EBD: Emotional Behavioral Disorder by PL37mQi

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									EBD: Emotional Behavioral
Disorder

      By: Paul “Matt” Chonka
         For: EDSP 6644
       Catherine Hawes, MA
Definition
 An emotional and behavioral disorder is an
 emotional disability characterized by the following:
    (i) An inability to build or maintain satisfactory
    interpersonal relationships with peers and/or teachers.
    For preschool-age children, this would include other care
    providers.
    (ii) An inability to learn which cannot be adequately
    explained by intellectual, sensory or health factors.
    (iii) Consistent or chronic inappropriate type of behavior
    or feelings under normal conditions.
    (iv) Displayed pervasive mood of unhappiness or
    depression.
    (v) Displayed tendency to develop physical symptoms,
    pains or unreasonable fears associated with personal or
    school problems.
              (National Association of Special Education Teachers, 2007)
Prevalence

 Nearly 464,000 students 6–21 years
 of age in the United States received
 services for emotional or behavioral
 disabilities in the 2006-2007 school
 year
 This was 0.9% of all students with
 disabilities in U.S. schools
                    (U.S. Department of Education, 2009)
Misconceptions & Implications
 Intelligence and achievement - Contrary to popular myth,
 most children with emotional and behavioral disorders are
 not bright, intellectually above-average children who are
 simply bored with their surroundings.
 Many children score in the slow learner or mildly mentally
 retarded range on IQ tests
 Implications
    Two thirds could not pass competency exams for their grade
    level
    These children have the lowest grade point average of any
    group of students with disabilities.
    Forty-four percent failed one or more courses in their most
    recent school year.
    They have a higher absenteeism rate than any other disability
    category (missing an average of 18 days of school per year).
    Forty-eight percent drop out of high school, compared with 30%
    of all students with disabilities and 24% of all high school
    students.
    Over 50% are not employed within 2 years of exiting school.
                                                        (Enloe, 2009)
Behavioral Characteristics
 Social skills and interpersonal relationships - Many
 students with emotional and behavioral disorders
 often experience great difficulty in making and
 keeping friends.
 Antisocial behavior - Out of seat, runs around the
 room, disturbs peers, hits or fights, ignores the
 teacher, complains excessively, steals, destroys
 property, argues, distorts the truth, and so forth.
 Withdrawn behavior - They retreat into day
 dreaming, are fearful of things without reason,
 frequently complain of being sick or hurt, and go
 into deep bouts of depression.
Manifestations of behavior
1. Environmental conflicts: aggression and/or self-injurious
    behavior such as fighting, bullying, violating rules,
    overactive, impulsive, stealing, truancy, and other socially
    maladjusted behaviors.
2. Personal disturbances: anxiety disorders such as crying and
    statements of worry. The student may withdraw socially. In
    addition, the student may exhibit excessive fear and anxiety.
3. Academic deficits in basic academic skills and educational
    achievement. Typically, the student performs below
    expected grade level.
4. Social deficits: students are unpopular and are actively
    rejected by their peers.
5. Irresponsibility: irresponsibility is common. Students will deny
    they did anything wrong and when confronted with evidence
    blame other students.
Educational Considerations

 Classroom Structure
 Classroom Management
 IEP requirements
 Strategies and Interventions
Classroom Structure
 Employ guided practice and well-organized
 transitions from activity to activity.
 Personalize Classroom Structure for High
 Risk Students
    Arrange a "check in" time to organize
    day.
    Provide quiet spaces in classroom; low
    stimulus areas for study and test taking.
    Develop a "system" or code word to let
    student know when behavior is not
    appropriate.
    Arrange for student to leave classroom
    voluntarily and report to a designated
    "safe place" when under high stress.
Classroom Management
  Inform pupils of what is expected of them
  Establish a positive learning climate
  Provide a meaningful learning experience
  Avoid threats
  Demonstrate fairness
  Build and exhibit self-confidence
  Recognize positive student attributes
  Time the recognition of student attributes
  Use positive modeling
  Structure the curriculum & classroom
  environment
IEP Requirements
 The educational programs for children with
 a behavioral or emotional disturbance need
 to include attention to providing emotional
 and behavioral support as well as helping
 them to master academics, develop social
 skills, and increase self-awareness, self-
 control, and self-esteem.
 For a child whose behavior impedes
 learning (including the learning of others),
 the team developing the child’s
 Individualized Education Program (IEP)
 needs to consider, if appropriate, strategies
 to address that behavior, including positive
 behavioral interventions, strategies, and
 supports.
IEP Requirements
 Students eligible for special education
 services under the category of emotional
 disturbance may have IEPs that include
 psychological or counseling services.
 Career education (both vocational and
 academic) is also a major part of
 secondary education and should be a part
 of the transition plan included in every IEP.
 There is growing recognition that families,
 as well as their children, need support,
 respite care, intensive case management,
 and a collaborative, multi-agency approach
 to services.
                (Area Special Education Cooperative, 2009)
Strategies and Interventions
Determine what specific intervention strategy should
  be employed. Identify the system necessary to
  teach or reinforce the presence of alternative,
  positive, behaviors. At a minimum, consider
  strategies that:
     increase student control and choices;
     increase opportunities for positive attention;
     increase student's status, self-esteem;
     match teaching strategies to student strengths;
     match expected responses and testing methods to
     student strengths;
     match physical arrangement and management of
     classroom to student strengths;
     increase the student's opportunities to acquire a sense of
     belonging within her or his school or community;
     expand and build upon natural supports (e.g.,
     friendships).
Strategies and Interventions
Determine responses in the event
 challenging behavior is exhibited.
 Ignore challenging behaviors and redirect
 student back to desired activity
 Provide feedback (i.e., verbal reprimand)
 Redirect student
 Revoke privileges
 Have student make restitution
 De-escalate situation
 Protect people and property from harm.
           (The Council for Children with Behavioral Disorders, 2003)
Assessment of Progress
 List services that will be provided to
 address the student's needs in relation to
 the function of behaviors and the stated
 goals.
 Determine data collection methods and
 frequency of data gathering to document
 that the plan is being used and how
 effective it is proving to be.
 Establish criteria to evaluate whether the
 plan should continue (i.e., is working) or
 have major revisions (i.e., is not working).
Assessment of Progress
 Response to Intervention involves
 documenting a change in behavior or
 learning as a result of intervention
   High quality/scientifically based core classroom
   instruction
   School wide screening / early identification
   Tiered research-based interventions aligned
   with student needs
   Problem solving teams
   Data-based decision making
   Progress monitoring /ongoing student
   assessment
   Parent/Family Involvement
                                         (Richter, 2008)
Bibliography
Area Special Education Cooperative, . (2009). Ebd. Retrieved from
   http://www.asec.net/tses/Disability%20Criteria/ebd.htm
Enloe, S. (2009). Emotional behavioral disorders in class. Retrieved
   from http://www.slc.sevier.org/emoclass.htm
National Association of School Psychologists. (2009). Nasp position
   statement on students with emotional and behavioral disorders.
   Retrieved from
   http://www.nasponline.org/about_nasp/pospaper_sebd.aspx
National Association of Special Education Teachers. (2007). National
   association of special education teachers: teachers teaching
   exceptional children. Retrieved from
   http://www.naset.org/799.0.html
Richter, M. (2008, December 11). Sw-pbs and response to
   intervention: making best use of our resources. Retrieved from
   http://pbismissouri.org/archives/tier2/Response_To_Intervention_01
   0809.doc The Council for Children with Behavioral Disorders.
   (2003). Ccbd. Retrieved from http://www.ccbd.net/
U.S. Department of Education, National Center for Education Statistics
   (2009). Digest of Education Statistics, 2008 (NCES 2009-020),
   Table 50.

								
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