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WHAT ARE THE FOUNDATIONS OF EMOTIONAL AND BEHAVIORAL DISORDERS?

History

• Until the 1600s, individuals with emotional or behavioral problems were segregated by society. (p. 176)
• In the 1700s and 1800s, advocates began providing more humane treatment for those with emotional or behavioral problems. (p. 176)
• In the 20^th century, advocacy organizations, experimental programs, and research led to improved educational efforts. (p. 177)

Definition

• IDEA 04 defines emotional disturbance as a condition with one or more of several characteristics exhibited over a long period of time that adversely affects a student's educational performance. (p. 177)
• There has been criticism of the IDEA 04 definition of emotional disturbance including its exclusion of social maladjustment. (p. 177-78)
• An alternative definition uses the term emotional or behavior disorder and has received considerable support. (p. 178)
• Educational classification systems, including one that uses the terms externalizing and internalizing disorders, and Quay and Peterson's dimensional system are available. Medical systems such as the Diagnostic and Statistical Manual of Mental Disorders-IV-TR are sometimes used. (p. 178-79)

Prevalence

• The Department of Education estimates 2% of children have emotional and behavioral disorders, although fewer than 1% are actually being served. (p. 179)
• Variables such as gender, age, socioeconomic status, and ethnicity affect prevalence. (p. 180-81)

WHAT ARE THE CAUSES AND CHARACTERISTICS OF EMOTIONAL AND BEHAVIORAL DISORDERS?

Causes

• Environmental factors that may cause emotional or behavioral disorders include those related to family, school, and community. (p. 181-82)
• Genetic causes of emotional or behavioral disorders are probable, particularly for disorders such as schizophrenia. (p. 182)
• A combination of genetics and environmental factors is likely the cause of most emotional or behavioral disorders. (p. 182)

Characteristics

• Characteristics of students with emotional or behavioral disorders vary as a function of age and gender. (p. 182)
• Externalizing characteristics include aggression, acting out, destroying property, and conduct disorders. (p. 182-83)
• Internalizing characteristics include anxiety disorders, withdrawal, and mood disorders such as depression. (p. 184-85)
• Below average IQs, academic achievement, and test taking abilities, as well as language problems, have been reported as characteristics of emotional and behavioral disorders. (p. 185)

HOW ARE STUDENTS WITH EMOTIONAL OR BEHAVIORAL DISORDERS IDENTIFIED?

• Observation is used to objectively document problem behaviors. (p. 186)
• Behavior rating scales and behavior assessment systems are frequently used (e.g., Devereux Behavior Rating Scale- School Edition, Achenbach System of Empirically Based Assessment. (p. 186-87)
• Personality inventories (e.g., the Minnesota Multiphasic Personality Inventory-2, Person­ality Inventory of Children-2) typically use a true-false format. (p. 187)
• Projective tests (e.g., Rorschach, Thematic Apperception Test, projective drawing tests) are sometimes used but have significant limitations. (p. 187-88)

WHAT AND HOW DO I TEACH STUDENTS WITH EMOTIONAL AND BEHAVIORAL DIOSRDERS?

• Most students with emotional or behavioral disorders will need instruction in behavioral, academic, and social skills. (p. 189)

Instructional Content

• There is a relationship between academic problems and emotional or behavioral disorders. Teaching academics is mandatory. (p. 189)
• Social and personal problem-solving skills need to be taught. (p. 190)
• Complete social skills programs have been developed and may be needed for some students. (p. 190)
• Service Learning Programs can be very appropriate. (p. 191)
• Some students will need programs for transition to the work world. (p. 191-93)
• Some students will need programs for transition to postsecondary education. (p. 193)
• Other transition considerations include juvenile detention centers and homelessness. (p. 193)

Instructional Procedures

• Early intervention needs include behavior management skills, especially for compliance. (p. 194-95)
• Universal intervention is recommended for schools. (p. 194-95)
• Direct instruction is a key to reducing inappropriate behavior by increasing instructional time and task engagement. (p. 195)
• Cognitive behavior strategies have direct relevance to students with emotional or behavioral disorders. (p. 195-96)
• Functional behavioral assessments are used to develop behavioral intervention plans. (p. 196-97)
• Behavioral analysis techniques include many ways to increase behaviors or decrease behaviors. (p. 197-201)
• Nonbehavioral instructional techniques include creative dramatics, play therapy, bibliotherapy, and pharmacological treatments. (p. 201-203)
• The ultimate goal of teaching procedures is to instruct students on being independent, self-regulated learners. (p. 194)

WHAT ARE OTHER INSTRUCTIONAL CONSIDERATIONS FOR TEACHING STUDENTS WITH EMOTIONAL OR BEHAVIORAL DISORDERS?

Instructional Environment

• Structure and consistency are necessary, particularly for young children. (p. 203)
• Classrooms should be designed to maximize academic engagement and social interactions. (p. 203-4)
• Positive behavior support techniques can aid in redesigning the environment to minimize problem behaviors. (p. 204-5)
• Peer tutoring, including cross-age, role-reversal, and reciprocal tutoring, is particularly suitable. (p. 205-6)
• PALS program and CWPT can be used effectively with students with emotional or behavioral disorders. (p. 205-6)
• Socially intensive cooperative learning strategies may be used with both independent and interdependent group contingencies. (p. 205-6)

Use of Instructional Technology

• Technology can be used as a motivational device and self-monitoring aid. (p. 206-7)

WHAT ARE SOME CONSIDERATIONS FOR THE GENERAL EDUCATION TEACHER?

• With accommodations, many students with emotional or behavioral disorders may be effectively instructed in a general education classroom. (p. 208-9)
• Universal approaches to behavioral support and intervention can benefit all students. (p. 208)
• Educators must ensure that schools do not contribute to emotional or behavioral difficulties. (p. 208)
• Teachers who wish to be positive and supportive need to ask themselves questions about their classrooms and act accordingly. (p. 208-9)