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Teaching Students with
Emotional & Behavioral
Disorders
Chapter 5
Presented by: Laurie Zinn
What is ED/BD?
• The label emotional or behavioral
disorders is commonly used for students
whose behavior falls considerably outside
the norm (Forness, 2004)
• Though the Council for Children with
Behavior Disorders has recommended
that the definition of ED not eliminate the
socially maladjusted, this change has yet
to be made (Coleman & Weber, 2002)
The Federal Definition of
Emotional Disturbance
• The term “emotionally disturbed” means a condition exhibiting
one or more of the following characteristics over a long period
of time and to marked degree, which adversely affects
educational performance including:
– (A) An inability to learn that cannot be explained by intellectual,
sensory, or health factors
– (B) An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers
– (C) Inappropriate types of behavior or feelings under normal
circumstances
– (D) A general pervasive mood of unhappiness or depression
– (E) A tendency to develop physical symptoms or fears associated
with personal or school problems
• The term includes children who are schizophrenic. The term
does not include children who are socially maladjusted, unless
it is determined that they are emotionally disturbed
Prevalence of Students with
Emotional/Behavioral Disorders
• Current reports of prevalence of emotional and
behavioral disorders in the general population
range from 10%-20% of the school-age
population (Kauffman, 2005)
• Fewer than 1% of students receive special
education services for ED. Of those students,
less than half are identified in elementary
school (US Department of Education, 2001)
• Students with emotional or behavioral disorders
are regarded as underserved
Reasons for Underidentification
• Social stigma is associated with the label
“seriously emotionally disturbed”
• Eligibility for categorization as ED is not
clearly defined
• The identification process lacks uniformity
• Co-morbidity, or the presence of multiple
disabilities can make identification difficult
More Reasons for
Underidentification
• A lack of funding may limit school districts’
willingness to identify and provide services
for these students
• There is often a lack of appropriate
services when students are identified, and
identification limits a school’s ability to take
disciplinary action against behavior
• Adequate assessment measures to
facilitate identification are few
Characteristics Of ED/BD
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Conduct Disorders
Aggression
Hyperactivity
Socialized Aggression
Immaturity
Depression
Anxiety-Withdrawal
Externalizing & Internalizing
Behaviors
• Externalizing behaviors: behaviors such
as aggression, hitting, acting out,
tantrums, and shouting that are readily
observable & tend to affect others
• Internalizing behaviors: behaviors such
as shyness, withdrawal, worry, tenseness,
or depression that tend to be readily less
observable and negatively affect the
individual exhibiting the behaviors
Understanding Externalizing &
Internalizing Behaviors
• Will help you to more accurately describe
your students’ behavior to professionals
• Will help you to respond appropriately to
your students
• The Diagnostic and Statistical Manual of
Mental Disorders (DSM-IV)- a
classification system published by the
American Psychiatric Association used to
diagnose & treat mental disorders
How does the Federal Definition of
ED Corresponding with Mental
Disorders in the DSM-IV
Classification System
• A. an inability to learn
that cannot be
explained by
intellectual, sensory,
or health factors
• B. an inability to build
or maintain
satisfactory
interpersonal
relationships with
• A. Learning
Disorders,
Communication
Disorders, ADHD
• B. Not Specifies in
DSM-IV, but an
element of other
disorders
ED Definition & DSM-IV
continued
• C. Inappropriate types • C. ADHD, Conduct
of behavior or feelings
Disorder,
under normal
Oppositional-Defiant
circumstances
Disorder, Bipolar,
Adjustment disorder
• D. Depressive
• D. A general
Disorders, Adjustment
pervasive mood of
disorders, other
unhappiness or
mental disorders w/
depression
depression
Continued . . .
• E. a tendency to develop
physical symptoms or
fears associated with
personal or school
problems
• Schizophrenia
(specifically included)
• Socially maladjusted
(only qualifies in
conjunction with other ED
Characteristics)
• E. Separation anxiety
disorder, anxiety
disorders, somatoform
disorders
(unsubstantiated feelings
of pain in limbs,
headaches, etc.)
• Schizophrenia, psychotic
disorders
• Conduct Disorder,
antisocial behavior
What Should be Considered When
Identifying Students with ED?
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Behavior-age Discrepancy
Frequency of Occurrence of Behavior
Number of Symptoms
Inner Suffering
Harm to Others
Persistence of Behavior
Lack of Self-Satisfaction
Severity & Duration of Behavior
Tips for Making Referrals for
Students with ED/BD
• Keep a journal that includes dates, times, and context of
behavior you regard as deviant/bizarre
• Be specific & use behavioral terms
• As much as possible, avoid including value judgments
• Keep parents informed and document parental contact &
descriptions of behavior at home
• Record relevant information from other teachers
• Keep samples of students work & a record of skills the
student can and cannot perform. Note if the students
academic performance is in consistent
Assessment
• Behavioral Objective Sequence Reports
(BOS) from Research Press
(www.researchpress.com)
– Helps educators assess behavior problems
and social skills deficits and develop detailed
interventions
• Functional Behavior Assessments (FBA)
– Identifies antecedents that cause behavior
and is used to develop intervention plans
STRATEGY #1
• DEVELOP A POSITIVE RELATIONSHIP WITH
THE STUDENT ABOUT 1 TOPIC
– gives you a personal connection with the student
about something they are an “expert” at
– you can tie in activities around the subject
– helps you “win” the student over
– Use humor to build relationships & decrease tension
– This shows the student that you care about them
– Trust is the foundation for success with students with
ED/BD
STRATEGY #2
• Maintain an Organized Physical Environment
– post a schedule (agenda) that provides a predictable
routine
– post classroom rules & consequences where students
can see them
– keep the classroom uncluttered, clean, attractive, and
uncrowded
– establish a personal physical space, desk, and
materials for each student
– establish a “safe place” for students to retreat to so
they may exercise self-control & walk away from bad
situations
STRATEGY #3
• USING A TIMER TO CHANGE BEHAVIOR
– purpose is to increase appropriate behavior and
reduce inappropriate behavior
– show the students the timer & explain that you will be
using it to look for on-task behavior
– discuss specifically what behaviors you are looking
for (ex: working, reading, etc.)
– set the timer to ring at different intervals. When the
timer goes off, on-task students get a point (or star,
sticker, etc.)
– gradually increase the intervals to longer periods of
time
Additional Tips For Teachers
• Respond to students
feelings and intentions
rather than behavior
• Listen
• Catch the student being
good
• Notice & recognize
improvement
• Positive calls home
• Create an emotionally
safe classroom
• Individualize supports &
services and base them
on student strengths
• Involve family as active
participants
• Don’t punish yourself for
mistakes; learn from them
One Last Thought . . .
• Approximately 50% of students with
emotional & behavior disorders drop out of
school and of those that remain, many
have difficulty finding and maintaining jobs
because of limited academic skills &
undesirable behaviors. Thus, there is a
great need for effective interventions to
help these students stay in school &
develop the academic & social skills
needed for graduation.
Helpful Websites/References
• Functional Behavioral Assessment Info
– www.pbis.org/english/Funtional_Assessment_of Behavior.htm
– http://cecp.air.org/fba/default.htm
• Behavior Management, Behavior-Intervention Plans, and
Classroom Management Tips
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www.behavioradvisor.com
http://ss.uno.edu/ss/homepages/cmanage.html
http://homepages.wmich.edu/~malott/rd/sm/layman1.html
www.drwilliampmartin.tripod.com/classm.html
http://specialed.about.com/cs/behaviordisorders/a/Behavior.htm