Emotional and Behavior Disorders

Title, EditionISBN

© 2009 Pearson Education, Inc.All rights reserved.

Exceptional Children: An Introduction to Special Education, 9th EditionISBN 013514454X

© 2009 Pearson Education, Inc.All rights reserved.

Chapter 6Emotional and

Behavioral Disorders

© 2009 Pearson Education, Inc.All Rights Reserved.2

Exceptional Children: An Introduction to Special Education, 9th EditionHewardISBN 013514454X


Focus QuestionsWhat are the points of agreement and disagreement between the definition of emotional disturbance in IDEA and the definition of emotional or behavioral disorders by the CCBD?Who is more severely disabled: the acting-out, antisocial child or the withdrawn child?What factors might account for the disparity between the number of children receiving special education under the ED category and researchers’ estimates of the prevalence of EBD?How can research findings about the cumulative interplay of risk factors for behavior problems in adolescence and adulthood guide the development and implementation of prevention programs?




Focus Questions (cont.)Although screening and assessment tools for EBD are becoming increasingly sophisticated and efficient, schools seldom use them. Why?What are the most important skills for teachers of students with EBD?Why might the inclusion of children with EBD in general education classrooms be more (or less) intensely debated than the inclusion of children with other disabilitiesWhat are the largest current impediments to children with EBD receiving the most effective education possible?

Key Terms and ConceptsEmotional and Behavioral disorders:

Definitions (IDEA) Problems with definitions (meaning of “good mental health”, inappropriate behavior, at

times, of all children, cultural norms)

Causes Dimensions of behavior that are used to determine if a child has ED

(topography, frequency, latency, etc) Internalizing and externalizing behaviors: Who, characteristics, concerns Quality of interpersonal relationships, levels of achievement, delinquent

behavior Parents How to change disruptive behavior. Curriculum (explicit instruction, social skills, academic skills, etc) Impact of School (as an environmental factor). Classroom placement

(LRE)Functional Analysis, Functional Assessment, Indirect FBA, Direct FBASchool-wide Behavior Support SystemContingent and Systemic teacher praise, self-management, self-monitoring, self-control, self-evaluation, alterable variables, etc. Mystery MotivatorsPeer Mediation and support (peer monitoring, tutoring, reporting, etc)Classroom management and the Danielson model




IDEA Definition of Emotional Disturbance

One or more of the following characteristics displayed over a long period of time and to a marked degree that adversely affects educational performance: Inability to learn not related to other factors Inability to build or maintain satisfactory peer or teacher

relationships Inappropriate feelings or behavior under normal conditions A general pervasive mood of unhappiness or depression A tendency to develop physical symptoms or fears

associated with personal or school problems Definition does not apply to children who are

“socially maladjusted” unless they have an emotional disturbance but the definition includes schizophrenia




IDEA Definition of Emotional Disturbance Problems must be:

Severe- interfere with daily living of self or others, more serious than same aged peers

Poor Academics- interfere with learning Chronic- happens frequently, over a

period of time

THINK: S.P.A.C.




Problems with IDEA DefinitionDefinition is vague and subjective

What are “satisfactory” peer and teacher relationships? What does “inappropriate” behavior look like (all children

behavior “inappropriately at times)? What is good mental health? Different behaviors are acceptable in different

cultures

The definition, as written, excludes children on the basis for which they are included

How does one differentiate between “socially maladjusted” and true “emotional disturbance”?

Individual teacher expectations and tolerances make identification a difficult and subjective process




CCBD Definition of Emotional or Behavioral Disorders

Behavioral or emotional responses so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance including academic, social, vocational or personal skills More than temporary, expected responses to stress Consistently exhibited in two different settings, at least

one of which is school related Unresponsive to direct intervention in the general

education setting




NJAC 6A:14 Definition of ED/BD

Emotionally Disturbed- a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects the student’s educational performance due to: (similar to federal code)

An inability to learn that cannot be explained by intellectual, sensory or health factors

An inability to build or maintain satisfactory interpersonal relationships

Inappropriate types of behaviors or feelings under normal circumstances

A general pervasive mood of unhappiness or depression A tendency to develop physical symptoms or fears associated

with persona or school problems




Common Characteristics of ED/BD

Children DO NOT “grow out of”– deviant, anti-social behaviors. Behavioral patterns continue throughout one’s life

Some children with fear and withdrawal problems may grow out of their problems if proper remedies are put into place

If antisocial behavior is observed in childhood and not remedied, there is an increased likelihood that they will become delinquents as adolescents




Externalizing Behaviors Behaviors you can observe (more typical in boys) More typical types of behaviors Frequency of externalizing behaviors often determines

if it is a disorder or not Get out of seats Yell, talk out of turn, curse Disturb peers Hit or fight Ignore the teacher Complain Argue excessively Steal Lie Destroy property Do not comply with directions Have temper tantrums




Internalizing Behaviors Behaviors that you cannot observe (more

typical in girls) Children lack social interaction with others

Do not play with others Daydream Extreme irrational fear of things Complain of being sick or hurt (hypchondria) Deep bouts of depression Anxiety Withdrawn Overly shy or immature




Internalizing Behaviors Concerns:

Impacts educational performance Because behaviors are not observable (not

visible) and less disturbing in a classroom, some students do not get identified as ED/BD

Not mild, not temporary Dangers with self injurious behavior or

even suicide

Anxiety DisordersDisorder Symptoms Sample Behaviors

Generalized Anxiety Disorder

Excessive, unrealistic worries, fears

Student is hard on selfSeek constant approval

Phobias Irrational fears Avoidance of stimuli

Obsessive/Compulsive Disorder (OCD)

Persistent, reoccurring thoughts cause ritualistic behaviors

Excessive hand washing

Anorexia Nervosa Refusal to maintain body weight at or above normal

Compulsive exerciseSubstance abuse

Bulimia Nervosa Binging and purging Some anorexic behaviors

Post-Traumatic Stress Disorder (PTSD)

Reoccurring emotional reactions after traumatic event

avoidance

Selective Mutism Child speaks to some but not others

Talks at home, but not in school

See 217-219 for additional descriptions of disorders (not on exam)

Mood DisordersDisorder Symptoms Sample Behaviors

Depression Pervasive sad mood and sense of hopelessness

Lack of motivation

Bipolar Disorder Alterative episodes of depressive and manic states

Lack of motivation, sudden boosts of energy/elation

Other ConditionsDisorder Symptoms Sample Behaviors

Schizophrenia Delusion, hallucinations, fears of persecution, disorganized speech, catatonic behavior, restricted emotional expression, reduced thought/speech productivity, decreased goal-directed behavior

Lack of motivationOut of touch with reality

Tourette Syndrome Motor and vocal tics BlinkingFacial grimacingThroat clearing or sniffingArm thrustKickingJumpingcorprolalia




Common Characteristics (cont.)Behavioral deficits

Academic achievement Low GPA-one or more years below grade level

academically Difficulty passing competency exams for their

grade level High absenteeism At risk for school failure and early drop out Reciprocal relationship between behavior problems and

low academic achievement Many have learning disabilities and/or language delays Achievement deficits tend to worsen as students grow

older Many score in the slow learner or mild intellectual

disabilities range on IQ tests




Common Characteristics (cont.) Social skills

Less participation in extracurricular activities Lower quality peer relationships Lower levels of empathy towards others Higher rates of juvenile delinquency* High rates of recidivists as juvenile delinquents*

Community support more effective than juvenile detention to reduce repeat offenders*

*Pages 204, 205




PrevalencePrevalence

Estimates vary, but range from 3% and 6% of school-age children

During 2009-2010 school year, children ages 6 to 21 who received services under the category of EBD represented less than 1% of the school age population

Given prevalence data, there are many students not receiving specialized services

A survey of principals of juvenile corrections facilities found that 40% of all committed youth were classified with a disability

The vast majority are boys with externalizing disorders in the form of antisocial, aggressive behaviors




CausesDon’t need to know the original cause of a behavior to change it effectively. Finding out which factors in a child’s past are responsible for the current behavior problems is often impossible and unnecessary.

Biological factors Brain injury

Disease or head trauma that alter the structure of the brain that had been developing normally up until that point

Dysgenesis Abnormal brain development

Genetics Temperament

Person’s behavioral style or way of responding to situations May predispose the child to exhibiting problems interacting with

others in the environment




Causes- Are parents to blame?Environmental factors

Home - Inconsistent parenting practices Research shows that behavioral problems stem from inconsistent

parenting, use of harsh and excessive punishment to manage behavioral problems and spend little time engaged in prosocial activities

Relationship between parent and child is reciprocal Blaming parents is not practical, usually an incorrect assumption

Educators must: Help determine which behaviors need improvement Recognize the setting where the child spends most of their time Involve parent in child’s education




Causes School

Teacher actions Ineffective instruction leads to academic failure Unclear rules and expectations for appropriate behavior Inconsistent and punitive discipline Infrequent teacher praise and approval for academic and social

behavior Failure to individualize instruction to accommodate diverse

learners Teachers behavior can maintain and strengthen negative

behaviors Very strong influence in the development of conduct disorder

and antisocial behavior Community - Drug and alcohol abuse, gangs, deviant

sexual behavior




Identification and AssessmentScreening tests

Used to determine if intervention is warranted Behavior rating scales or checklists Response to Intervention (RTI)

Direct observation and measurement Directly focuses on the child’s problems Useful for educational planning

Functional Behavioral Assessment Used to help understand the why of

challenging behavior Indirect and direct measures Functional Analysis




5 Measurable Dimensions of Behavior p 212

Frequency or Rate How often a behavior occurs

Duration How long a child engage in a give activity (length of tantrum,

worked on Math problems for 5 minutes)

Latency The time that elapses between the opportunity to respond and the

beginning of the behavior (immediately screams when asked to do Math problems versus waits for 2 minutes)

Topography The physical shape or form of the behavior (setting fires, cruelty to

animals)

Magnitude Force or intensity with which behavior is emitted (slamming versus

closing door, talking very softly)




Functional Behavioral AssessmentSystematic, data-driven process used to determine

the function of a student’s behavior Informal assessment (INDIRECT FBA)

School records, parent interviews, teacher checklists

Direct observation and measurement (Descriptive FBA)

In-class observation when behavior is likely to occur

ABC’s- antecedent, behavior, consequence




Functional Behavioral Assessment Hypothesis development

All informal and observational data used to develop intervention based on probable cause of the behavior

May conduct a functional analysis to verify the function of the behavior

Intervention Teaching functional replacement behaviors

Evaluation and modification Data are collected to determine success of the

intervention




ABC Recording Descriptive Functional Behavior (FBA)

Assessment entails direct observation of the problem behavior under naturally occurring conditions

ABC recording: Technique of doing an FBA Observer records what happened before/after the

problem behavior in a natural setting Antecedent (activities taking place before the

behavior) Consequent ( what happens as a result of the

behavior)

Antecedent Behavior Consequence

Antecedent Behavior Consequence Function

Adult attention off of student

Engages in problem behaviors

Attention from adults

Gain attention from adults

Student access to desirable activities is restricted

Engage in problem behaviors

Gains access to preferred activities

Gain access to preferred activities

Student has to perform a difficult task


Tasks are removed

Escape from nonpreferred tasksIntervention Antecedent Behavior Consequence

Teach a new behavior

Adult attention off of student

Raise hand and say “excuse me”

Adult attention

Change reinforcement

Student has to perform a difficult task


Student is required to work on the task, will not earn a break




Behavioral Intervention Plan Once an FBA is conducted, a BIP is put

into place Data from the FBA is used to develop

the BIP Required part of an IEP when

behavior adversely affects learning




Curriculum GoalsAcademic skills

Direct, explicit instruction Systematic instruction of reading, writing and

math Must have effective classroom management Structured classroom with a set routine High rates of teacher praise (most powerful

classroom management tool!!!!)Not used often enough. (218-219)

High rates of opportunities to respond during instruction




Curriculum Goals (cont.)Social skills

Cooperation skills Appropriate ways to express feelings Responding to failure Controlling temper with adults/students Follow/comply with directions Attend to instructions Make transitions from one class to another Learning the social and nonacademic skills that

match teacher expectationsNeed to work on Academic and Social Skills at

the same time.




Curriculum Goals (cont.)Behavior management

School Wide Systems of Positive Behavior Support Strays away from traditional discipline Define, teach and support appropriate behaviors in a

way that enhances desired academics and social behaviors

Team-based approach- teachers/staff participate in rewarding behaviors

Rule violations are clearly defined and consistently applied

Data is used to evaluate and continually improve the system




Curriculum Goals (cont.) School Wide Systems of Positive Behavior Support Behavioral expectations are stated

Few, clear, positively framed, “Be responsible…” Behavioral expectations are defined and taught Appropriate behaviors are acknowledged

Tickets, rewards Behavioral errors are corrected proactively Program evaluations are adaptations are data

drive and made by a team Individual student support systems are

integrated with school wide discipline system




Curriculum Goals (cont.)

Sample School-wide Positive Behavior Support Model Tier1-Primary Prevention: Universal

Supports for all Students Tier2-Secondary Prevention: Targeted

Interventions for Students with at-risk Behaviors

Tier 3-Tertiary Prevention: Intensive, Individualized Interventions for Students with high-risk Behaviors

Uses research based interventions




Curriculum Goals (cont.)

Students with ED problems feel they have no control over behavior

Self-management strategies are put into place- making responses that increase/decrease future behaviors. Promotes maintenance and generalization of new behavior

Self-monitoring- person observes own behavior and records the occurrence of behavior

Self-evaluation- compares performance against a standard of goal




Curriculum Goals (cont.)Peer mediation and support Peer monitoring Student is taught to observe and record a peer’s behavior and provide peer

with feedback

Peer support and confrontation Peers are trained to acknowledge one another’s positive behaviors, when

inappropriate behaviors occur peers are trained to explain why the behavior is a problem and to suggest or model appropriate behaviors

Peer tutoring Positive peer reporting Teach students to reinforce and report on each others positive behaviors

Group Contingencies Consequences (rewards/penalties) are applied to the entire group or

class of students depending upon the behavior of selected students or entire group.




Fostering Strong Teacher-Student Relationships

Differential acceptance Witness or be the victim of acts of anger without responding

similarly

Focus on alterable variables Teachers should focus effort on only those variables that

make a difference in student learning and can be affected by sound teaching practice

Time spent on classroom instruction How frequently a student receives praise Pace of instruction NOT: time spent on homework, issues in the student’s

home




Fostering Strong Teacher-Student Relationships

Empathetic Relationship Recognize and understand the nonverbal

cues reflective of children’s individual needs

Help replace antisocial and maladaptive behaviors with socially appropriate behaviors

Mystery Motivators 224-225 What: Mystery motivators are special rewards for appropriate student

behavior. Students don’t know what the motivator is or when it will be available Steps:

1. Define target behaviors and performance criteria2. Create a pool of rewards3. Select the Mystery Motivator rewards4. Print a big “?” on the outside of an envelope, and seal one of the Mystery

Motivator cards inside.5. Create a device and procedure (spinner, charts) by which students will reveal

the availability of the Mystery Motivator6. Introduce the program to the students7. Evaluate the program, and use the data to revise and improve it.

Students need to know how to earn the reward

Students enjoy using the spinner to reveal what reward they or the class will receive.




Teacher Tips p 228-229 Be Consistent

Set up class procedures and expectations clearly right from the beginning

If students earn a privilege, make sure they get it If students lose a privilege, make sure they lose it

Purchase a Digital Timer Use to measure academic progress such as repeated readings or

math timings Use to implement behavior expectations Use it to decrease transition time (1 minute to clear off desks)

Keep and Use Your Sense of Humor Stay in Control

Don’t take anything personally Apologize if you make a mistake with a student

Each Day, Spend Time With Your Students in a Nonacademic situation (lunch, playground)

Explicit and systematic instruction




Educational Placement Alternatives During the 2008-2009 school year, about 40% of students

with EBD received their education in general education classrooms

23% in separate classrooms 13% in special schools 2% in correctional facilities 2% in residential schools 1% in home or hospital placement

Most students with emotional or behavioral disorders have serious problems that require intensive intervention

A major challenge is arranging an environment in which academic and social skills can be learned at acceptable rates while protecting the safety of all children




Challenges, Achievements, and Advocacy Revising the federal definition of this disability

so all eligible children receive needed special education and related services

Establishing a national resolve and commitment of resources sufficient for large scale programs of early detection and prevention

Closing the gap between what is known about effective special education for students with EBD and what those students experience each day in the classroom




Classroom Management Many school districts in NJ use the

Charlotte Danielson Model for observations.

Classroom Environment (one of four domains)

Creating an Environment of Respect and Rapport

Establishing a Culture for LearningManaging Classroom ProceduresManaging Student BehaviorOrganizing Physical Space

http://www.danielsongroup.org/article.aspx?page=frameworkforteaching




Creating an Environment of Respect and Rapport

The distinguished teacher… The teacher demonstrates about individual

students’ lives beyond class and school. There is no disrespectful behavior among

students. When necessary, students respectfully

correct one another. Student participate without fear of put downs

and ridicule from either the teacher or other students.

Teacher respects and encourages students’ efforts.





Establishing a Culture for Learning Communicates passion for the subject. Conveys the satisfaction that

accompanies a deep understanding of complex content.

Students indicate through their questions and comment a desire to understand the content.

Student initiate in improving the quality of their work.

Students correct one another in their use of language.





Managing Classroom Procedures With minimal prompting by the

teacher, students ensure that their time is used productively.

Students take initiative in distributing and collecting materials efficiently.

Students themselves ensure that transitions and other routines are accomplished smoothly.





Managing Student Behavior

Student behavior is entirely appropriate; any student misbehavior is minor and swiftly handled.

The teacher silently and subtly monitors student behavior.

Students respectfully intervene with classmates at appropriate moments to ensure compliance with standards of conduct.





Organizing Physical Space Modifications are made to physical

environment to accommodate students with special needs.

There is a total alignment between the learning activity and the physical environment.

Students take initiative to adjust the physical environment.

The teacher and students make extensive and imaginative use of available technology. http://www.danielsongroup.org/

article.aspx?page=frameworkforteaching







Feds Call On Schools To Address Discipline DisparitiesBy MICHELLE DIAMENTJanuary 9, 2014

The Obama administration is issuing new guidance to schools in an effort to reduce the number of minorities and kids with disabilities who needlessly wind up in the hands of law enforcement.Students with disabilities and those from minority groups are disproportionately suspended or expelled, often for petty violations of school rules, federal officials say. The new guidance developed by the U.S. Department of Education and the Department of Justice is designed to ensure that discipline policies are fair, effective and do not violate students’ civil rights.“A routine school disciplinary infraction should land a student in the principal’s office, not in a police precinct,” said Attorney General Eric Holder who called out “zero-tolerance” policies that can unintentionally make students feel unwelcome in their schools.“As it stands, far too many students across the country are diverted from the path to success by unnecessarily harsh discipline policies and practices that exclude them from school for minor infractions,” Holder said. “Alarming numbers of young people are suspended, expelled or even arrested for relatively minor transgressions like school uniform violations, schoolyard fights or showing ‘disrespect’ by laughing in class.” Continued, next slide

http://www.disabilityscoop.com/author/michelle-diament/




Specifically, the guidance indicates that school personnel — not security staff or law enforcement officers — should be responsible for handling routine discipline. School staff should be trained on all disciplinary policies and there should be opportunities for students and parents to develop trusting relationships with security personnel, officials said.Though children in special education represent just 12 percent of all the nation’s students, they account for roughly 20 percent of suspensions and expulsions and nearly a quarter of students experiencing school-related arrests, according to the federal guidance.In addition to a “Dear Colleague” letter outlining the responsibilities schools have in administering discipline fairly, federal officials unveiled a resource directory to help schools develop better discipline policies. They also launched an online tool with information about applicable laws and regulations nationwide.Additional resources specific to helping schools and teachers use appropriate discipline with students with disabilities are also in the works, officials said.

Here is a copy of the guidelines: http://www2.ed.gov/policy/gen/guid/school-discipline/appendix-1-directory.pdfHere it the online toolkit with resources and training links. http://safesupportivelearning.ed.gov/school-discipline-compendium

http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201401-title-vi.pdf

http://www2.ed.gov/policy/gen/guid/school-discipline/appendix-1-directory.pdf

http://safesupportivelearning.ed.gov/school-discipline-compendium






http://www2.ed.gov/policy/gen/guid/school-discipline/appendix-1-directory.pdfGUIDELINEIntroduction School climate is a multi-faceted concept that describes the extent to which a school community creates and maintains a safe school campus, a supportive academic, disciplinary, and physical environment, and respectful, trusting, and caring relationships throughout the school community.1 Research shows that creating a positive school climate can help districts, schools, and teachers meet key goals, including boosting student achievement and closing achievement gaps;2 increasing high school graduation rates;3 decreasing teacher turnover and increasing teacher satisfaction;4 and turning around low-performing schools.5 Positive school climates also enhance safety in the school and community by increasing communication among students, families, and faculty,6 and reducing violence and bullying.7 The U.S. Department of Education (ED) and other federal agencies, including the U.S. departments of Justice and Health and Human Services, have invested in developing and maintaining a breadth of resources and services for improving school climate and discipline to help ensure safe and supportive learning environments. The information and tools in this directory can be used to develop supportive classrooms and schools that prevent misbehavior, and support the diversity of student needs, including social and emotional skills development and mental health services. To help educators, district officials, and other education stakeholders to better access these resources from across the federal government, ED has developed this directory of pre-k–12 school climate and discipline resources, including those developed by technical assistance centers funded by federal agencies. Specifically, the directory includes titles, electronic links, descriptions, and other relevant information for a range of resources related to research and monitoring, training products and tools, technical assistance centers, federal policy and guidance, and federal initiatives related to school discipline and school climate.




http://safesupportivelearning.ed.gov/school-discipline-compendiumSchool Discipline Laws and Regulations Compendium

This Compendium is designed to help state and local policymakers as well as school-level personnel better understand the current school discipline practices in our country. It provides information on school discipline laws and administrative regulations for each of the 50 states, Washington, D.C., and Puerto Rico effective as of May 2013. (See Notes & Disclaimers below.)For each of the jurisdictions, state-level discipline related statutes and regulations and (if available) state-sponsored websites or resources are included. The collected discipline laws and regulations for each jurisdiction have been categorized by the type of specific discipline issue they address. Information is available in two formats:School discipline laws and regulations compiled by categorySchool discipline laws and regulations compiled by stateUsers may also download the full Discipline Laws and Regulations Compendium (PDF).

ResourcesEmotional and Behavior Disorder Linda C. Schrenko. http://www.grandviewlibrary.org/CurriculumAdaptations/Specific_Emotional_Behavior.pdf

Functional Behavioral Assessment (and BIP) and AnalysisMultimodal functional behavioral assessment: http://mfba.net/forms.html Functional Behavior Assessment Forms: http://www.1edweb.com/fba%20forms.htm Chris Borgmeier, Ph.D. Portland State University http://www.ode.state.or.us/teachlearn/conferencematerials/sped/2006/fbabspformspacket.pdf

Functional Behavioral Analysis: http://www.tcsea.org/downlaods/FBAform.pdf ABC http://www.nemours.org/content/dam/nemours/www/filebox/service/support/parentingtips/10behavchart.pdf

ABC http://www.specialconnections.ku.edu/?q=behavior_plans/functional_behavior_assessment/teacher_tools/antecedent_behavior_consequence_chart

ABA and other behaviors: Videos to change behavior: https://www.youtube.com/user/butterflyeffects/videos?view=0DANIELSON MODELhttp://www.danielsongroup.org/article.aspx?page=frameworkforteaching

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