emotional and behaviour disorder

7/30/2019 Emotional and Behaviour Disorder

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Emotional and Behaviour

Disorder

Sourav Mukhopadhyay


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Definition

Difficult to define EBD

Lack of precise definition of mental health andnormal behaviour

Differences among conceptual models Difficulties in measuring emotions and

behaviour

Relationship between emotional or behaviour

disorder and other disabilities

Differences in the professionals who diagnoseand serve children and youths


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Current Definition

Behaviour that goes to an extreme

A problem that is chronic

Behaviour that is unacceptable


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IDEAS Definition

The term means a condition exibiting one or

more


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Definition

Emotional/behavioral disorder (EBD) refers to acondition in which behavioral or emotionalresponses of an individual is significantly different in degree and/or kind from his or

her generally accepted age appropriate, ethnic, orcultural norms

that they adversely affect educational performance inone or more areas: self-care, social relationships,personal adjustment, academic progress, classroom

behaviour, or work adjustment. Difficulties must be displayed in multiple

environments, one of which must be school"

(CCBD, 1991).


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Key Element in the definition

An inability to learn that cannot explained byintellectual, sensory, or health problems

An inability to build or maintain satisfactoryrelationships with peers and teachers

Inappropriate type of behaviors or feelings undernormal circumstances

A general pervasive mood of unhappiness ordepression

A tendency to develop physical symptoms orfears associated with personal or schoolproblems


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Introduction

An inability to establish or maintain satisfactoryrelationships with peers or adults.

The demonstration of a general mood of unhappiness.

inappropriate behaviour or feeling under ordinary conditions. continued difficulty in coping with the learning remedial

intervention.

physical symptoms or fears associated with personal or schoolproblems.

difficulties in accepting the realities of personal responsibilityaccountability.


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Behaviour significantly different in degree and/or kindfrom applicable normative data;

Behaviour is adversely affecting educationalperformance in one or more areas (see above definition);

Behaviour is not a transient response to stressors in thestudent's environment;

Behaviour persists after intervention and support;

Behaviour is displayed in multiple environments, for both

pre-school and school age child; for the school age childone of these environments must be school.

Introduction


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Characteristics

aggression,

attention deficit hyperactivity disorder(ADHD),

anxiety and stress related disorders,

depression,

suicide,

pervasive developmental disorders,

conduct disorders


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delinquency,

psychoses (schizophrenia, borderlinepersonality disorder),

drug/alcohol abuse,

habit disorders (sleeping, toileting, eating,speech),

social conditions (poverty, discrimination,family discord/divorce, childabuse/neglect)


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Classification

Two broad pervasive dimensions of

disordered behaviour

Externalizing

Internalizing

Comorbidity


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Severe emotional or Behaviour

Disorders

Schizophrenia: Severe disorder of thinking

Delusions (bizarre ideas)

Hallucinations


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Causes of Emotional or Behaviour

Disorder

Biological disorders and diseases

Pathological family diseases

Undesirable experiences at schools

Negative cultural influences

Others

Home and community


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Strategies

Ask previous teachers about interactive

techniques that have previously been

effective with the student in the past.

Expose students with behavioral disorders

to other students who demonstrate the

appropriate behaviors.


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Direct instruction or target behaviors is oftenrequired to help students master them.

Have pre-established consequences formisbehavior.

Administer consequences immediately, thenmonitor proper behavior frequently.

Determine whether the student is on medication,what the schedule is, and what the medication

effects may be on his or her in class demeanorwith and without medication. Then adjustteaching strategies accordingly.

Strategies


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Use time-out sessions to cool off disruptive behavior andas a break if the student needs one for a disability-related reason.

In group activities, acknowledge the contributions of the

student with a behavioral disorder.

Devise a contingency plan with the student in whichinappropriate forms of response are replaced byappropriate ones.

Treat the student with the behavioral disorder as anindividual who is deserving of respect and consideration.

Strategies


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When appropriate, seek input from thestudent about their strengths, weaknessesand goals.

Enforce classroom rules consistently. Make sure the discipline fits the "crime,"

without harshness.

Provide encouragement. Reward more than you punish, in order to

build self-esteem.

Strategies


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Praise immediately at all good behavior andperformance.

Change rewards if they are not effective for

motivating behavioral change. Develop a schedule for applying positive

reinforcement in all educational environments.

Encourage others to be friendly with students

who have emotional disorders. Monitor the student's self-esteem. Assist in

modification, as needed.

Strategies


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Self-esteem and interpersonal skills areespecially essential for all students withemotional disorders.

Do not expect students with behavioral disorders

to have immediate success; work forimprovement on a overall basis.

As a teacher, you should be patient, sensitive, agood listener, fair and consistent in your

treatment of students with behavioral disorders. Present a sense of high degree of

possessiveness in the classroom environment.

Strategies


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emotional and behaviour disorder

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