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Emotional Behavior Disorder
Transcript of Emotional Behavior Disorder
What is Emotional Behavior Disorder?
How do you identify EBD students or those at risk?
How do you address the needs of EBD students?
Present an overview of EBD
Identify social and academic characteristics of EBD students
Discuss the process of improvement for EBD students
Explore teaching implications
The term "emotional or behavior" disorder means a disability that is characterized by emotional or behavioral responses in school programs so different from appropriate age, cultural, or ethnic norms that the responses adversely affect educational performance, including academic, social vocational or personal skills; more than a temporary, expected response to stressful events int he environment: consistently exhibited in two different settings, at least on of which is school-related; and unresponsive to direct intervention in general education, or the condition of the child is such that general education interventions would be insufficient.
The term includes such a disability that co-exists with other disabilities.
The term includes a schizophrenic disorder, affective disorder, anxiety disorder, or other sustained disorder of conduct or adjustment, affecting a child if the disorder affects educational performance as described in paragraph (1)
Obsessive Compulsive Disorder
Like all classified disabilities, students must go through a screening process to be identified with an emotional or behavior disorder.
Teacher or parent report signs of EBD
Intervention assistance team collaborates with the general education teacher
RTI is utilized as an early intervention tool
Planning Individual Education Program
A variety of assessment tools and strategies are used to provide information to help determine if a student’s education is significantly impacted by their behavioral manifestations.
Obtain parental consent for testing
Direct Observation and Measurement of Behavior Assessments
Functional behavioral assessment (FBA)
Indirect Functional Behavior Assessment
Descriptive Functional Behavior Assessment
ABC recording technique
Provide effective instruction for effective classroom behavior management
Direct instruction on Social Skills Training (SST)
Promote self-awareness, self-control, self-reliance, and self-esteem
Why should you be concerned with the improvement of EBD students?
What are teaching best practices for EBD students?
High rates of response opportunities during instruction
Positive Behavior Support
School-wide system for Positive Behavioral Support
Proactive Strategies for Preplanned Behavioral Interventions
1. Externalizing Behavior
2. Internalizing Behaviors
Get out of their seats
Yell, talk out, and curs
Hit or fight
Ignore the teacher
Do not comply with directions
Have temper tantrums
Lack social skills needed to make friends and have fun
Retreat into daydreams and fantasies
Develop fears and phobias without reason
Go into deep bouts of depression
1. Biological Factors
2. Environmental Factors
1. Brain Disorder
3. Temperament/Behavior Style
Parents are inconsistent disciplinarians
Use harsh excessive punishment to manage behavior
Spend little time engaged in prosocial activities
Shows little love and affection for good behavior
Ineffective instruction that results in academic failure
Unclear rules and expectations for appropriate behavior
Infrequent teacher praise for academic and social behavior
Associate with peers with antisocial behavior
Suffer from rug and alcohol abuse
Engage in deviant sexual behavior
Associate with gangs
Conduct disorder is
than girls, with studies indicating that the rate among boys in the general population ranges from
6% to 16%
rate among girls ranges from 2% to 9%.
Show lower levels of empathy toward others
Participates in fewer curricular activity
Have difficulty holding conversations
Have difficulty expressing feelings
Have difficulty responding to failure and criticism in positive/constructive ways
More EBD students score in the slow learner or mild intellectual disabilities rang on IQ tests than students without disabilities.
Disruptive behavior of EBD students interferes with opportunities to learn
It is estimated that the average student actively attend to a task 85% of time, and EBD students attend to tasks about 60% of the time
Defines, teaches, and supports appropriate behaviors
A team-based approach is used when implementing a school-wide system of positive behavior support
Includes 6 characteristics
1. Behavioral expectations are stated
2. Behavioral expectations are defined and taught
3. Appropriate behaviors are acknowledged
4. Behavioral errors are corrected proactively
5. Program evaluations and adaptations are data driven and made by a team
6. Individual student support systems are integrated with school-wide discipline systems.
Structure the physical environment of the classroom
Schedule and sequence lessons activities to minimize downtime
Present instructions to students in ways that increase the probability of compliance
Individuals with Disabilities Education Act
(i) 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, and 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 symptoms or fears associated with personal or school problems
(ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (i) of this section.
Council for Children with Behavioral Disorders
1. The term "emotional or behavioral disorder" means a disability that is characterized by emotional or behavioral responses in school programs so different from appropriate age, cultural, or ethnic norms that the responses adversely affect the educational performance, including academic, social, vocational or personal skills; more than a temporary, expected response to stressful events in the environment' consistently exhibited in two different settings, at least on of which is school-related; and unresponsive to direct intervention in general education, or the condition of the child is such that general education interventions would be insufficient.
2. The term includes such a disability that co-exists with other disabilities.
3. The term includes a schizophrenic disorder, affective disorder, anxiety disorder, or other sustained disorder of conduct or adjustment, affection a child if the disorder affects educational performance as described in paragraph (1).