ch8 Flashcards
IDEA Definition
▪ A condition exhibiting one or more of the following characteristics over a long period of time
and to a marked degree, which adversely affects educational performance:
(A) an inability to learn which cannot be explained
by intellectual, sensory, or health factors:
(B) an inability to build or maintain satisfactory
relationships with peers and teachers
(C) Inappropriate types of behavior or feeling under normal
circumstances;
(D) a general pervasive mood of unhappiness or depression;
or
(E) a tendency to develop physical symptoms or fear
associated with person or school problems
Definitions IDEA Exclusions
The term does not include children who are socially maladjusted, unless
it is determined that they are seriously emotionally disturbed
A More Precise Definition
IDEA definition has been criticized by those in the field
A disability characterized by behavioral or emotional responses in school so
different from appropriate age, cultural, or ethnic corms that they adversely
affect educational performance. Educational performance includes academic,
social, vocational, and personal skills. Such a disability-
* is more than a temporary, expected response to stressful events in the
environment
* is consistently exhibited in two different settings, at least one of which is school-
related
* is unresponsive to direct intervention in general education or the child’s condition
is such that general interventions would be insufficient
emotional and behavioral disorders can co-exist with other disabilities
Classification Systems
▪Statistically Derived
▪externalizing behaviors – disruptive,
hyperactive, non-compliant, defiant, and
aggressive behaviors
▪ Male to Female ratio is 5:1
▪internalizing symptoms – withdrawal,
depression, shyness, and phobias
▪ Male to Female ratio is 2:1
▪Provide professionals with a means of
describing and identifying various behavior
disorders
▪Provide professionals with a common
language for communicating about various
types and subtypes of behavior disorders
▪Provide a basis for treating a disorder and
making predictions about treatment outcomes
Classification Systems
▪ DSM-5 – developed by groups of psychiatric, psychological and health care
clinicians
▪ Not used by schools to decide placement
▪ nine major groups of childhood disorders
▪ Emotional and Behavioral Disorders drawn from this clinical classification system
▪ Attention-Deficit Disorder
▪ Disruptive Behavior Disorder
▪ Feeding and Eating Disorders
▪ Tic Disorder
▪ Elimination Disorders and Childhood Anxiety Disorders
▪ Reactive Attachment Disorder
▪ Childhood Schizophrenia
Intelligence
- Average to below average IQ
- The IQs of students with E/BD are the best predictors
for future academic and social achievement - Below average IQ can impact academic learning and
school related skills
Social And Adaptive Behaviors
▪ Trouble adapting to their home, school, and community environments
▪ Difficulty relating socially and responsibly to:
▪ peers,
▪ parents,
▪ teachers,
▪ authority figures
▪ Difficult to teach and parent
▪ Bipolar disorders
▪ Cyberbullying
Research
*3 out of 4 show clinically significant language
deficits
*Processing issues
*Understanding verbal communication
*Using language to communicate
*1 out of 2 children with language deficits are identified as ED
*Cyberbullying
Academic Achievement
- Poorest academic outcome as compared to their peers with Learning
Disabilities - Teacher preparedness
- Academic Instruction
- Focus from academics to social skills and self control techniques
- 38% of these students drop out
- Most before 10th grade
- Lowest graduation rate-51%
- 1 in 5 will go on to postsecondary schooling
- 41% who have exited high school are employed 2 years later
- Most end up incarcerated, unemployed or underemployed
Behaviors exhibited
▪Anxious and Withdrawn
▪Seclusive
▪Shyness
▪Avoid social contact
▪May often daydream
▪May refuse to attend school
▪Persistent fear of social situations
Social Behaviors Problematic for those with EBD
▪ Sharing,
▪ Playing typical age-appropriate games,
▪ Apologizing for actions that hurt others.
▪ Dealing with situations that produce strong feelings,
▪ Self-management
Influences on behaviors
▪ Parents’ or teachers’ management style
▪ School or home environment
▪ Social and cultural values of the family
▪ Social and economic climate of the community
▪ Expectations and responses of peers and siblings
▪ Biological, academic, intellectual, and social-
emotional characteristics of the individual.
(Hardman, 2011p. 183)
Prevalence
- Ranges from 2 – 20 percent
probably 3%-6% is realistic - U.S. less than 1% of children and youth 3 to 21 years of age have been identified and served as EBD
- Disproportionate numbers of African
American males
Causation
- Family and Home Environment
- Economic Stress
- Involvement of caregiver with drug and alcohol
- Child Abuse
- Neglect
- Malnutrition
- Dysfunctional Family
- Family Discord
- Inept Parenting
Underdeveloped or absent skills
▪Problem solving
▪Self-control
▪Accepting consequences for misbehavior
▪Negotiating
▪Expressing affection
▪Reacting appropriately to failure
Other possible struggles of children with EBD
▪Mood disorders
▪ Depression
▪ Bipolar disorder
▪ Can become at risk for suicide, poor school
performance, relationship problems with peers,
siblings, parents, teachers, and spouses.
Manifestations of depression in children
▪ Sleep disturbance
▪ Fatigue or loss of energy
▪ Excessive feelings of guilt or worthlessness
▪ Inability to concentrate
▪ Suicidal thoughts
Pre-referral Interventions
▪ Address identified behavioral and academic problems and
reduce the likelihood of a further, more restrictive actions or
placements
▪ Developed, planned, and implemented under the direction of a
multidisciplinary collaborative team
▪ The actual referral is preceded by a number of parent–teacher
conferences
Positive Behavioral Supports
- PBS – is a systems approach for establishing a
continuum of proactive positive discipline procedures
for all students and staff members in all types of
school settings. - School wide expectations and rules
Response to Intervention
▪Regular and special educators, other
professionals
▪ Conduct ongoing assessments
▪Apply carefully selected, evidence-based
interventions in working with all children
▪Precisely monitored for impact
▪Several RTI cycles before referral to special
education
Assessment
Behaviors serve a purpose and a function
* IDEA – Requires a Functional Behavioral Assessment on a child
with ED to document its impact to the students academics
* Functional Assessment is a collection of methods for obtaining
information about antecedents, behaviors, and consequences
* Take a while to complete – long period of time – help create
Behavioral Intervention Plan (BIP)
* BIP – help to develop new behaviors
A B C’s of Behavior
- Antecedents – before the behavior
- Behaviors – what the child does
- Consequences – what the child experiences after the behavior
Assessment Techniques
▪Screening procedures
▪Functional behavior assessment
▪Motivational assessments
▪Teacher and parent interview
▪Diagnostic academic assessment
▪Behavior checklists
▪Peer ratings
Strength-Based Assessment
- Focuses on students strengths not deficits
- Behavioral and Emotional Rating Scale- Second
Edition (BERS-2) - Rate the child strengths in 5 areas
- Used to write IEP goals based on students ability
Interventions
▪ Multidisciplinary collaboration: Systems of care
▪Wraparound process – collaborative planning
▪Community based family centered systems –
home based, special class placement.
therapeutic foster care
▪School-wide primary prevention interventions
Interventions - The Early Childhood
Years
▪ Early identification
▪ Family-driven needs assessment
▪ Home-based and community-based interventions
▪ Collaboration with educational and community agencies
▪ Family centered intervention
▪ Interventions for young children are directed at
lessening and preventing the impact of behavior disorders
▪ Replacing maladaptive with adaptive behaviors
▪ Building academic skills
▪ Increasing self-awareness
▪ Building self-esteem and self-control
▪ Curriculum of control
▪ Collaboration: wrap-around approaches
Interventions - The Adolescent Years
▪ Adolescents with EBD pose significant challenges for parents, teachers and care providers.
▪ Violence, delinquency, bullying, fighting,
withdrawal, substance abuse
▪ Current approaches no longer punitive, controlling
and negative
▪ family-friendly
▪ multidisciplinary
Common characteristics of
classrooms for students with EBD
▪High degree of classroom structure
▪Specialized instruction
▪Rules are clear and consistently enforced
▪High quality academic and social
instruction provided
▪Adult-child and child-child relationships
fostered
▪ Close monitoring of student performance
▪ Frequent feedback and reinforcement
▪ Often point or token systems used to reinforce
positive behaviors and goals
▪ Students may also receive individual counseling or
group and family therapy
