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									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
  normal characteristics
· 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
·   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
·   (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
    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

·   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

·   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.

  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
           Helpful Tips

· Student-Teacher Interactions
  · “Mini-conferences” (private
  · 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
  · 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

Pierangelo, R. Giuliani, G. (2001). What Every Teacher Should
   Know About Students With Special Needs. Champaign, Illinois
   : Research Press.

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