ebd and first graders' achievements

EMOTIONAL AND BEHAVIORAL DISORDER (EBD) AND ACHIEVEMENTS

OF GRADE 1 PUPILS

Ernie C. Cerado and April Rose S. Ganado

Sultan Kudarat State University

Tacurong City, Mindanao 9800 Philippines

[email protected]

Presented at the 1st International Conference on Interdisciplinary Studies for Cultural Heritage, May 12-13, 2016@Bandung City, West Java, Indonesia

What is Emotional and Behavioral Disorder?

• It is a perceived difficulty of children and adolescents characterized by disruptive, anti-social and aggressive behavior, poor peer and family relationships, and hyperactivity, attention as well as concentration problems.

BACKGROUND

Anxiety Disorder

Obsessive-compulsive Disorder

Adjustment Disorder

Others

Conduct Disorder

ADHD Autism

Opposition Defiant Disorder

EXAMPLES OF EBD

BACKGROUND…

In the Philippines, despite the proclamation of the government over the issue particularly on attention deficit hyperactivity disorder (ADHD), there seems to be an apathetic response from the stakeholders about the school children’s emotional and behavioral disorder.

In fact, there is limited information regarding this social phenomenon among children; categorically, local studies and literatures are still wanting to date.

BACKGROUND…

In addition, there is widespread observation among elementary school teachers that EBD often disrupt routine activities in the classrooms. Thus, there’s a pressing need to address the problem during the pupils’ early developmental stage.

In the study of Gutman and Vorhaus (2012) in UK, it was cited that emotional and mental disorders have been found to be associated with worse educational outcomes. Children’s engagement in problem behaviors appears to have a greater negative association with their academic achievement as they proceed through school.

BACKGROUND…

• Indeed, these realities and claim motivated the researchers to undertake a preliminary and local study linking the Grade 1 pupils’ curricular and extra-curricular achievements with their Emotional and Behavioral Disorder (EBD) condition. Due to limited resources, however, EBD was focused only to ODD, CD and ADHD.

THEORETICAL FRAMEWORKS

Blackham (1967) The Psychodynamic Model of Emotional and Behavioral Disorders. It considers the emotionally disturbed child to be so thwarted in satisfaction of their needs for safety, affection, acceptance, and self-esteem that they are unable intellectually to function efficiently, cannot adapt to reasonable requirements of social regulation and convention, or is so plagued with inner conflict, anxiety, and guilt that they are unable to perceive reality clearly or meet the ordinary demands of the environment in which they live.

Beck and Elllis(1955)

Cognitive-Behavioral Theory of Personality Disorders. It supposes that how aperson think and the way he feels are responsible for his behaviors. External or past events, and other people are not.

Proponents Theories, Models, Concepts

THEORETICAL FRAMEWORKS…

Barbers (2013) Emotional and behavioral disorder have five (5) characteristics, such as: 1) inability to learn; 2) inability to build or sustain satisfactory relationships with peers and teachers; 3) inappropriate types of behavior under normal circumstances; 4) general pervasive mood of unhappiness or depression; 5) tendency to develop physical symptoms or fears associated with personal or school problems.

Cullinan (2007) The cause of mental health disorders in children and adolescents may be biological, environmental, or a combination of both.

Rippey (2013) EBD is an emotional disturbance like an educational disability. It is a broad category which is used ordinarily in schools to group a range of more specific perceived difficulties of children.


Psych Central (2014) Boys who have conduct disorder are more likely to display aggressive and destructive behavior than girls are. Besides, conduct disorder is more prevalent in children who live in cities than those who live in rural areas.

Bos et al. (2006) Children with conduct disorder often perceive school as a place of frustration and failure. They showed inferior academic achievement and could be disliked by their teachers as well as classmates.

Loe and Feldman (2007)

ADHD is associated with poor grades, poor reading and math standardized test scores, and increased grade retention.


Gutman and Vorhaus(2012)

On average, children with higher levels of emotional, behavioral, social, and school wellbeing have higher levels of academic achievement and are more engaged in school.

Goodman and Gregg (2010)

Children’s who exhibited behavioral problems like attention difficulties and conduct problems contributed to the gap in academic performance between poorer and better-off children in primary school.

Duncan et al. (2007); Trzesniewski et al. (2006)

Children with high levels of attention problems are much more vulnerable to low academic achievement.

Emotional and Behavioral Disorder

- Oppositional Defiant Disorder (ODD)

- Conduct Disorder (CD)

- Attention Deficit Hyperactivity Disorder (ADHD)

Gender

School Location

Pupils’ Achievement

- Curricular

- Extra-curricular

Independent Variable

Moderating Variable

Dependent Variable

Figure 1. Research Paradigm

OBJECTIVES OF THE STUDY

In particular, this study aims to satisfy these objectives:

Determine the EBD levels of the Grade 1 pupils;

Describe the pupils’ achievements in both curricular and extra-curricular engagements;

Relate EBD with pupils’ achievements; and

Find out the effect of pupils’ gender and school location to their EBD and achievements.

This study explores the relationship of emotional and behavioral disorders and achievements of Grade 1 pupils.

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METHODOLOGY

RESEARCH DESIGN Descriptive-survey

It involves observing and describing the behavior of the subjects (the Grade 1 pupils) without influencing it in any way (by their teachers who observe them).

Survey research design is a very valuable tool for assessing trends, i.e., EBD and achievements of school children.

LOCALE OF THE STUDY

Map of South Cotabato Province

Philippines

South East Asia

RESPONDENTS OF THE STUDY

10 Grade 1 Teachers 200 Grade 1 Pupils

SAMPLING TECHNIQUES

Total enumeration - in getting ALL the Grade 1 teachers from the SPED and first section classes as respondents

Random sampling -when selecting the actual subjects from the identified Grade 1 pupil-population

DATA GATHERING TOOLS

QUESTIONNAIRES

ODD

(20 ITEMS)

CD

(18 ITEMS)

ADHD

(20 ITEMS)

• Questionnaires were modeled from Dr. Wolraich’s ODD and ADHD, and noanxiety.com’s CD resources.

Vandervilt Diagnostic Rating Scales

0 = Never; 1 = Occasionally; 2 = Often; 3 = Very Often

STATISTICAL TREATMENT

Determine the EBD levels of the Grade 1 pupils;

Describe the pupils’ achievements in both curricular and extra-curricular engagements;

Relate EBD with pupils’ achievements; and

Find out the effect of pupils’ gender and school location to their EBD and achievements.

RESULTS AND DISCUSSION

10

29

10

70

62

69

20

9

29

0 10 20 30 40 50 60 70 80

ODD

CD

ADHD

PERCENTAGE

EMO

TIO

NA

L A

ND

BEH

AV

IOR

AL

DIS

OR

DER

Severe (%) Moderate (%) Mild (%)

Figure 2. Bar Graph of Emotional and Behavioral Disorder

of Grade 1 Pupils by Types and Levels

RESULTS

FINDINGS

The bulk of the pupils are of MODERATE Level (M=67%).

Around 19% of them have SEVERE emotional and behavioral disorder. This means that almost 2 out of 10 of the Grade 1 pupils have inability to learn without specific reason, inability to sustain satisfactory relationships with others, inappropriate types of behavior under normal situations, general pervasive mood of unhappiness or depression, and tendency to develop physical symptoms related to personal or school problems.

Results also suggest that 2 out of 10 (20%) Grade 1 pupils have severe ODD; nearly 1 out of 10 (9%) has severe CD; while nearly 3 out of 10 (29%) have severe ADHD.

FINDINGS

The finding almost validate Kavale et al.’s (2014) report that 20% of the children may have mental health disorders.

The results also confirm AACAP’s (2014) study showing that the oppositional disorder usually appears in late preschool.

The finding on ADHD is too high compared to Thompson’s (2015) latest finding that it occurs only to 7% of children worldwide and the US 2011 report of 11% ADHD cases among school-aged children.

Most probably, the noted gap across countries’ data is influenced by the type of tools used in every survey.

Areas Mean Sd Interpretation

Curricular 87.49 3.37 Very good

Extra-curricular 87.47 1.45 Very good

Table 1. Achievements of Grade 1 Pupils

The pupils performed satisfactorily in both areas as they were rated “very good.”

RESULTS

Disorders Unstandardized

Coefficients

Std.

Coef.t p-value

B SE Beta

ODD .011 .064 .018 .177 .860

CD -.008 .025 -.031 -.336 .737

ADHD -.147 .033 -.466 -4.466* .000

R2 = .224, p<.05, significant

Table 2. Regression Analysis of Grade 1 Pupils’ EBD and their Curricular

Performance


Coefficients

Std.

Coef.t p-value

B SE Beta

ODD .005 .027 .018 .179 .858

CD -.004 .011 -.031 -.339 .735

ADHD -.063 .014 -.466 -4.466* .000


Table 3. Regression Analysis of Grade 1 Pupils’ EBD and their Extra-Curricular

Performance

RESULTS

FINDINGS

It can be inferred that among the three (3) disorders, only the attention deficit hyperactivity disorder (ADHD) is related to curricular performance and extra-curricular achievements.


Coefficients

Std.

Coef.t p-value

ADHD -.147 .033 -.466 -4.466 .000


Curricular Achievement


Coefficients

Std.

Coef.t p-value

ADHD -.063 .014 -.466 -4.466 .000


Extra-Curricular Achievement

FINDINGS

The negative signs in both cases indicate that the relationship is opposite in direction, such that, when the pupils’ ADHD level are high, their achievements tend to be lower or vice-versa.


Coefficients

Std.

Coef.t p-value

ADHD -.147 .033 -.466 -4.466 .000


Curricular Achievement


Coefficients

Std.

Coef.t p-value

ADHD -.063 .014 -.466 -4.466 .000


Extra-Curricular Achievement

• This result confirms the findings of Duncan et al., (2007) and Trzesniewski et al. (2006) that claimed children with high levels of attention problems are much more vulnerable to low academic achievement especially in studies focusing on younger samples.

FINDINGS

• It also supports Loe and Feldman’s (2007) study that ADHD is associated with poor grades, poor reading and math standardized test scores, and increased grade retention.

FINDINGS

Coincidentally, the values of R2 or coefficient of determination for the two (2) dependent variables are the same, i.e., .224. It can be said therefore that merely 22.4% of the variations in curricular or extra-curricular performance of pupils can be attributed to their ODD, CD, and ADHD levels.


Coefficients

Std.

Coef.t p-value

ADHD -.147 .033 -.466 -4.466 .000


Curricular Performance


Coefficients

Std.

Coef.t p-value

ADHD -.063 .014 -.466 -4.466 .000


Extra-Curricular Performance

Variables Gender Mean Sd t p-value

ODD M 21.21 5.67 4.079* .000

F 18.17 4.86

CD M 39.43 12.05 2.620* .009

F 34.99 11.94

ADHD M 43.53 10.71 3.533* .001

F 38.33 10.10

Curricular M 60.42 3.63 -3.503* .001

F 62.04 2.90

Extra-Curricular M 25.89 1.56 -3.503* .001

F 26.59 1.24

Table 4. t-test Analysis of Grade 1 Pupils’ EBD and Performance when Grouped by Gender

RESULTS

p<.05, significant

FINDINGS

All disorders as well as the

curricular and extra-curricular performance of pupils indicate significant differences between gender as shown by p-values that are consistently lesser than 0.05.

Variables Gender Mean t p-value

ODD M 21.21 4.079* .000

F 18.17

CD M 39.43 2.620* .009

F 34.99

ADHD M 43.53 3.533* .001

F 38.33

Curricular M 60.42 -3.503* .001

F 62.04

Extra-Curricular M 25.89 -3.503* .001

F 26.59

p-value

.000

.009

.001

.001

.001

FINDINGS

Obviously, the males have demonstrated relatively higher levels in oppositional defiant disorder, conduct disorder and attention deficit hyperactivity disorder than the females.

Variables Gender Mean t p-value

ODD M 21.21 4.079* .000

F 18.17

CD M 39.43 2.620* .009

F 34.99

ADHD M 43.53 3.533* .001

F 38.33

M 21.21

M 39.43

M 43.53

FINDINGS

The result is consistent with the following studies: APA’s (1994) finding that children with ODD have relatively higher in level and more often among boys than in girls; Boyle’s (1992) finding that children with CD has the male-female ratio of 3:1 implying that boys are more affected by this disorder; and Keenan’s (1994) conclusion that boys are more affected compared to girls by ADHD.

FINDINGS

Contrariwise, the females dominate the male with respect to curricular and extra-curricular performance.

Variables Gender Mean t p-

value

Curricular M 60.42 -3.503 .001

F 62.04

Extra-

Curricular

M 25.89 -3.503 .001

F 26.59

This result validates the claim of Zembar and Blume (2009) that girls perform better in school than boys.

F 62.04

F 26.59

Variables School Location Mean Sd t p-value

ODD Less Urbanized 18.66 5.61 -3.292 .001

Highly Urbanized 21.20 4.94

CD Less Urbanized 31.93 9.36 -8.801 .000


ADHD Less Urbanized 38.02 9.90 -4.934 .000


Curricular Less Urbanized 61.33 2.98 .473 .637


Extra-Curricular Less Urbanized 26.28 1.28 .475 .635


Table 5. t-test Analysis of Grade 1 Pupils’ EBD and

Performance when Grouped by School Location

p<.05, significant

RESULTS

FINDINGS

School location influences pupils’ Emotional and Behavioral Disorder, but not curricular and extra-curricular performance.

Variables School

Location

Mean t p-value

ODD Less Urb. 18.66 -3.292 .001

Highly Urb. 21.20

CD Less Urb. 31.93 -8.801 .000

Highly Urb. 45.08

ADHD Less Urb. 38.02 -4.934 .000

Highly Urb. 45.23

Curricular Less Urb. 61.33 .473 .637

Highly Urb. 61.10

Extra-Curricular Less Urb. 26.28 .475 .635

Highly Urb. 26.19

p<.05, significant

p-value

.001

.000

.000

Curricular Less Urb. 61.33 .473 .637

Highly Urb. 61.10

Extra-Curricular Less Urb. 26.28 .475 .635

Highly Urb. 26.19

FINDINGS

Very clearly, the data and t-tests indicate that pupils who studied in highly urbanized places have relatively higher level of disorders than those in less urbanized areas.

This result purports an impression that the intensity of activities or dynamics of people in a locality brings about adverse influence to behaviors and emotions of young children.

Variables School

Location

Mean t p-

value

ODD Less Urb. 18.66 -3.292 .001

Highly Urb. 21.20

CD Less Urb. 31.93 -8.801 .000

Highly Urb. 45.08

ADHD Less Urb. 38.02 -4.934 .000

Highly Urb. 45.23

Highly Urb. 21.20

Highly Urb. 45.08

Highly Urb. 45.23

FINDINGS

This finding is related to the claim of Cullinan (2007) that one of the causes of mental health disorders in children is environment. Environmental factors may include exposure to violence, extreme stress, and the loss of an important person.

Likewise, it relates to Tope’s (2013) study in Nigeria that found out inappropriate school location to negatively affect students’ academic performance.

CONCLUSIONS

The pupils’ level of emotional and behavioral disorder cannot be categorically labeled in general terms, but separately. Each disorder is unique and distinct in characteristics, such as causes, symptoms, and possible treatment; thus lumping them to come out with a common description to all is misleading.

CONCLUSIONS

Hence, it is more wiser to assert that ordinarily the Grade 1 pupils are of moderate levels in oppositional defiant disorder, conduct disorder and attention deficit hyperactivity disorder.

CONCLUSIONS

Severe cases of Attention Deficit Hyperactivity Disorder (ADHD) are more evident among Grade 1 pupils than other mental disorders. Most likely, pupils with higher level of ADHD have lower academic and non-academic achievements.

CONCLUSIONS

Male pupils are more affected by ODD, CD and ADHD than the females. Female pupils performed better in school than the males. Besides, school location (environment) affects the EBD levels of pupils.

RECOMMENDATIONS

Considering the limitations and disturbing results

of the initial survey, it is suggested that further

studies will be conducted using a wider scope as

well as a stable questionnaire to exactly portray

the real emotional and behavioral disorder (EBD)

status of young Filipino children.

RECOMMENDATIONS

It is also encouraged to pursue a

developmental study across Grade levels to

discreetly characterize the probable trend of

EBD as pupils mature from one developmental

stage to another.

RECOMMENDATIONS

Given the limited literature on the subject locally, it

is strongly suggested that more studies must be

carried out among Filipino children and even

adolescents to produce empirical data and

legitimate bases for policy formulation or designing

necessary school-based program interventions.

IMPACT

₢ Proclamation No. 472, as issued by the Philippine President

in 2013 must be revisited; it may be extended to all types of

emotional and behavioral disorders of school-aged children

identified in DSM-IVR. The new directive should not only be

limited to awareness campaign but for a decisive and

comprehensive response by the different stakeholders in

basic education.

IMPACT

₢ The existing curriculum of Elementary Teacher Education

program needs to be reviewed so that possible integration of

lessons on common emotional and behavioral disorders of

children, most particularly on the standard tools, causes,

symptoms, and interventions, into an appropriate

Professional Education course, may be carried out.

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BIBLIOGRAPHY

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BIBLIOGRAPHY

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http://www.ncda.gov.ph/disability-laws/proclamations

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BIBLIOGRAPHY

Thank you for listening.

MaramingSalamat po!

Presented at the 1st International Conference on Interdisciplinary Studies for Cultural Heritage, May 12-13, 2016@Bandung City, West Java, Indonesia