Download Module 2: Emotional Behavior Disorders

Guidance: Complex Emotional Behavior Disorders
Guidance intended for adults who may encounter students in and around school on a daily
basis (bus drivers, lunch room supervisors).
Learners with Emotional Behavioral Disorders (EBD) demonstrate one or more patterns of
behavior involving: Withdrawal or anxiety, depression, problems with mood or feelings of selfworth; disordered thought processes with unusual behavior patterns and communication styles;
or aggression, hyperactivity or impulsivity.
Patterns of Behavior:
Learners with EBD demonstrate one or all of several patterns of behavior, including:

Unsatisfactory educational progress.

An inability to demonstrate satisfactory social competence.

A history of significant impairments in the areas of interpersonal, academic, vocational,
and/or social skills.
Behavior as Communication
The fundamental tenets of behavior as communication are:

That behavior has a communicative intent.

The behavior has a communicative function that is serving to reinforce the behavior.

That communication is a form of behavior.

There is always reason for problem behavior.

There can be many reasons behind one specific behavior.

Adults can learn to interpret the communicative function and intent of behavior.
The function of the behavior involves the purpose that the behavior serves for the student. It can
either serve to access or avoid something (attention, activities or objects).
The communicative intent of the behavior involves what the behavior may be communicating.
We can hypothesize that the behavior may be communicating:

An emotional need.

A physical need.

An environmental need.

A need to escape or avoid something.

A communication need.
Rev. 5/7/15
Guidance

Complex Emotional Behavior Disorders
An issue with power and control.
Issues Related to Mental Health
Co-occurring mental health issues have a negative impact on the learners’ engagement at
school. Examples of some issues that may co-occur with learners with EBD include:
Anxiety
What you may see:
o
Excessive worry and fear.
o
Constant seeking of adult approval.
o
Easily panicked.
What may help:
o
Acknowledge and provide reassurance.
o
Teach relaxation techniques such as yoga or meditation.
Reactive Attachment Disorder
What you may see:
o
Rarely seeks and responds to comfort when distressed.
o
Unexplained irritability, sadness or fearfulness.
What may help:
o
Breaking tasks into small, manageable steps.
o
Ensuring learners have their own space where they can feel safe.
Oppositional Defiant Disorder
What you may see:
o
Frequent loss of temper with adults or peers.
o
Frequent defiance of requests or directions.
What may help:
o
Clear and concise directions.
o
Give learners two choices to choose from.
o
Consistent praise for positive behavior.
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Guidance
Complex Emotional Behavior Disorders
Obsessive Compulsive Disorder
What you may see:
o
Constant worry about contamination.
o
Fear for safety and security.
o
Superstitious behaviors.
What may help:
o
Acknowledgement and reassurance (without buying in to the obsession).
o
Flexible escape routes in stressful situations (a safe zone).
o
Advance notice of any changes.
Depression
What you may see:
o
Difficulty concentrating.
o
Sleeping a lot and appearing to ‘switch off.’
o
Social isolation.
What may help:
o
Scheduled check-ins.
o
Provide clear and explicit organization.
o
Constant reinforcement.
ADHD
What you may see:
o
Off task behavior.
o
Very strong reaction to sensory issues in the environment.
o
Inattention or very easily distracted.
What may help:
o
Clear expectations for students.
o
Establish and maintain predictable routines.
o
Minimize sensory stimuli (such as lighting, sound, smells, etc.).
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Guidance
Complex Emotional Behavior Disorders
Suggestions for Practice

Maintain the learner’s dignity - respond to challenging behaviors privately.

Respond consistently and fairly – follow the game plan.

Use short and clear directions.

Maintain a calm attitude and demeanor.

Provide specific praise and reinforcement.

If you have a question, talk with the school team.
References
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders.
Washington, DC: Author.
Yell, M. L., Meadows, N. B., Drasgow, E., & Shriner, J. G. (2013). Evidence Based Practice for
Educating Students with Emotional and Behavioral Disorders. Upper Saddle River, NJ:
Pearson.
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