Special Education Emotional Disorders signs Factors Contributing to EDs Hyperactivity

1. “Emotional Disturbance & Its Impacts”
Dr. Mohibullah Khan Marwat
SUIT Peshawar
dsmarwat@yahoo.com
Cell. 03333161616
Cell. 03113161616

2. “Emotionally Disturbed“ Person
• “Emotionally Disturbed" is defined as the
person with Disabilities having One or More of
the following characteristics which adversely
affects Educational performance:
• Inability to Learn Properly;
• Inability to build or maintain satisfactory
interpersonal relationships with peers and
teachers; (Continued)

3. • Inappropriate types of Behaviours or Feelings
under Normal Circumstances;
• General mood of Unhappiness or Depression;
• Tendency to develop Physical Symptoms or
Fears associated with Personal or School
Problems.

4. Prevalence
• Nearly 7 of 10 children – no diagnosable brain
disorder
• Nearly 25% - moderately severe disorder
• Nearly 5% - marked impairment/SED
• Less than 1 in 5 get help.
• One-half of life-time cases begin by age 14
• Adults – 21%
(GSMS 1998, Surgeon General’s Report 1999, NIMH NCS-R 2005)

5. “Emotional Disturbance or Mental Illnesses
• Emotional Disturbance or Mental Illness is
medical condition that disrupt a person’s
Thinking, Feeling, Mood, Ability to Relate to
others and daily functioning.
• Mental Illness is Medical conditions that often
results in a Reduceed Capacity for Coping
with the Ordinary Demands of life.

6. 1. Feelings of Sadness, or Frequent Crying, or
Restlessness, or Loss of Interest in Friends
and School Work, or Unpredictable
Behaviour; or
2. Feelings of Fears, Phobias, or Excessive
Worrying or Anxiety regarding Personal or
School problems; or
Internal Factors Characterized by:

7. Internal Factors
(Continued)
3. Behaviors that result from thoughts and
feelings that are Inconsistent with
Actual Events or Circumstances, or
4. Difficulty in Maintaining Normal Thinking
Processes, or
5. Excessive levels of Withdrawal from
Persons or Events;

8. External Factors Characterized by:
1. Inability to build or Maintain Satisfactory
Interpersonal relationships with Peers,
Teachers, and other adults in the School
Setting; or
2. Behaviors that are constant and Troublesome
such as Noncompliance, Verbal or Physical
Aggression, or Poorly Developed Social Skills

9. Impact of Emotional Disability on
Curriculum and Learning
• May appear Anxious, worried and or
Unable to concentrate
• May have difficulty in Responding
• May be Irrational about a Task
• May appear Sad and Show No Interest in
Class Activities
• May develop the habit to run away from a
Stressful situation

10. • May display Disobedient Behaviors
• May display Verbal or Physical Aggression
• May display many other behaviors that are an
impact of
• their disability and interfere with learning

11. Impact of Emotional Disability on
Social Behaviour
• May Withdraw or Isolate from others;
• Prefers to live alone and avoids Interaction with friends
& Peers
• May Cry Easily
• May display social skills that are Immature; not age-
appropriate
• May often Over or Under React to the Situations

12. • May avoid Interaction with others due to
Fears or Phobias
• May go away from an “Uncomfortable”
social situation
• May display Aggressive Behaviour
Impact of Emotional Disability on
Social Behaviour

13. Impact of Emotional Disability on
Independent Functioning
• May be Disorganized
• May not Complete or do the Assignments
• May become Overwhelmed by a Task
• May appear Fearful
• May have Phobias
• May not Co-operate
• May Display Self-injurious Behaviors

14. The Reasons why Emotional Problems arise in
a particular child are usually difficult to identify
precisely, and
Emotional Disability is likely to be the result of
Multiple and Overlapping Factors (Walker &
Sprague, 2000).
Causes of Emotional Disability

15. Real cause/s of Emotional Disturbance Not Yet
Known;
Heredity, Brain Disorder, Diet, Stress, and Family
Functioning have been amongst its common Causative
Factors.
To date, researchers have not found that any of these
factors are the direct cause of Behavioral or Emotional
Problems. (Continued)
Causes of Emotional Disability

16. Mental Illnesses can affect persons of any
Age,
Gender,
Race,
Religion, or
Socio-cultural backgrounds.
(Continued)
Causes of Emotional Disability

17. 1. Biological Reasons
“More and more Biological and Genetic Causes for
Emotional or Behavioral Disorders are being
identified” (Forness & Kavale, 2001).
For example, research now claims that a Definite
Relationship exists between Prenatal Drug Exposure
and Childhood Emotional or Behavioral Disorders,
Mood Disorders, Depression, may have a Genetic
Foundation (APA, 2000).
Causes of Emotional Disability

18. Causes of Emotional Disability
2. Environmental Reasons
Environment and Culture are the context in which
behavior unfolds (Maag, 2000).
No one lives in a Social Vacuum. Everyone is a member
of an Immediate Family, an Extended Family, or a
Community Network (Neighborhood, Church, Clubs).

19. All of these environments Shape and Influence each
individual's Growth and Development, whether
Positively or Negatively.
Exposure to Violence
Extreme Stress
Loss of an Important Figure in the house
(Continued)

20. Causes of Emotional Disability
(Continued)
3. Family Reasons
– Interactions between Parents and Child influences
the child's Opinions, Behaviours, and Emotions.
– Within the family, one factor associated with
Emotional Problems is Child Abuse.
– Child Abuse may result in Poor Desire Control and
Poor Self-Concepts.
– Aggression and Anger are often noticed in children
who have been Abused. (Continued)

21. For example, children whose Parents are
Violent and have Arrest Records also tend to
become Violent and to find themselves in
Trouble with the Law (Hallahan & Kauffman,
2006; Rudo, Powell, & Dunlap, 1998).
(Continued)
Causes of Emotional Disability
(Continued)

22. Another link with Poverty is clear.
Students whose family incomes are in the
Bottom 20 percent of American Families
are Five Times More Likely to Drop out of
school than their peers whose family incomes
are in the Top 20 percent of American
Families (NCES, 2001).
Causes of Emotional Disability
(Continued)

23. Factors to Consider
The criteria to see whether a child's
Behavior is Normal or a sign that the
youngster needs help:
1. The Duration of a Troublesome behavior
2. The Intensity of a Behavior
3. The Age of the Child

24. Behavioral Indications of Potential
Problems
I. Indications of Low Self-concept
II. Disturbed Relations with peers
III. Inappropriate Relationships with Teachers,
Parents, and other Authority Figures
IV. Deficits in Speech and Language
V. Difficulties in Auditory and Visual matters
VI. Poor quantitative reasoning & computational skill
VII. Deficits in Basic Motor Skills

25. Indicators of Social Disabilities
• Poor Social approach
• Lack of Judgment
• Lack of Sensitivity to others
• Difficulty in making Friends
• Problems in Establishing Family Relationships
• Social Problems in school
• Social Maladjustment

26. “Hyperactivity”
• Hyperactivity is not defined
simply by a High Rate of Activity;
• It is a high rate of Inappropriate
behavior of various kinds that the
youngster cannot Control at will.
(Contd)

27. • Hyperactivity is associated with the
Distractibility (Causing problems) and
Impulsivity (Acting without thinking).
• Hyperactive child’s exhibits developmentally
Abnormal Behaviour.
• Brain Damage is the favorite causal explanation
for Hyperactivity, but there is little evidence to
confirm Brain injury as the cause in most cases.
“Hyperactivity”

28. • The Mass Media
• Peer Group
• Ethnicity (Customs, Traditions, Rituals)
• Social Class and Poverty
Cultural Factors in Perspectives of ED

29. Juvenile Delinquency
• Juvenile Delinquency is a legal term that
indicates violation of the law by an individual
who is not yet an adult.
• A small percentage is apprehended. About 20
percent of all children and youth are at some
time officially delinquent, and
• about Three percent are adjudicated each
year.

30. Juvenile Justice system
• Males commit more serious crimes
against persons and property than
Females, but
• Traditionally, the Juvenile Justice
System tends to deal more harshly with
Females than with Males.

31. SELF-INJURIOUS BEHAVIOR
• Some youngsters injure themselves Repeatedly
and Deliberately in the most Brutal Fashion.
• This kind of self-injurious behavior is found in
some individuals with severe Mental
Retardation, but
• It is a characteristic often associated with
Multiple Disabilities and another Disorders.
• (Contd)

32. • Some Children and Youths with normal
Intelligence and Language Skills
deliberately injure themselves without
the intent of Killing Themselves.
• Such behaviour is closely associated with
Depression and Thoughts of Suicide.
SELF-INJURIOUS BEHAVIOR

33. Emotional Disturbance and Suicidal Risk
• Sudden changes in Usual Behaviour
• Serious Academic, Social, or Disciplinary
problems at school
• Family or Home problems
• Disturbed or Disrupted Peer Relations
(including Peer Rejection, Romantic
Break-up, etc.)
(Contd)

34. • Health problems, such as Insomnia,
Loss of Appetite, Sudden Weight
Change, etc.
• Substance Loss e.g. Property etc
• Situational crisis such as Death of a
family member or Close Friend,
Pregnancy or Abortion, Legal Arrest,
etc.
Emotional Disturbance and Suicidal Risk

35. Suicide Prevention
Three major Preventive Measures
1. Limiting access to the Devices often
used in the Suicidal Cases
2. Limiting the Publicity given to suicides
because extensive publicity is almost
always followed by a Sharp Increase in
Suicidal Attempts
3. Improving early detection of Depression
in children and youth

36. ANY ?
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