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CEP240 Presentation- Emotional Impairment

Jordan Sarder

on 28 April 2010

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Transcript of CEP240

IDEA Definition Inability to learn that can't be otherwise explained inability to build or maintain relationships
with peers and teachers
inappropriate types of behavior
or expression of feelings
pervasive mood of unhappiness
or depression
physical symptoms or fears associated
with personal/school problems
Includes schizophrenia but excludes
social maladjustment
National Coalition on Mental Health and Special Education Definition More than a temporary, expected
response to stressful events Consistently exhibited in two different
settings, one of which is school Unresponsive to direct intervention in general education May include schizophrenia, affective disorders,
anxiety disorder, or conduct disorders
Emotional and behavioral disorders can co-exist with other disabilities.
Students with Emotional
and Behavior Disorders Prevalence of Emotional and Behavior Disorders Fourth largest disability category in IDEA
About 8% of all students receiving
special education
African American students are over-represented in this category
Far more males than females are identified as having emotional and behavior disorders
One or more of the following characteristics,
over a long period of time, to a marked degree,
which adversely affects a child’s educational performance :
A disability characterized by behavioral or emotional responses
so different from appropriate age, cultural, or ethnic norms that
they adversely affect educational performance (academic, social,
vocational, and personal skills)
IDEA continued uses the term Emotional Disturbance or ED
to classify such students Many in the profession find that term carries a strong negative connotation and would rather use the term Emotional and Behavior Disorder Other terms may also be used. Such as:
Emotionally Disabled (ED)
Behavior Disordered (BD)
Emotionally Impaired (EI)
Seriously Emotionally Impaired (SEI)
Fitting the Definition First: The problem has to occur for a length of time, to a marked degree, and negatively affect performance.
Second: Only students who meet the 5 areas specified in the definition are considered to have a disability
Third: There is an exclusionary clause. This means some students do not qualify under the terms specified by the definition.
For example: Socially Maladjusted
In 2002 480,187 students age 6-21 received special
education services as emotionally disturbed
BiologicalCauses Genetics Brain Injury Depression
Schizophrenia Environmental Toxins
Poor Nutrition
Psychosocial Factors Chronic Stress

Stressful life events

Childhood Maltreatment

Additional Family Factors
Emotional and Social Characteristics Cognitive and Academic Characteristics Internalizing Behavior Withdrawn or directs their feelings inward
Externalizing Behavior Displaying their behaviors outwardly; sometimes towards other students or teachers
Identifying the Disorder Formal Assessment Classroom Assessment
Other Assessment Strategies
Medical Information
Strengths-Based Assessments
1. Does the student have one or more of the characteristics in the definition of emotional disturbance?

2. Do the student’s characteristics, as assessed, adversely affect educational performance?

3. Can social maladjustment be eliminated as the sole cause of the student’s behavior problems?
Receiving Education This group of children receives their education in all the service delivery options described in IDEA, more so than any other group of students with disabilities.
28% of students are in general education for 80 percent or more of the school day.
~30% are in a self contained special education classes
18% are educated in separate schools or other facilities
Inclusion and Educational Practices Inclusion Practices 1. Curriculum

2. Social Rejection

3. Mental Health treatment
Educational Practices 1. Prevention

2. Early Intervention

3. Positive Behavior Supports (PBS)

4. Collaboration
Deeper look into Collaboration Interagency Collaboration or Wraparound Services
Based on a System of Care Approach: an approach to interagency collaboration based on coordinated network of service providers that is child and family centered, community based, and sensitive to cultural diversity
The system of care approach is guided by 10 different principles.

Overall the system of care is based on an understanding that collaboration among families, professionals, and community is the most effective way to address the needs of the student
Intervention Requirements (IDEA) Both of these are required for ALL students with behavior problems whether their disability involves emotional disturbance or not
Functional Behavior Assessment (FBA)
Behavior Intervention Plans (BIP)
Functional Behavior Assessment 1. Identify the problem behavior

2. Describe in detail the setting in which the behavior occurs

3. Gather information about the behavior using different techniques

4. Review the data

5. Form a hypothesis about the function of the behavior
Behavior Intervention Plan Classroom Interventions A few examples of other interventions besides the FBA and BIP
Peer-Meditated Instruction

Teacher-Led Instruction
Family Perspectives First: Many times, not all, but many families with children with emotional and behavior disorders are from low income or single parent families

Second: Not adequate or proper communication between parents and teachers. Frustration is likely

Third: There is limited, if any, advocacy groups for parents with children that have an emotional and behavior disorder
Positive Relationships Parent Education

Support Groups Trends The Problem of Access
Creating A Promising Future Cost
Cannot get services they need
Trying to strengthen services for these students
A set of strategies designed to address the function of the behavior in order to change it. Negative consequences, or punishment, although not eliminated completely, usually are employed only in partnership with positive behavior supports and only if no other effective approaches can be found Low average to average cognitive ability
Significant academic difficulties
Highest dropout rates of any disability category
Other Considerations The Diagnostic and Statistical Manual of Mental Health contains definitions of specific emotional disorders. A few of these include: Anxiety Disorder
Disruptive Behavior Disorder

Eating Disorders
Mood Disorders
Tic Disorders
Attention deficit-hyperactivity disorder (ADHD)
Oppositional defiance disorder (ODD)
Conduct disorder
Works Cited Friend, M. (2007). Special Education: Contemporary Perspectives for School Professionals. Alexandria, VA: Prentice Hall. Collaboration at Work http://www.naset.org/emotionaldisturbance2.0.html#c9040 National Association of Special Education Teachers: Emotional and Behavioral Disorders. (n.d.). National Association of Special Education Teachers: Teachers Teaching Exceptional Children. Retrieved April 10, 2010, from http://www.naset.org/emotionaldisturbance2.0.html#c9040
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