Learners with Emotional or Behavioral Disorders (EBD)

1. Learners with Emotional or Behavioral Disorders (EBD) Kellee Hoskins Kristen White Elisavet Zavala

2. Definition National Mental Health & Special Education Coalition 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 education interventions would be insufficient. IDEA • Inability to learn that cannot be explained by intellectual, sensory or health factors. • Inability to build or maintain satisfactory interpersonal relationships with peers or teachers. • Inappropriate behavior or feelings for circumstances • Passive mood, unhappy, depressed. • Development of physical symptoms or fears with personal or school problems. http://school-psychology.org/emotional-and-behavioral-disorders

3. Identification • Identification: • It’s much easier to identify disordered behaviors than it is to define and classify their types and causes. • Students with emotional or behavioral disorders are so readily identified by school personnel, in fact, that few schools bother to use systematic screening procedures. • Occasionally, such students don’t bother anyone and thus are invisible, but it’s usually easy for experienced teachers to tell when students need help. • Describing the characteristics of children and youths with emotional or behavioral disorders is an extraordinary challenge because disorders of emotions and behaviors are extremely varied. Hallahan, Daniel P., James M. Kauffman, and Paige C. Pullen. Exceptional Learners: An Introduction to Special Education. 12th ed. Boston: Pearson Education, 2012. 200-29. Print.

4. Characteristics of Children with EBD • Psychological • Chronic Stress- parents fighting, low income, bad area, homelessness, etc. • Stressful Life Events- a divorce or a death or witness of violence in home. • Childhood Maltreatment- child abuse and neglect. • Additional Family Factors- Depressed parent or extreme sibling rivalry. http://school-psychology.org/emotional-and-behavioral-disorders

5. Characteristics of Children with EBD • Demonstrates aggressive behavior • Intimidates and bullies other students • Regularly absent from school • consistently blames others for their dishonesty • Low self esteem • Difficulty working in groups • Demonstrate self injurious behavior • Can not apply social rules related to others personal space and belongings • Often manipulative of situations • Behavioral (classroom setting) • Disrupts classroom activities • Impulsive • Inattentive, distractible, • preoccupied • Does not follow or appear to care about classroom rules • Poor concentration • Resistance to change and transitions in routines • Often speaks out with irrelevant information or without regard to turn taking rules  http://school-psychology.org/emotional-and-behavioral-disorders

6. Characteristics of Children with EBD • A given student might, at different times, show both aggressive and withdrawn or depressed behaviors. • Hitting, fighting, teasing, yelling, refusing to comply with requests, crying, destructiveness, vandalism, extortion— these behaviors, if exhibited often, are very likely to earn a child or youth the label “ disturbed.” Normal children cry, scream, hit, fight, become negative, and do almost everything else children with emotional or behavioral disorders do, but not as impulsively and not as often. • Children learn many aggressive behaviors by observing parents, siblings, playmates, and people portrayed on television and in movies. • The child whose behavior fits a pattern of extreme immaturity and withdrawal or depression cannot develop the close and satisfying human relationships that characterize normal development. Hallahan, Daniel P., James M. Kauffman, and Paige C. Pullen. Exceptional Learners: An Introduction to Special Education. 12th ed. Boston: Pearson Education, 2012. 200-29. Print.

7. Class Activity https://sites.google.com/site/adaptationpedagogy/equitable-access-to-learning/videos-emotional-behavioral-disorders

8. Education for children with EBD • General Education classroom (inclusion) • Inclusion expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom. • It involves bringing the support services to the child (rather than moving the child to the services) • Benefits/downsides • Self-contained classroom & Separate special education • For students with more significant academic and behavioral deficits • Benefits/downsides http://www.weac.org/Issues_Advocacy/Resource_Pages_On_Issues_one/Special_Education/special_education_inclusion.aspx http://school-psychology.org/emotional-and-behavioral-disorders http://nichcy.org/schoolage/iep/iepcontents/specialeducation Kathleen, L. L., Joseph, H. W., M, A. L., & Cooley, C. (2005). Academic, social, and behavioral profiles students with emotional and behavioral disorders educated in self-contained classrooms and self-contained schools: Part I-are they more alike than different? Behavioral Disorders, 30(4), 349-361. Daniel, M. M., Joseph, H. W., Tara, C. M. P., Robertson, R., & Reginal, M. O. (2011). A comparison the instructional context for students with behavioral issues enrolled in self-contained and general education classrooms. Behavioral Disorders, 36(2), 84-99.

9. Educational Considerations • Balance behavioral control with academic and social learning • Students who don't acquire academic skills that allow them to compete with their peers are likely to be socially rejected. • Recognize the importance of integrated services (counseling, family-oriented services, training related to employment) • The trend in programs for students with EBD is toward integration into regular schools and classrooms. • Discipline for students with EBD is a controversial topic because the cause of their misbehavior is often difficult to determine. • The ESEA (Elementary and Secondary Education Act) • Teachers cannot always expect caring and decency always to be returned! Hallahan, Daniel P., James M. Kauffman, and Paige C. Pullen. Exceptional Learners: An Introduction to Special Education. Boston: Pearson Education, 2012. Print.

10. More Considerations • Learn more about the student's specific mental health disturbance. • Find out what the student's strengths are and capitalize on them. • Keep instruction highly structured and relevant to the student's life. • Set clear behavioral rules and expectations for the entire class. • Provide accommodations.  Most often they will address: • Side effects of medication • Behavioral unpredictability • Impairments in concentration and memory • Communicate with the student's parents - they are a great source of information! Küpper, Lisa. "Teaching Students with Emotional Disturbances: 8 Tips for Teachers." National Dissemination Center for Children with Disabilities. National Dissemination for Children with Disabilities (NICHCY), n.d. Web. 24 Oct. 2013.

11. Strategies to Use in the Classroom • Systematic, data-based interventions • Continuous assessment and monitoring of progress • Allow for practice of new skills • Treatment matched to the problem • Multicomponent treatment • Programming for transfer and maintenance • Commitment to sustained intervention Hallahan, Daniel P., James M. Kauffman, and Paige C. Pullen. Exceptional Learners: An Introduction to Special Education. Boston: Pearson Education, 2012. Print.

12. Current Events • When the mother has reported high anxiety and depressive symptoms in the child’s first two years of life. These children had a higher risk of more depressive symptoms in adolescence. • Girls are more likely than boys to cope with difficult emotions by seeking support and talking with their friends, which can make them feel better. They don’t move on as quickly and have a hard time letting go of something that’s bothering them. When a boy is having a difficult time with one friend or is upset, he’s more likely to distract himself by just going and playing with someone else. http://psychcentral.com/news/2013/10/25/moms-mood-disorder-ups-risks-of-kids-emotional-problems/61162.html http://www.cleveland.com/shaker-heights/index.ssf/2013/10/groundbreaking_research_presen.html

13. Resources • Teachers: • http://sped.dpi.wi.gov/sped_ed • http://www.firststeptosuccess.org/index.html • http://apeachfortheteach.blogspot.com/2013/10/how-to-handle-meltdowns-storms-rages-or.html • Parents: • http://www.palmbeachschools.org/ese/ebdhelpfullinks.asp

14. Quick Review https://sites.google.com/site/adaptationpedagogy/equitable-access-to-learning/videos-emotional-behavioral-disorders-1

15. Assessment time!Please go to m.socrative.com and enter room #918560 Citation of Sources