Emotional and Behavioral
By: Kayla Payne and Lael Wadopian
What is an Emotional/Behavioral
· Defined under I.D.E.A as a condition that shows one or
more of the following characteristics:
· A). An inability to learn that cannot be explained by
intellectual, sensory, or health factors.
· B). An inability to build or maintain satisfactory
interpersonal relationships with peers and teachers
· C). Inappropriate types of behavior or feelings under
· D). A general pervasive mood of unhappiness or
· E). A tendency to develop physical symptoms or fears
associated with personal or school problems.
· Biological Factors
· Environmental Factors
· There is growing evidence that behavior and emotional health
appears to be influenced by:
· 1). Genetic
· 2). Neurological
· 3). biochemical factors, singly or in combination.
· Even when a clear biological impairment exists, no one has
been able to say with certainty whether the physiological
abnormality actually causes the behavior problem
· There is a clear link between biological factors and the child’s
environment in which they are raised.
· Environmental factors are considered important in the
development of emotional and behavioral disorders
· Professionals and researchers have identified three primary
· (a) an adverse early rearing environment
· (b) an aggressive pattern of behavior displayed on entering
· (c) social rejection by peers
· The family or home, school, and society environments have
major influence on the behavior of individuals.
· Early relationships with parents and family greatly impact the
way the child develops, and interacts with other’s
· Parents and guardians also impact children's opinions,
behaviors, and emotions.
· One major factor associated with emotional problems is child
· Child abuse may result in poor impulse control and poor self-
concepts. Aggression and anger are often noticed in children
who have been abused.
School and Society Factors
· Societal problems can impact on a student’s emotional and
· An impoverished environment, including poor nutrition, a
disrupted family, and a sense of frustration and hopelessness
may lead to aggressive, acting-out behaviors.
· School is where children spend the largest portion of their
time outside the home. Teacher expectations and actions
greatly affect a student’s life and behavior.
· Peers are also a influential factor on students
· Watch while we act out how peers and environment can
contribute to behavioral outbursts for a child who may
have this disorder.
How to Identify a Student
with this Disability
Characteristics according to Pierangelo and Giuliani:
· Acting out
· Aggressive, cruel, malicious, or assaultive behavior; fighting
· Anti-social behavior (lying, stealing, vandalizing)
· Excessive anxiety
· Appearance of laziness, preoccupation, and lack of interest
· Attempted self injury or to injure others
· Attentional problems
· Appearance of deriving little enjoyment from school
· Inability to carry on normal routines
· Learning problems
· Low self-esteem
· Overdependence on adults
· Poor social skills
· Making threats to try to get his/or her own way
*These characteristics alone do not diagnose a
emotional/behavioral disability. It is based on a variety of
factors and behaviors
Statistics and Research
· The following academic outcomes for students with emotional and
behavioral disorders have been reported in the research literature
(Chesapeake Institute, 1994; Valdes, Williamson, & Wagnor, 1990).
· Its important to note that no reliable definition or screening instrument
· Studies have indicated that 6-10% of school-age children exhibit
serious and persistent emotional/behavioral difficulties.
· U.S department of education only identifies 1% of school children as
seriously emotionally disturbed (Even though it is only 1% this
estimate suggests at least 400,000 children).
· 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.
Statistics and Research Cont.
· Forty-four percent failed one or more courses in their most recent
· 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.
· LETS TALK ABOUT WHY YOU THINK THIS IS? WHAT FACTORS
THAT WE PREVIOUSLY DISCUSSED DO YOU THINK INFLUENCE
What to do when you have this type of
disability in YOUR classroom?
· First of all the student will need to have an IEP in place
· There are several considerations to take in when
planning for this student.
· Break into groups of 3 or 4 and discuss some ways in
which you think you could modify your classroom to
accommodate a student with this disability. (3 minutes)
· General Considerations
· Many breaks throughout the day
· Avoid speaking in harsh tones
· Have set schedules
· Have a clean, neat, and well organized
· Student-Teacher Interactions
· “Mini-conferences” (private
· Use praise in appropriate situations
· Ask former teacher’s, parents, and
consultants for helpful suggestions
· Academic Considerations
· Make a contract
· Plan work according to the child’s abilities
· Break down assignments
· Encourage them to participate
· Behavior Management Considerations
· Be consistent with classroom rules (quiz
· Proximity control
· Avoid power struggles
· Use external controls (such as a timer)
· Encourage extra curricular activities
· Have a “chill out” area
*Pages 43-49 in Pierangelo for more information*
Mitchell, C. (2009) Emotional and Behavioral Disorders. Retrieved
June 24, 2009, from http://www.slc.sevier.org/emoclass.htm
Pierangelo, R. Giuliani, G. (2001). What Every Teacher Should
Know About Students With Special Needs. Champaign, Illinois
: Research Press.