Chapter 7: Emotional andBehavior Disorders Adapted from Powerpoint presentations by the State of Utah Office of Education and by Dr. Nancy Meadows.
Chapter 7 Questions How are emotional and behavioral disorders (EBD) defined? How are students with EBD identified? What are the primary characteristics of students with EBD? What educational practices improve outcomes for students with EBD?
DefinitionSerious emotional disturbance is defined under IDEAas “…a condition exhibiting one or more of thefollowing characteristics over a long period of time andto a marked degree that adversely affects educationalperformance…an inability to learn that cannot be explained by intellectual, sensory, or health factors;an inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
Definition (cont.) inappropriate types of behavior or feelings under normal circumstances; a general pervasive mood of unhappiness or depression, or a tendency to develop physical symptoms or fears associated with personal or school problems. Includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have a serious emotional disturbance.
Determining Eligibility Multiple measures of behavioral, social, and academic performance. Social/adaptive behavior checklist or rating scales. Documentation that behavior has occurred over long period, to a marked degree, and adversely affects academic performance. Rule out other potential causes, including inappropriate classroom discipline or instruction.
Primary Characteristics Externalizing Behaviors Aggression (physical and verbal) Rule Breaking Noncompliance Internalizing Behaviors Social Withdrawal (solitary play; low rates verbalization; few positive social interactions) Anxiety Depression
Other Behaviors Attention Deficits Poor Social Skills Skill Deficit Performance Deficit Learning Problems and Academic Deficits “Extreme” Behaviors Distorted Thinking Immaturity
Types of Behaviors Quantity Behaviors Frequent and annoying Typically not harmful to self and others Examples: talking out, out of seat; tattling Quality Behaviors (“extreme”) Less frequent & more harmful to self or others Examples: bullying, fighting, stealing Timing Behaviors Out of sync with others Lack of social skills
The “Function” of Behavior Behaviors meet needs Needs = Function Why do we use/choose behaviors in certain situations? How do we know a behavior will meet our needs? Needs: Attention, escape, control, belonging, power, pleasure, self-esteem
Functional Behavior Assessment (FBA)and Positive Behavior Support (PBS) Step 1: Describe the behavior, verify seriousness Step 2: Identify the times and situations when the undesirable behavior occurs When and where does the behavior occur? What happens before the behavior? (Antecedent) What happens after the behavior? (Consequence)
FBA and PBS (cont.) Step 3-5: Collect and analyze information to identify the function(s) that the undesirable behaviors produce for the individual. Is there a skill or performance deficit? If not, what need does the behavior meet? Step 6: Develop and implement a “Positive Behavior Support Plan” Identify and teach replacement behaviors Modify the environment Consistently apply consequences (when calm)
Best Practices Academic Interventions Behavior Management Techniques Token Economy Behavior contract Self-Management Social Skills Instruction Direct Instruction Replacement behaviors Life Space Interview Wraparound services