Emotional and Behavioral Disorders

a.Emotional and behavioral disorders defined: The term means a condition exhibiting one or more of the following characteristics over a long period of time to a marked that adversely affects a child’s educational performance. (Special education cooperative) Emotional & Behavioral Disorders
What is normal? What is aberrant? Notice the differences in definitions and notice that for each definition there is a unique way of measuring normal and aberrant. There is no single, standard way of measuring social or emotional functioning. Judgments are always required to determine whether or not behavior is "abnormal". What may be considered deviant behavior in one culture may actually be the norm in another.
Note: (9% of all students receiving special education services are classified as having behavior disorders). 80% of all students identified as having emotional and behavior problems are educated in regular schools. Taking into consideration the prevalence rate of emotional and behavior problems, classroom teachers have to deal more with these students than any other disability group except those with learning disabilities.
Note: Most individuals with behavioral disorders are males.
Note: Behavior of students is cited as a primary reason for deciding to leave the teaching profession. Teachers often respond that they have to spend too much time on student behavior problems and not enough time on instruction. Social skills training is not typically taught in school and many schools have limited mental heath services for students.
Seriously Emotionally Disturbed (defined in IDEA)
The term serious emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance:
a) An inability to learn, which 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; or
e) A tendency to develop physical symptoms or fears associated with personal school problems
The term includes children who are schizophrenic or autistic. The term does not include children who are socially maladjusted unless it is determined that they are seriously emotionally disturbed. (IDEA, 1997, Federal Register, 42, (163), 42478)

B. Implication of teaching in each is of disability and modifications of teaching approaches-
Young people can have mental, emotional, and behavioral problems that are real, painful, and costly. These problems, often called “disorders,” are sources of stress for children and their families, schools, and communities. The number of young people and their families who are affected by mental, emotional, and behavioral disorders is significant. It is estimated that as many as one in five children and adolescents may have a mental health disorder that can be identified and require treatment. Mental health disorders in children and adolescents are caused by biology, environment, or a combination of the two. Examples of biological factors are genetics, chemical imbalances in the body, and damage to the central nervous, such as a head injury. Many environmental factors also can affect mental health, including exposure to violence, extreme stress, and the loss of an important person. We as elementary regular education teachers need to use a broad range of services to meet the needs of these young people and their families. To do this I will ask previous teachers about interactive techniques that previously have been effective with the students in the past. Determine whether the student is on medication, what the schedule is, and what the medication effects maybe on his/her in-class demonstration with and without medication. Use time-out sessions to cool off disruptive behaviors and as a break if the student needs one for a disability-related reason. Provide encouragement. Rewards more than punish in order to build self-esteem. Praise immediately all good behavior and performance. Change rewards if they are not effective for motivating behavioral change. Self-esteem and interpersonal skills are especially essential for students with serious emotional disturbance. As a elementary regular education teacher, I will be patient, sensitive, a good listener, fair, and consistent in my treatment of students. I will use a wide variety of instructional equipment which can be displayed for the students to look at and handle. When an interest in a particular piece has been kindled, as a elementary teacher regular education I will talk to the student about it and show him/her how to use it.I know from experience that aggressive students act as they do because of a subconscious desire for attention, and it is possible to modify their behavior by giving them recognition. By having the individual with the emotional disorder be in charge of an activity can often reduce the aggressiveness. I worked with a boy who had emotional and behavior disorders. He was up and down emotionally, crying one minute and laughing the next. I found that you just had to be kind and caring with him and he would respond. But he could be mean, by punching, hitting, and pinching. This was mainly when we was in a large group of students to much stimulus. I would have to let him sit on my lap or squeeze a ball. He needed a lot of one on one. Deep down I felt he wanted to be like the rest of the students but couldn’t because of his disorder. I will as kindergarten regular education teachers make sure I base my curriculum on the ability of each student. I will modify the assignments for those who need extra help. My classroom rules will need to be enforced consistently. All though making sure the discipline fits the “crime,” without harshness. Self-esteem and interpersonal skills are especially essential for all students with emotional disorders. For reading in my classroom it will be necessary to target specific prosocial behaviors for appropriate instruction and assessment to occur. Have students take turns, working with partner, following directions, reading in group or with others. Increasing positive relationships by means of rewards when they read appropriately, demonstrating appropriate reading. Using instructional strategies involving self control, self-reinforcement, self-monitoring, self-management, problem solving, cognitive behaviors modifications, and mental cognitive. Skills should be forced on teaching my students reading skills. When testing as a kindergarten regular education teacher I will be sensitive to the student’s reactions to the various aspects of assessments. I will put into my student’s portfolio several examples of work (quizzes, assignments, projects) that demonstrate knowledge of the subject matter of the unit of study. I will make special arrangements for the students with emotional disorder according to what their special needs are so that they do not compromise the integrity of the testing situation. As the kindergarten teacher I will stay on top of students progress through in formal assessment, don’t wait it’s too late to discover that there is a problem. Last I will provide a private room/smaller group setting/ alternative testing site. (with proctor present); alternatively screens to block out distractions. As kindergarten elementary regular education teacher I will do what it takes to make my students successful in reading or taking test, or whatever task is at hand.

“Issues surrounding students with emotional/behavioral problems really tear at the fabric of people’s value systems. They carry a feeling that when people are ‘bad,’they should be punished…All I know for sure is that if we think we’re going to solve the problem with punishment, we know we’re not going to get anywhere.”
􀂄Middle school principal

c. Technology
Web Sites
Beach Center on Disability (Dead Link) Positive Behavioral Factsheets -- Summaries that deal with common behavioral concerns for parents, caregivers, and teachers.
Center for Effective Collaboration and Practice (CECP) : Improving Services to Children and Youth with Emotional and Behavioral Problems Information and links for the education community.
National Information Center for Children and Youth with Disabilities (NICHCY) Information on supports and services for families. Produces Positive Behavioral Support: A Bibliography for Schools and Positive Behavioral Support in the Home and Community: A Bibliography for Families.
PACER Center Excellent materials on emotional and behavioral concerns.
Assistive Technology for Behavioral Support
Assistive Technology that might be useful for a person with behavior disorders includes:
Electronic calendars with prompts for scheduled events.
Paging systems (beepers) linked to flexible computer programs that send reminders about events, expected behavior, or reinforcement statements.
Devices that reduce the frustration that can lead to behavioral problems.
For information about assistive technology devices and where to get them, call InfoTech at 1-800-331-3027, or visit http://www.uiowa.edu/infotech.
D. References
http://www.healthcare.uiowa.edu/cdd/multiple/rl/RL_behavdisorder.asp
http://www.csun.edu/cod/conf/2005/proceedings/2466.htm
http://specialed.about.com/cs/behaviordisorders/a/Behavior.htm
http://mentalhealth.samhsa.gov/publications/allpubs/CA-0006/default.asp

(IDEA, 1997, Federal Register, 42, (163), 42478)
Special education cooperative