Emotional/Behavioural Disorders Flashcards
** What do all definitions of E/BDs agree on?
- behaviours are extreme, not just slightly abnormal
- behaviours are problematic, due to social or cultural expectations
- it is chronic
Define prosocial behaviours. Give examples
- desirable ways of behaving
E.g. cooperation, friendliness, problem solving
List the 2 broad dimensions of behaviours involved in E/BDs.
- internalizing
2. externalizing
Are boys or girls more likely to have E/BDs?
Boys, 5:1
What is the prevalence of E/BDs in the US school population?
6-10%
Why are some disorders more difficult to identify?
- internalizing behaviours are harder to see
- errors can happen in teacher’s judgements
- some children do not display problems at school
Which other disabilities to E/BDs tend to overlap with most?
Learning disabilities and intellectual disabilities
What is the federal definition of E/BDs (emotionally or behaviourally disturbed)?
Experience one or more of the following over a long period of time and to a problematic extent:
A) inability to learn that cannot be explained by intellectual, sensory or health factors
B) an inability to build or maintain relationships with peers and teachers
C) pervasive unhappiness/depression
D) tendencies to develop physical symptoms or fears associated with personal/school problems
What are some of the problems with the current definitions of E/BDs?
- a lack of precise definitions of what typical mental health and behaviours should look like
- there are no precise measurements of emotion or behaviour
- there is a high degree of comorbidity with other disorders
- professional opinions often differ with regards to diagnoses
Is there a universally accepted classification system for E/BDs?
No, there is no universal system.
What do many recommend in order to classify/diagnose E/BDs?
An individualized assessment.
True or false, comorbidity is common with E/BD’s
True
What type of behaviours do most students with E/BDs exhibit?
Externalizing behaviours (e.g., acting out, aggression, disruptive behaviours)
What are some of the causes of E/BD’s?
- biological disorders/diseases
- undesirable experiences at school
- negative cultural influences
What is the most common E/BD?
Conduct disorder
What factors make E/BDs so difficult to identify?
- internalizing behaviours
- young children
- errors in teacher judgement
- children who do no exhibit problems at school
What is an important factor in identifying E/BDs?
informal teacher judgements
Describe the intelligence and achievement levels typical of children with E/BDs.
- typically have dull-normal IQ (around 90)
- underacheivers
Describe the social and emotional characteristics of E/BDs.
- aggression, acting out
- immaturity, withdrawn behaviour, depression
- socially rejected
- difficulties understanding and using language in social situations
Describe the DSM-5 criteria for ODD.
A pattern (frequent and chronic) of behaviour that includes at least 4 symptoms from any of the following categories:
- angry and irritable mood category
- argumentative and defiant behaviour
- vindictiveness
What is ODD?
Oppositional Defiant Disorder: an ongoing pattern of uncooperative, defiant, and hostile behaviour toward authority figures
______ is used to increase flexibility and improve social skills and frustration tolerance with peers.
Social Skills Training
Conduct Disorder (CD) is characterized by ______
CD is characterized by behaviour that violates either the rights of others or major societal norms
What must be caused by the behavioural disturbances of CD?
Clinically significant impairment in social, academic or occupational functioning
What is Prosocial-Emotions Specifier?
A diagnosis for individuals who meet the full criteria of conduct disorder and who also present with limited prosocial emotions.
- more severe form of conduct disorder
What social symptoms do those with Prosocial-Emotions Specifier display?
- limited empathy
- guilty
- little concern for the thoughts and feelings of others
- callousness
- unemotional interpersonal style across multiple settings and relationships
Describe the roll of aggression in those with CD.
- those rejected by peers affiliate with others who are aggressive
- they do not respond to helpful efforts from adults
What factors can exacerbate the internalizing behaviours of E/BDs?
- over-restrictive parental discipline
- reward for isolated behaviour
- punishment for appropriate social responses
- lack of opportunity to learn and practice social skills
- examples of inappropriate behaviour
What two objectives do the most successful educational programs have?
1) controlling misbehaviour
2) teaching students the academic and social skills they need
What type of strategies work for E/BDS?
- systematic, evidence-based interventions
- continuous assessment and progress monitoring
- practicing new skills
- treatment matched to the problem
- multicomponent treatment
- commitment to sustained intervention
What are some instructional considerations for those with E/BDs?
- need instruction for social skills and behavioural control
- needs of young offenders
special challenges for teachers - emphasis on functional behavioural assessment (FBA)
** Susan and Mike are looking to place their son, Max, in an effective educational program for students with E/BD. They should select a program that includes all of the following elements EXCEPT:
A) systematic, evidenced-based interventions.
B) direct, daily assessment of performance.
C) programming for transfer and maintenance.
D) emphasis on intensive, short-term intervention.
D) emphasis on intensive, short-term intervention.
