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Although most students are disruptive occasionally, some students’ behaviors and emotions result in significant problems for themselves, their peers, and their teachers.
Although emotional and behavioral problems may result in serious actions, most often, these students have problems associated with acting out and disruptiveness.
The field of E/BD is plagued by definitional problems. These problems include: the many different conceptual models in the field; the different purposes for definitions; the difficulties in measuring both emotions and
behavior; the range and variability of normal and deviant
behavior; the complex relationship of E/BD to other disabilities;
and the transient nature of many emotional/behavioral
• The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked extent, which 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 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 or school problems.
(ii) The term includes children who are schizophrenic. The term does not include children who are socially maladjusted unless it is determined that they are seriously emotionally disturbed.
“Students with behavior problems are ones who, after receiving supportive educational services and counseling assistance available to all students, still exhibit persistent and consistent behavioral disorders that consequently interfere with their productive learning processes as well as those others. The inability of these students to achieve adequate academic progress and satisfactory interpersonal relationships cannot be attributed primarily to physical, sensory, or intellectual deficits.”
Classification Systems Diagnostic and Statistical Manual of Mental Disorder
(DSM-IV) Divides disorders into clinical subtypes Used by psychiatrists and mental health professionals Differs from the federal special education definition
Quay and Peterson Identifies six major subgroups of children with E/BD:
Academic problems often are a key concern. Students with E/BD frequently are observed to
exhibit: Below-average achievement in content area courses Deficits in basic academics A general lack of motivation in school Deficiencies in school-related skills such as note-
taking and test-taking. Academic problems may be most pronounced
Higher rates of contact with police, arrests, and incarceration
Significant problems with reading and math High school dropout rates Poor community adjustment High rates of unemployment Persistence of mental health problems More likely to be hospitalized for behavioral
“Strength-based assessment is defined as the measurement of those emotional/
behavioral skills and characteristics that
create a sense of personal accomplishment; contribute to satisfying relationships with family members, peers, and adults; enhance one’s ability to deal with adversity and stress; and promote one’s personal, social, and academic development” (Epstein & Charma, 1998, p. 3).
A key issue is field of E/BD is the relationship between the disability and the behaviors that are exhibited in school.
Under IDEA guidelines, educators must determine whether the behavior in question is a manifestation of the student’s disability.
The key question is whether the student’s disability impairs his or her ability to control behavior
The purpose of this mandate is to prevent the misapplication of disciplinary actions to students whose disability is directly related to their misbehavior.
Students with E/BD present special challenges for teachers.
General education teachers and special education teachers need to collaborate to develop and implement effective intervention programs.
Consistency in behavior management and other strategies is critical.
As more students are included in general education classrooms, many students with E/BD are being reintegrated into general classrooms from more restrictive settings.
Physical Accommodations Arrange traffic patterns to lessen contact and disruptions. Arrange student desks to facilitate monitoring of students at all times. Physically locate students with disruptive tendencies near the teacher’s primary
location. Create spaces where students can do quiet work.
Good Behavior Game Contingency Contracting Individual Behavior Management Plans Reinforcement Programs
Differential reinforcement of zero rates of undesirable behaviors Differential reinforcement of incompatible behaviors Differential reinforcement of lower rates of behavior Differential reinforcement of communicative behaviors
Plans IDEA requires school personnel to develop a behavioral intervention plan for
students with disabilities who exhibit chronic behavior problems. This plan should be developed as part of the IEP process. The plan should include strategies to address significant behavioral