Problem is chronic and is exhibited over a period of time
Externalizing & Internalizing
ExternalizingOvert, antisocial, disruptive, aggressive, acting out (page. 138)
InternalizingWithdrawing excessive fantasizing/crying, sadness, fear, depression (page. 138)
Causes
Biological disorders and diseasesBiology suspected to often play a role
Other disabilities: Intellectual and Developmental disabilities (mental retardation), autism, childhood schizophrenia (socially maladjusted), ADHD.
Pathological family relationships Moderate relation between parenting and child behavior
Undesirable experiences at schoolSpiral of negative interactions
Negative cultural influencesIncrease in poverty, violence in the media
IdentificationAchievement and intelligence tests, rating scales and checklists, interviews, direct observations
More extreme cases easily identified
Difficult to identify if the child is young and/or behaviors are less extreme
Importance of teacher’s informal judgments
Systematic screening procedures needed
Characteristics (p. 140)
Intelligence and achievementSlightly below average IQLow school achievement
Social and emotional characteristicsAggressive, acting-out behavior (externalizing)
Immature, withdrawn behavior (internalizing)
Placements
Approximately half are included for at least part of the school day
More extreme cases typically served in separate settings
Measurements: PSYCHTESTS
Strategies
• Be firm, be consistent• Always show examples of
right and wrong – including verbal and non-verbal instructions
• Always give warning first before taking action (yellow light)
• Never take it personally, and of course:
• DO NOT SCREAM OR YELL AT THE STUDENT