EMOTIONAL/BEHAVIORAL DISORDERS

Definition
Many terms are used to describe emotional, behavioral or mental disorders.
Currently, students with such disorders are categorized as having an emotional
disturbance, which is defined under the Individuals with Disabilities Education Act as
follows: "...a condition exhibiting one or more of the following characteristics over a
long period of time and to a marked degree that adversely affects a child's
educational performance:
An inability to learn that cannot be explained by intellectual, sensory, or
health factors
An inability to build or maintain satisfactory interpersonal relationships with
peers and teachers
Inappropriate types of behavior or feelings under normal circumstances
A general pervasive mood of unhappiness or depression
A tendency to develop physical symptoms or fears associated with personal
or school factors.
-[Code of Federal Regulations, Title 34, Section 300.7(c)(4)(i)]
As defined by the IDEA, emotional disturbance includes schizophrenia but does not
apply to children who are socially maladjusted, unless it is determined that they
have an emotional disturbance. [Code of Federal Regulation, Title 34, Section
300.7(c)(4)(ii)]
Identification
Characteristics which identify an individual as having a behavior disorders are
demonstrated in a variety of settings, with little consideration or understanding of
social or cultural rules.
Academic characteristics
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
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
If a student demonstrates behaviors listed above they may be considered to have a
behavior disorder. A psychologist or behavior specialist is most likely to be able to
provide an appropriate diagnosis for a child, based on observations, check lists and
behavior documentation.
Causes
A brief description of contributing factors:
1. Biological factors. Certain biological conditions have been associated with
emotional disturbance and behavioral problems, as there appear to be genetic links

to depression and schizophrenia, as well as to nutritional deficits, certain physical

illnesses and injuries, and some neurological conditions.
2. Family factors. The environment in which children live can either help or hurt
healthy development, just as a childs behavior may have both negative and
positive influences upon other family members. Certain elements, too, within a
childs family may increase his or her risk for developing emotional disturbance or
behavioral problems. (Physical abuse, child neglect, sexual abuse, and emotional
maltreatment have all been associated with troubling behaviors in children.)
3. School factors. Generally, students with emotional disturbance and behavioral
problems tend to underachieve, in school. Learning problems put them at a
disadvantage in any school environment, particularly since many of these students
have not developed adequate social skills by the time they enter school, and poor
social skills may result in social rejection by both peers and teachers. This rejection
leads to further disinterest in school and even greater underachievement and
failure.
4. Community factors. Children are often exposed to stressors within their
communities. Exposure to crime and gang violence has often been linked to a
tendency to behave in ways associated with emotional disturbance and behavioral
problems.
Educational Recommendations
Teaching strategies for these students should be based on changing the behavior
itself. The system is often centered on discouraging the unwanted behavior and
rewarding/encouraging the desired behavior.
1. Specifically identify the behavior which needs to be changed.
2. Create a baseline of the observed behavior.
3. Closely examine the information in the baseline and evaluate what has been
observed and documented
4. Develop short and long term goals for the student. In the plan create a
reward system to be used. Such as: give student a check mark for every 15
minutes behavior is appropriate. When the student receives 8 checks they
may have 10 minutes of computer time.
5. Reevaluate the plan for effectiveness. Has the behavior reduced occurrence
in a variety of settings?
6. Make modifications in the behavior plan to reinforce the desired outcome.
A behavior modification chart is a widely accepted tool to help a child visually
understand the key behavior expectations and track their progress.
Appropriate Interventions
The educational programs for students with a serious emotional disturbance need to
include attention to:

mastering academics
developing social skills
increasing self-awareness, self-esteem, and self-control
Career education (both academic and vocational programs) is also a major
part of secondary education and should be a part of every adolescent's
transition plan in his or her Individualized Education Program (IEP).

Support the students inclusion. - Emotional disturbances, by their very nature,

can make it difficult for people to build or maintain satisfactory interpersonal
relationships. You can support the student with an emotional disturbance in subtle
but meaningful ways, especially during group work, cooperative learning activities,

peer interactions, and team projects. There may also be times to let the student
work alone, take a break, or have a hall pass for some quiet time apart.
Set clear behavioral rules and expectations for the entire class. - Students
with emotional disturbances are frequently the targets (rather than the initiators) of
other students misbehaviors. Having a stated, explicit classroom management plan
provides a solid structure by which both teacher and students can address
inappropriate behavior, understand consequences, and develop a shared approach
to behavior in class and toward one another. This IRIS training module may help you
set
up
such
a
plan.
Recognize
the
student's
accomplishments. - Some
students
benefit
from working toward a tangible goal on an hourly, daily, or weekly basis. With a
bonus points system, students earn points that can be saved up and cashed in for
rewards at a later time. When designing a point system for students with emotional
disturbance and behavioral problems, it is important to design the task and its time
frame to fit the points. If the payoff is too far into the future, the student may give
up on the task. Students may also be encouraged to record their progress on a chart
or record sheet that enables them to see their progress toward the goal.
Encourage organization and routine. - Teach students to keep track of their
assignments, grades, and targeted behaviors using reminders such as assignment
sheets, daily schedules and to-do lists. Help students manage their time by
establishing routines for making transitions between lessons, getting and putting
away materials, and requesting assistance. Students can have cue cards on their
desk or notebook to serve as visual cues for transition steps. Provide timemanagement reminders, such as 10-, 5-, or 2-minute warnings before clean-up time,
to establish time limitations for completing work.