Emotionally Disturbed Behavior Disordered

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Chapter 6

• Emotionally Disturbed Behavior Disordered

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IDEA Definition

• One or more of the following characteristics over
  a long period of time and to a marked degree that
  adversely affects educational performance
• Inability to learn not related to other factors
• Inability to build or maintain satisfactory peer
  or teacher relationships cont.

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• Inappropriate feelings or behavior under normal
  conditions
• Frequently unhappy or depressed
• Often fearful
• This definition does not apply to children who
  are socially maladjusted

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Problems with the definition!

• What is a satisfactory peer/teacher
  relationship?
• What does inappropriate behavior look like?
• How does anyone determine if a child is socially
  maladjusted or emotionally disturbed?
• Teachers expectations and tolerance differ

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Characteristics

• Externalizing behaviors actions taken involving
  others or objects
• Most common overall problems non-compliance,
  temper tantrums, property destruction, threats of
  violence or violence towards peers or teachers
• Out of seat, yelling, talking, cursing,
  disturbing peers, hit/fight, ignoring,
  complaining, stealing, lie, not completing work,
  argues excessively,

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• Destroys school and personal property without
  feelings, non-compliance, temper tantrums,
  excludes themselves from peer-controlled
  activities, non responsive to teacher corrections
• All activities are external to other people or
  objects, very destructive, violent, normally
  without remorse.

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ODD

• Oppositional Defiant Disorder is another area of
  externalization the higher rank the person has
  the more the student will act up. This will take
  place in and out of school with parents, police,
  school administrators,

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• Behavioral deficits low GPA, high absenteeism,
  at risk of school failure or dropping out
• Social Skills less participation in
  extracurricular activities, low quality peer
  relationships, Juvenile delinquency, gang
  affiliations

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Internalizing Behaviors

• This is the scary one!
• Overly shy or immature, withdrawn, hypochondria,
  easily upset and difficult to calm
• They dont play with others their own age, low
  social skills, daydream or fantasies, anxiety,
  illness (head, stomach), depression. These are
  not the problem!

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Suicide

• The third leading cause of death among
  adolescents
• 1st cause is unintentional injury
• 2nd cause homicide
• In the past 20 years suicide has increased 6 for
  those aged 15 to 19
• In the past 20 years suicide has increased 100
  for those age 10 to 14

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• Those in high school indicate at least 19.3 have
  thought about suicide
• Males are 4 to 5 times more likely to attempt
  suicide than females
• Teachers should not do the following
• 1. ignore student if suicide is suspected
• 2. minimize any students threat
• 3. leave a student or let them go alone

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• 4. lose patience with the student
• 5. argue whether suicide is right or wrong
• 6. promise confidentialityget help
• 7. spread information to the lounge lizards
• Be concerned about long periods of silence from
  this student
• What else do you need to look for?

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• 1. the inability to complete school work
• 2. begin to fail grades
• 3. family instability (divorce, neglect, abuse,
  deaths)
• 4. death or chronic illness of loved one
• 5. anniversary of a death
• 6. failure to communicate feelings/ unhappy

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• 7. health problems for the student
• 8. major disappointments/humiliation
• 9. economic insecurity (child/family)
• 10. parental role failure (job/illness)
• 11. desire for revenge
• 12. sense of not belonging to anyone
• 13. family history of suicide or attempts

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• 14. extreme mood swings
• 15. difficulty concentrating
• 16. sudden lifestyle changes (up/down)
• 17. isolation from peers
• 18. neglect of personal appearance
• 19. previous suicide attempts
• 20. changes in eating sleep habits

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• 21giving away/marking possessions, putting
  affairs together, throwing things out
• 22. beginning or excessive drug use
• 23. frequent suicidal talk, writings, pictures,
  drawings, or other expressions
• 24. unexplained absences

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Academic achievement

• 2/3 can not pass grade level competency exams
• Lowest GPA of any disabled group
• Highest absenteeism rate
• 20 to 25 graduate from high school
• More than 50 drop out of school
• Many are incarcerated (xxy?)

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Intelligence

• Average range of IQ
• 60 stay off task in school work
• Social skills due to intelligence interest
  most of these students do not want to fit in
  becoming loners or gang members, they do not want
  to participate in school activities! (many things
  are dumb to their point of view)

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Prevalence

• 3 to 5 of school age population
• Internalization students may not be identified
• Juvenile Delinquency 1999 (under age 18) 2.5
  million arrested of which 16 were violent
  crimes, 32 property crimes
• Under the age of 15 67 arson arrests
• Males aggravated crime, females prostitutes

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Causes

• Biological factors
• Brain disorders or dysgenesis (abnormal brain)
  or brain injury (disease/trauma)
• Genetics schizophrenia, hallucinations,
  delusions, anxiety
• Temperament heredity (X chromosome coming from
  the mother) cont.

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Causes (2)

• Environmental factors
• Homeloving home gives behaved children
• Inconsistent parenting practices, harsh/
  excessive punishment, few social skills (ED)
• Community gangs, high crime rate
• School coercive pain control (student uses
  arguing, tantrums, destruction to get what they
  want)

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Educational Approaches

• Social skills cooperation skills, appropriate
  ways to express feelings, responding to failure
  (fig. 6.5, pg.240)
• Academic skills direct explicit instruction,
  high rates of teacher praise
• Behavior management clear school-wide
  expectations, classroom rules, what is
  expectednothing else allowed cont.

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• Classroom management shaping, contingency
  contracts, extinction of inappropriate behaviors
  (targeted), differential reinforcement (reinforce
  anything except bad behavior) response situations
  (or -), time outs. Stay away from
  over-correction or picking on these students.
  cont.

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• Self management self monitoring, self evaluation
  (only works if the student wants to make
  improvements)
• Peer mediation peer tutoring and positive peer
  reporting (watch who you use in this position)

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Identification and Assessment

• Screening tests
• 1. Behavior Rating Profile checklist completed
  by teachers, students, and parents
• 2. Child Behavior Checklist competencies and
  adaptive functioning
• 3. Systematic Screening in depth testing
• 4. Behavior/Emotional Rating Scale traits that
  can be used in an IEP meeting cont.

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• Projective tests no right or wrong answers, not
  that great
• Direct observation/measurement observe what,
  where, how long, what caused any behavioral
  differences and document findings.

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Functional Behavioral Assessment

• Informal assessment school records, parent
  interviews, teacher checklists
• Direct observation in class observations
• Hypothesis development intervention based on
  probability cause of behavior
• Intervention replace bad behaviors
• Evaluate and modify find what works

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Good Teacher/Student Relationship

• Differential acceptance witness or be the victim
  of an act of anger without responding similarly
• Focus on different variables focus on the things
  that can assist the student in learning and are
  teachable in class

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Placement

• More that 50 receive an education in
• Separate classrooms (self contained)
• Special schools (ED schools)
• Residential facilities (ED living locations)
• Most ED students receive special education
  assistance because the emotional and/or
  behavioral disorders are so serious that they
  require intensive interventions