Chapter 6 Learners with Emotional or Behavioral Disorders

1. Chapter 6 Learners with Emotional or Behavioral Disorders Eileen B. Raymond

2. Who are These Learners? • Serious emotional disturbance (IDEA 1975) • Emotional Disturbance (IDEA 1997) • Learners who respond to the environment in ways that are: • Socially unacceptable (behavioral disorder) • Personally unsatisfying (emotional disorder) • Emotional or Behavioral Disorders

3. IDEA Definition of Emotional Disturbance • One or more problem behaviors • Existing over a long period of time • To a marked degree • Adversely affecting educational performance • Does not apply to children who are socially maladjusted unless they also have emotional disturbance

4. What is a “Problem Behavior?” • According to IDEA, “problem behaviors” include one or more of the following: • An unexplained inability to learn • Unsatisfactory interpersonal relationships • Inappropriate types of behavior or feelings • Pervasive unhappiness or depression • Physical symptoms and fears

5. What is Social Maladjustment? • Different people say it means: • Conduct disorders (DSM IV-TR) • Volitional problem behavior, chosen • Inappropriate behavior and/or problems with interpersonal relationships (2 of the IDEA criteria) • Behavior resulting from deviant or inappropriate socialization in home or community • There is no consensus on a definition.

6. So what does this mean? • What are the implications of excluding learners from needed services? • How important is knowing the source of the problem behavior? • What are the implications of the learner choosing the problem behavior? • How is it possible to include a student using IDEA behavioral guidelines and then deny services due to “social maladjustment?

7. What does Bower say about the social maladjustment exclusion in IDEA? To use a definition that operationally and conceptually defines emotional disturbance by their social maladjustments, then disqualifies them on the same basis, fits Tweedledee’s logic, “If it was so, it might be; and if it were so, it would be; but as it isn’t, it ain’t.” (Bower, 1982, p. 58)

8. Concerns with IDEA Definition • “Adversely affects educational performance” is not defined; does it just mean low grades? • The exclusion of social maladjustment contradicts the rest of the definition. • Variable rates of identification in different states suggest problems with the definition. • Terminology describing these learners does not match the language used by medical personnel, complicating communication.

9. An Alternative Definition of Emotional Disturbance(Mental Health and Special Education Coalition, 1991) • Refers to behavioral or emotional responses • so different from age-appropriate, ethnic, or cultural norms • that they adversely affect educational performance • and which • are more than a transient, expected response to environmental stresses • persist even with individualized interventions • occur in at least two settings • can co-exist with other disabilities • Identification is based on multiple sources of data.

10. Behavioral Assessment(adapted from Wood, 1982) • The “Disturber” Element • The Problem Behavior • The Setting • The “Disturbed” Element • The Functional Element

11. Prevalence of Emotional Behavioral Disorders • Prevalence rates in the literature range from 0.5 % to 30% • 7-8% are estimated to have emotional behavioral disorders, with 2-3% of those affected academically (U.S. DOE,1994) • Less than 1% are currently being served in US schools (2004). • 2004 rates range from .12% (AR) to 1.58% (VT). • Adolescents have higher rates of EBD.

12. Why are Learners with EBD Underserved in School Programs? • Behaviors are seen as discipline problems, not disabilities. • EBD elicits little sympathy or empathy for such students. • Parents feel blamed; resist the label of emotional disturbance. • Students with depression are simply overlooked.

13. Additional Reasons for Underserving EBD Students • Schools are often concerned that identification will restrict their ability to discipline these students. • Services are often costly. • Shortages of personnel prepared to deal with these students limit available placements.

14. Bower’s (1960) Continuum ofEmotional Behavioral Disorders • Normal problems associated with everyday living • Emotional problems due to normal crises or stressful personal or family experiences • Emotional maladjustment beyond normal expectations; can be addressed with support in general education classrooms • Fixed or recurring symptoms of emotional maladjustment requiring more intensive assistance • Fixed, recurring symptoms of emotional difficulties that may be better served in a residential setting

15. Biological Factors Associated with EBD • Brain injury • Genetic predispositions • Temperament • Physical illnesses GENERAL PRINCIPLE: Emotional behavioral disorders result from a complex interaction of factors.

16. Family Factors Associated with EBD • Parenting styles • Family dysfunction • Substance abuse GENERAL PRINCIPLE: Emotional behavioral disorders result from a complex interaction of factors

17. Environmental Factors Associated with EBD • School failure • Lack of relevance in curricula • Classroom management conflicts • Mass media GENERAL PRINCIPLE: Emotional behavioral disorders result from a complex interaction of factors

18. Externalizing BehaviorsOvert, Under-socialized Behaviors • Fighting • Being destructive and disruptive • Bullying • Swearing

19. Externalizing BehaviorsCovert, Socialized Behaviors • Cheating • Lying • Stealing • Truancy • Gang activity • Using alcohol or drugs

20. Internalizing Behaviors • Anxious • Fearful • Shy • Depressed or sad • Worries excessively