Chapter 7: Emotional Behavioral Disorders


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Emotional and Behavior Disorders

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Chapter 7: Emotional Behavioral Disorders

  1. 1. Chapter 7: Emotional andBehavior Disorders Adapted from Powerpoint presentations by the State of Utah Office of Education and by Dr. Nancy Meadows.
  2. 2. 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?
  3. 3. 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;
  4. 4. 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.
  5. 5. 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.
  6. 6. 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
  7. 7. Other Behaviors Attention Deficits Poor Social Skills  Skill Deficit  Performance Deficit Learning Problems and Academic Deficits “Extreme” Behaviors Distorted Thinking Immaturity
  8. 8. 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
  9. 9. 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
  10. 10. 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)
  11. 11. 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)
  12. 12. 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