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					Emotional and Behavioral
      Disabilities
By: Kayla Payne and Lael Wadopian
   What is an Emotional/Behavioral
              Disability?
· 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
  normal characteristics
· D). A general pervasive mood of unhappiness or
  depression
· E). A tendency to develop physical symptoms or fears
  associated with personal or school problems.
             Causes
·   Biological Factors
·   Environmental Factors
·   Family
·   School
·   Society
            Biological 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
·   Environmental factors are considered important in the
    development of emotional and behavioral disorders

·   Professionals and researchers have identified three primary
    causal factors

·   (a) an adverse early rearing environment
·   (b) an aggressive pattern of behavior displayed on entering
    school
·   (c) social rejection by peers

·   The family or home, school, and society environments have
    major influence on the behavior of individuals.
                        Family
·   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
    abuse.

·   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
    behavioral status.

·   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
    behaviors/misbehaviors.
                        Skit

·   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
    with peers
·   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
         Characteristics Cont.

·   Appearance of deriving little enjoyment from school
·   Inability to carry on normal routines
·   Learning problems
·   Low self-esteem
·   Depression
·   Overdependence on adults
·   Defiance
·   Poor social skills
·   Impulsivity
·   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
    exists

·   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
    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.

·   LETS TALK ABOUT WHY YOU THINK THIS IS? WHAT FACTORS
    THAT WE PREVIOUSLY DISCUSSED DO YOU THINK INFLUENCE
    THESE NUMBERS?
  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
  for them.

· 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)
             Helpful Tips

· General Considerations
  ·   Many breaks throughout the day
  ·   Avoid speaking in harsh tones
  ·   Have set schedules
  ·   Have a clean, neat, and well organized
      classroom
           Helpful Tips

· Student-Teacher Interactions
  · “Mini-conferences” (private
    conversations)
  · Use praise in appropriate situations
  · Ask former teacher’s, parents, and
    consultants for helpful suggestions
              Helpful Tips

· Academic Considerations
  ·   Make a contract
  ·   Plan work according to the child’s abilities
  ·   Break down assignments
  ·   Encourage them to participate
            Helpful Tips

· Behavior Management Considerations
  · Be consistent with classroom rules (quiz
    individually)
  · 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*
                    Citations

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.

				
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posted:9/23/2011
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