What Are the Foundations of Emotional and Behavioral Disorders?
Although individuals with emotional or behavioral problems have been recognized throughout history, only relatively recently have attempts been made to address their emotional, behavioral, and educational needs.
There is considerable controversy over the term that should be used to describe this category of disability. IDEA 04 uses the term emotional disturbance; however, emotional or behavioral disorders is endorsed by many professionals.
IDEA 04 defines an emotional disturbance as an inability to learn that is not accounted for due to intellectual, sensory, or health factors; problems developing relationships with others; inappropriate behaviors or feelings; an overall unhappy or depressed mood that is pervasive; and a tendency to have physical symptoms caused by personal or school programs. One can have one or several of these characteristics. The characteristics must be present over a long period of time and to a degree that negatively affects educational performance. Schizophrenia is also included in this definition.
Controversies regarding the IDEA 04 definition include the lack of mention of negative behaviors, the exclusion of social maladjustment, the requirement that educational performance has to be affected, and how long the characteristics must be displayed.
The IDEA 04 definition is most often used, but other definitions, such as that by the Council for Children with Behavioral Disorders, have been proposed.
Individuals with emotional or behavioral disorders may be classified by whether they have an internalizing or externalizing disorder, the dimensional classification system, or by the system offered through the DSM-IV-TR.
Although estimates indicate that 2% of the school-aged population have emotional or behavioral disorders, the actual number of students receiving services has been around 1% for at least the last decade. Boys are more likely than girls to have an emotional or behavioral disorder. For those identified, boys are more likely to have an externalizing disorder and girls an internalizing disorder. Older children are more likely to be identified than younger children. Poverty appears to increase the risk of identification. Prevalence rate is also affected by ethnicity. For example, African American students are overrepresented.
What Are the Causes and Characteristics of Emotional and Behavioral Disorders?
Environmental factors, genetic factors, and a combination of the two have been suggested as causes of emotional or behavioral disorders.
Students with emotional or behavioral disorders may display externalizing or internalizing characteristics.
Students with emotional or behavioral disorders may display characteristics of lower intelligence or lower academic achievement than their peers.
How Are Students with Emotional or Behavioral Disorders Identified?
Professionals from several areas may be involved in identifying emotional or behavioral disorders.
Identification procedures include the use of direct observation, behavior rating scales, behavior assessment systems, personality inventories, and projective tests.
What and How Do I Teach Students with Emotional or Behavioral Disorders?
Typically, students with emotional or behavioral problems need intensive educational programs that include academics, behavioral training, and social development. Social skills programs and service-learning opportunities may be used to deliver a curriculum that supports social development.
Transition planning may include preparation for vocational training or postsecondary education. Transition may also need to be planned for reintegration from juvenile detention or a homeless situation.
Early intervention has been found to be very effective with students with emotional or behavioral disorders.
Effective instructional procedures for students with emotional or behavioral disorders include direct instruction, cognitive behavioral intervention, behavioral intervention techniques and nonbehavioral intervention techniques. Behavioral intervention can include techniques to both increase and decrease behaviors.
Effective instruction is a form of classroom management, and fewer behavior problems occur when students are engaged in learning.
What Are Other Instructional Considerations for Teaching Students with Emotional or Behavioral Disorders?
The physical arrangement of the room and grouping options may have significant effects on the climate of a class and the quality of instruction. Structure and consistency should be focused on in preschool classrooms. These should also be a major part of elementary and secondary classrooms, though these environments should also be designed to maximize academic engagement and social interactions.
Peer tutoring and cooperative learning have been found to be particularly effective with students with emotional or behavioral disorders.
Computer usage can have positive effects on achievement, attitudes, and self-esteem.
What Are Some Considerations for the General Education Teacher?
Some students with emotional or behavioral disorders will be able to function successfully in a general education classroom with accommodations.
Many students with emotional or behavioral disorders taught in the general education classroom will need curriculum delivery or expectation changes beyond accommodations, or in combination with them.
