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Ebd
- 1. Chapter Eight EMOTIONAL/BEHAVIORAL DISORDERS
- 8. BEHAVIORS
Editor's Notes
- HCPSS numbers: 4.6 percent of all SPED are ED, 37% of our ED kids are African American Only 21% of HCPSS school system kids are African American. Overrepresentation.
- Statistically Derived externalizing symptoms (disruption, aggression, hyperactivity) internalizing symptoms (depression, withdrawal, phobias) Clinically Derived DSM-IV (treatment) – school psychologists don’t actually diagnose with psychiatric dx nine major groups of childhood disorders
- Social and Adaptive Behavior - problems adapting to home, school, and community environments.difficulty in relating to all people in their lives. Often defiant, disruptive, aggressive Do not complete tasks Behave in ways that invite rejection from others Language deficits can contribute to social issues as well
- Attention-deficit and disruptive behaviors - harmful to others Feeding and eating disorders - anorexia, bulemia, rumination, pica Tic disorders - involuntary movements and vocalizations Elimination disorders and childhood anxiety disorders - bed wetting and soiling not related to medical condition, unrealistic worries, refusal to go to school, excessive worry about getting hurt Reactive attachment disorder - results of inadequate care or frequent change of major caregivers. Inability to form appropriate attachments Childhood schizophrenia - hallucinations, delusions, strange and irrational behavior
- Family and home environment - poverty, substance abuse by caregivers, neglect, malnutrition, extreme family discord Socioeconomic status - higher rates of E/BD as well as poor school performance and lower intellectual development Child abuse - naturally, it plays a major role in the development of problematic behaviors in children and adolescents. Behaviors vary depending on the type of abuse a child suffers.
- Screening, prereferral interventions,and referral Response to Intervention Preceded by several parent-teacher meetings to rule out specific causes of behavior or emotional problems (divorce, poverty, molestation, etc) Assessment factors Functional behavior assessment - document the impact the EBD has on academic achievement. May lead to a BIP that assists the child in learning new, appropriate behaviors in a variety of settings/situations Assessment techniques - strength based assessment focuses on child’s strengths and uses them to develop IEP - rating scales for teachers and parents (looking for the statistically derived symptoms)
- Wraparound services is collaborative planning process to bring teams of professionals to the child, the family, and the school (vocational, mental health, educational, social, recreational services) Multidisciplinary collaboration (wraparound) PBS - various strategies to reduce problematic behaviors and build positive ones Inclusive education - many students with EBD are taught in separate classrooms or even special schools. Higher chance of removal from home school or gen ed class room than students with LD, intellectual dis, or hearing impairments. Inclusion must be determined by the needs of the students and the safety or the other students.