EDBD

• EDBD is hard to diagnose in elementary schools because children's behavior changes quickly and often. Also because when they internalize their problems they go unnoticed by teachers and parents.

Screen Testing

• Child behavior check list
• Behavioral and Emotional Rating Scale
• Systematic Screening for Behavioral Disorders
• Direct Observation and Measurement of Behavior
• Functional Behavioral Assessment
• Indirect
• Descriptive
• Functional

Anxiety disorders are a broad category of conditions defined as a maladaptive emotional state or behavior caused by excessive and often irrational fears and worries.

• Excessive, unrealistic worries, fears, and tension that lasts six months or more
• Symptoms include: restlessness, fatigue, difficulty concentrating, muscular aches, insomnia, nausea, excessive heart rate, dizziness, and irritability
• Interferes with daily activities
• Students may be very hard on themselves/perfectionists
• May see constant approval or reassurance

• Characteristics and symptoms:
• Pervasive sad mood and sense of hopelessness
• Social withdraw, irritability, worthlessness, inability to concentrate, loss of interest in normal activities, drastic change in weight
• Depression is not a temporary reasonable response to life circumstances like grief over the death of a family member
• About 20% of school aged students experience depression
• Girls are twice as likely to experience depression as boys
• Often over shadowed by externalized behavioral disorders

• formerly called manic-depressive disorder
• peak ages between 15-19 for first symptoms, years may lapse between the first and second episodes, but time periods will grow smaller in between subsequent episodes.
• alternates between depressive episodes and manic episodes
• manic episodes symptoms
• excessive egotism
• very little sleep needed
• incessant talkativeness
• rapidly changing thoughts
• uncontrolled thinking
• easily distracted
• participation in personally risky activities
• some patients reluctant to treat, enjoy euphoria of manic episodes.
• minimize the extent of episodes
• regular patterns of everyday life help in stabilizing bipolar - ROUTINE.
• medication is effective in acute cases; prevents future episodes, provides stabilizing between episodes

Bipolar

Identification

Prevalence

• Estimates vary greatly because different criteria is used to decide what constitutes these disorders
• Studies show that between 3% and 6% of school-age children have serious emotional or behavioral disorders
• Fewer children are being served than these estimations (only 1% of school-age population)
• More than three-fourths are boys
• Likely to exhibit externalizing behaviors (antisocial, aggressive)
• Girls are more likely to exhibit internalizing behaviors (anxiety, social withdrawal)

Characteristics

Two dimensions: Internalizing and Externalizing

Internalizing:

• too little social interaction with others
• in danger of not being identified
• lack social skills
• fearful of things without reason
• limits social opportunities

Externalizing:

• most common exhibition
• also termed "antisocial"
• exhibit
• yell, talk out, curse
• disturb peers
• leave seat
• Noncompliance
• best single predictor of delinquency in adolescence

Academics

Conditions

• Individualized
• Phobias, Anorexia, Bulimia, PTSD, schizophrenia, Tourette's
• Anxiety, Depression, Bi-polar
• See pg. 202-203 for specifics

• students perform one or more years lower
• achievement deficits worsen as student grows older
• highest absentee rate
• only 1/3 graduate with a diploma
• 60% drop out
• its a cycle
• teachers can help or harm by instruction
• many have learning disabilities and/or language delays

Juvenile Delinquency

• Students with EDBD are 13.3 times more likely to be arrested during their school careers than students without disabilities.

Anxiety

EDBD

Emotional Disorders and Behavioral Disorders

Causes

Suspected causes can be grouped into two major categories: biological and environmental.

Definition

Environmental Factors

Biological Factors

Hannah Dunlap, Lauren Eland, Alina Santiago

Home

• Relationship with parents during child's early years
• Students with emotional or behavioral disorders likely to come from difficult homes with negligent parents

School

• Emotional or behavioral disorders not usually identified until students are in school
• A teacher's actions can maintain and even strengthen emotional or behavioral disturbances, even if the teacher is trying to help

Community

• Students who associate with peers with antisocial behavior are more likely to have trouble in community and school
• Factors that contribute to this: gangs, drugs and alcohol, sexual activity

Brain Disorders

• Result of brain dysgenesis or brain injury
• Majority of children with these disorders show no evidence of brain disorder or injury

Genetics

• Research shows genetic links, strongest support for schizophrenia

Temperament

• A person's behavioral style or typical way of responding to situations
• Difficult temperament increases likelihood of behavior problems later in adolescence
• Does not cause emotional or behavioral disorders, but might predispose a child to problems with interacting with environmental factors

Pathway of Risks

A disability that is characterized by emotional or behavioral responses in school programs so different from appropriate age, culture or ethnic norms that the response adversely affect educational performance.

Qualifiers:

• disordered behavior is socially constructed
• Ethnic and cultural groups have different norms and expectations that will change the way people see "emotionally disturbed" individuals
• EDBD often occurs alongside another disorder making causation hard to determine

It's impossible to identify a single factor that could've caused an emotional or behavioral disorder.

Most behavior problems are caused by exposure to a variety of family, school, and societal risk factors.

Depression

Educational Approaches

Social Skills

Academic Skills

• Course schedules are almost identical to those of students in general education
• foreign language is often omitted from their requirements
• Most students with EDBD make great progress with explicit systematic instruction
• Don’t ignore noncompliance and disruptive outbursts
• DO NOT provide students with limited academic instruction
• Easier tasks
• Fewer opportunities to respond
• Lowered expectations

• Need to be able to
• Control temper in conflicts with peers
• Control temper in conflicts with adults
• Follow directions
• Attend to teacher’s instructions
• Easily make transitions from one classroom activity to another
• Social skills training is effective and some school make this an available course for students with EDBD

Researched based Practices

• 4 strategies
• Teacher praise
• High rates of active response by students
• Clear instructional strategies, including direct instruction
• Positive behavior supports, including school wide, functional assessment-based individual plans and self-management
• Using punishment as a way to control misbehavior is not effective
• Do not teach the student the desired behavior
• Define and state behavioral expectations
• Explicitly teach behavioral expectations
• Acknowledge and reward appropriate behavior

Emotional and behavioral disorders