EBD_ PPT_2.pptx

EDUCATION OF CHILDREN WITH
EMOTIONAL & BEHAVIORAL
DISORDERS (SNIE-2052)

ACTIVITY
 How do you understand EBD from your own
previous understanding in your high school days.
 How do you perceive children who are "disturbed/
disturbing" in a class?
 What was their specific characteristics?
 What do you think is the cause of EBD?
 What kind of support is needed for children who
have behavior disorder?

1.1 DEFINING AND UNDERSTANDING OF
BEHAVIORAL AND EMOTIONAL DISORDERS
Recognizing the presence of a behavioral
problem is not always as clear-cut as it might
seem.
A variety of terms have been used to
describe abnormal or maladaptive thoughts
and behavior in people:
mental illness,
psychopathology,

DEFINITION…
emotional disturbance,
behaviorally disordered,
emotionally disturbed,
socially maladjusted.
 Psychologically disordered, etc.

DEFINITION…
Generally, definitions of behavior disorders are
subject to controversies.
This is because of the following reasons:
 There is measurement problem
 There is no clear agreement about what
constitutes good mental health
 Cultural influences
 Different theories using their own terminology
and definitions

DEFINITION
There are four theories about EBDs:
 Psychodynamic Theory claims that psychological
problems underlying subconscious factors bring
about EBD.
 Humanistic Approach, says that a child with
behavioral problem has failed to grasp the reality
and is out of touch with self and feelings.
 Learning Theories (Behavioral approach) says
that, since all behavior is learned then it follows that
a child with EBD learned inappropriately.
 The Social Learning Approach or the ecological
approach, blames behavior problems on poor
interaction of the child with the society.

DEFINITION…
Some of the terms used earlier were
considered as stigmatizing labels and some
as misleading.
In 1988, the US National Mental Health and
Special Education Coalition adopted the
term emotional and behavioral disorders
(EBDs)
EBDs is now more popular and accepted by
a wide variety of professional organizations.

DEFINITION…
 For Bowers (1981) children with EBD exhibit one
or more of the following Xcs. over a long period
of time and to a marked degree, which adversely
affects educational performance:
- An inability to learn which can't be
explained by intellectual, sensory and
health factors
-An inability to build or maintain
satisfactory interpersonal relationships
with peers and teachers.

DEFINITION…
 Inappropriate types of behavior or feelings
under normal circumstance.
 A general pervasive mood of unhappiness
or depression.
 A tendency to develop physical symptoms
or fears associated with personal or school
problems.
Eli Bower (1969, 1981).

DEFINITION
The definition helps to analyze or measure
several dimensions of children’s behavior in
terms of its:
1.Rate
It refers to how often a particular behavior
is performed.
The primary difference between children with
EBD and normal children is the rate at which
these kinds of undesirable activities occur.

 Although, the disturbed child often does nothing
that a normal child does he/she does, certain
undesirable things much more often (e.g., crying,
hitting others)
2. Duration
 It is a measure of how long a child engages in a
given activity
 Even though normal and behavior disordered
children may do the same things, the amount of
time the child with EBD spends in certain activities
is often markedly different from that of the “normal”
child.
 It is either longer or shorter.

HISTORY…
3.Topography
 It refers to the physical shape or form of an action
(e.g. throwing a baseball and rolling a bowling
ball involve different topographies.)
 The responses emitted by a child with EBD may
be of topography seldom, if ever, seen in normal
children.
 These behaviors are often maladaptive or
dangerous to the child or others (e.g., puling and
hair).

4.Magnitude (or force)
Behavior is sometimes characterized by its
magnitude or force.
 It may either be too soft (e.g. talking in a
volume too low that you cannot be heard)
or too hard (such as slamming the door)
Children with EBD also have difficulty
discriminating when and where certain
behaviors are appropriate.

Learning that kind of stimulus control is a
major task of growing up, which most children
master naturally through socialization.
They pick it up from their friends, siblings,
parents and other adults.
However, some children with EBD often
appear unaware of their surroundings.
They do not learn the proper time and place
of or many actions without being carefully
instructed.

1.2 HISTORICAL BACKGROUND
Despite varied terminology, the history of
this field records attempts to understand the
conditions, thoughts, and behaviors
Among the earliest explanations was that
individuals whose behavior seemed
strange, odd, or so different from other
people were possessed by evil spirits
Bad spirits or demons were cast out by
exorcism through use of prayers; magic; or
usually by a priest.

HISTORY…
 Hippocrates (ca. 460–377 B.C.), the Greek
physician recorded detailed descriptions of
abnormal states that he designated as
melancholia, mania and phrentis (brain
fever).
He defined them as forms of physical illness
rather than states of demonic possession
and attributed them to brain pathology
He developed a medical approach to
understanding EBD and made the study of
EBD the concern of physicians.

HISTORY…
 During the Middle Ages (A.D. 500-1500), the
medical or physical approach to mental illness was
largely lost in Western societies.
 The dominance of the belief in demonic possession
continued to prevail into the 15th and 16thC.
 These individuals were punished and frequently
killed, sometimes in mass exterminations
 The 18th C. began to alter these inhumane
conditions and eventually returned the study of EBD
to the physicians.

HISTORY…
 In the 19th C., the view of EBDs as illnesses of the
mind became firmly entrenched.
 A more enlightened approach toward the use of
education in the treatment of persons with EBD
continued to spread, with schooling provided
within asylums for the “insane.”
 Many of the teaching strategies used during this
period have remained as cornerstones of special
education
 During this period, the scientific method was
being applied to the study of behavior.

HISTORY…
The 20th century saw the study of EBD
revolutionized by many diverse theoretical
perspectives and social movements.
Attention turned to helping children who
engaged in antisocial or criminal behavior
The late 20th & early 21st c, the gov’ts
became a major player in the movement to
provide services for persons with
disabilities.

HISTORY…
Here are some relevant legislations(in the US):
 In 1975, the Education for All Handicapped
Children Act was passed
 In 1990, the Individuals with Disabilities Education
Act (IDEA), was passed (and amended in 1991,1997
& 2004).
 In 2001 No Child Left Behind Act, was passed etc
These laws reflect an increased national
concern on educating children and youth with
EBD.

HISTORY…
The professional organizations were formed:
Council for Exceptional Children (CEC)
in 1922.
Council for Children with Behavioral
Disorders, in 1964.
Autism Society of America in 1965;
National Mental Health and Special
Education Coalition in 1987.
Children’s Mental Health in 1989.

HISTORY…
In addition, numerous journals have
appeared to present papers and research
results on EBD and related topics:
Journal of Emotional and Behavioral
Disorders
Journal of Autism and Developmental
Disorders,
 Journal of Applied Behavioral Analysis,
Journal of Abnormal Child Psychology,
Journal of Positive Behavior
Interventions, etc.

 Project work (20%)
1. Identify one student with EBD and write about
the student by considering the following points.
 His/her socioeconomic background
 His/her specific type of the behavioral problem
 The Cause/s of the problem.
 The kind of appropriate intervention he/she needs.

.
UNIT TWO: CAUSES OF BEHAVIORAL &
EMOTIONAL DISORDERS
 Reviewers of behaviors disorders have
categorized causes by conceptual models
physiological and psychological factors and by
family, biological and school factors
 Early behavioral programs were based on models
that argued that the student's EBD was as a result
of biomedical causes (biological) or of imbalances
in the personality structures of the student
(psychoanalytic) psychodynamic
 Later models emphasized that role of the
students' environments including the school, as a
causal factor of the EBD

ACTIVITY
1. Why children develop EBD? Discuss it
from your own experience in your
community/school.
2. List down some of the:
 Biological factors
 Family related factors
 School related factors
 Social factors that contributes for the
development of EBD.

CAUSES…
1. Biological Factors
Behavioral/emotional disorders may
arise in part from a variety of
biological factors such as:
 genetic factors,
malnutrition,
traumatic brain injury, and
physical illness

The types of childhood disorders most
frequently linked with suspected biological
causes are:
 hyperactivity and
 childhood psychoses (autism and
childhood schizophrenia).

CAUSES…
2. . Family Factors (micro system)
Harmful family interactions include:
abuse and neglect,
lack of supervision erratic and punitive
disciplines,
 low rate of positive interactions,
high rate of negative interaction,
 lack of interest and concern and
poor adult role models

CAUSES…
Family characteristics such as:
 single parent homes,
marital discord,
 low socioeconomic status, and
 disturbed child parent relationships
3. School Factors
 Kauffman suggested six specific ways in which
school can contribute to behavioral disorders in
children:

CAUSES…
1. School administrators, teachers and
other pupils may be insensitive to the
child's individuality.
2 Teachers may hold inappropriate
expectations for children.
3 Teachers may be inconsistent in
managing children's behavior.
4. Instruction may be offered in
nonfunctional (i.e. irrelevant) skills

CAUSES…
5. Inappropriate contingencies of reinforcement may
be arranged by school personnel, and
6. Peers and teachers may provide models of
undesirable conduct.
 Teachers can ask questions about their behavior,
the classroom, or the school to assess whether the
educational environment might be contributing to
students misbehavior.
1. Is my instructional program sound?
 A sound instructional program is the first defense
against EBDs in school.
 We should not expect students to behave well if
they are not being taught well.

 Often students do not see the relevance of the
skills they are being taught in school.
 One of the teacher’s tasks is to teach skills that
are important to student’s lives and to find ways
of making
 sometimes by modifying teaching methods or
learning activities, sometimes by offering
meaningful rewards for learning.

2. Are my expectations of the students
appropriate?
 Expectations that are too high for a student’s
ability lead to constant feelings of failure
 Expectations that are too low lead to boredom
and lack of progress.
 A good teacher adjusts expectations to fit the
students’ level of ability is virtually certain to
induce misbehavior.

3. Am I sufficiently sensitive to the student as an
individual?
 A school environment that allow students sufficient
freedom to demonstrate their individuality.
 Teachers who demand strict uniformity.
 Finding balance between conformity to
necessary rules and tolerance for difference is a
key to building a school and classroom
environment conductive to appropriate behavior.

4. Do I offer reinforcement expertly?
 This arrangement is certain to perpetuate the
students’ emotional or behavioral difficulties.
 Expert reinforcement is typically given frequently,
immediately, interestingly, and contingent on
desired behavior.
 To be used expertly, reinforcement must be
combined with other behavior management
strategies for maximum effect.
 These other strategies include:
- careful instructional programming,

-knowing when and how to ignore
misbehavior,
-using non-violent punishment, and
-talking with students in ways that
enhance their self-confidence and self-
control.
5. Am I consistent in managing behavior?
 One of the most significant features of a good
school experience for any student, but, especially
one who exhibits emotional or behavioral problems,
is a high degree of structure.
 Structure means that instructions are clear to the
student;

 The teacher holds firm expectations that the
student will follow instructions, and the
consequences for behavior are consistent.
 Inconsistent management is one factor that is
almost certain to increase the tendency of any
student to misbehave
6. Are desirable models being demonstrated and used?
 If the teachers’ behavior is a desirable model for
students, then appropriate conduct may be encouraged.

 Some features of a ‘difficult school’ which
contribute to emotional and behavioral difficulties:-
-A large number of untreated maladjusted
pupils.
-An unstructured environment, that is, deficient
management with poor communication between
staff.
-A number of staff who are unsympathetic to children.
-Support services not used.
-Absence of school liaison with parents.
-Lack of choice in faculty curricula.

-Inadequate remedial assistance poor morale
amongst teachers and lack of trust.
- Erratic use of sanctions;
. High staff turnover and
. Lack of good teaching-classes out of
control.

4. Social Factors (Macro system)
Cultural influences such as the level of
violence in the media (especially
television),
The availability of recreational drugs and
the level of drug abuse,
Religious demands and restrictions on
behaviors.

LIBRARY WORK (GROUP ASSIGNMENT)
1. What are the causative factors for EBD.
2. Discuss the school-related factors that aggravate
EBD among students.
3. As a teacher what specific measures do you take to
help students with EBD.
4. List down properly relevant reference books
available in the library.
N.B.: 1. Do not use your handout as a reference.
2. Write the list of the group members according to
the level of their participation in the group
work.

UNIT THREE: DEVELOPMENTAL
CHARACTERISTICS OF CHILDREN WITH EBD

The basic characteristics of children with EBD
is divided in to two broad dimensions:
Externalizing & Internalizing behaviors
3.1. Externalizing behaviors
Externalize behaviors may be described as
those that are disturbing to other people.
Examples of externalizing behaviors include:
When a student often "out of seat"
Constantly talks to others or self
Makes noises
Doesn't pay attention to task(s)
Ignorance of classroom rules
Refuses to work
Is disobedient to teachers

CHARACTERISTICS…
Fights with others
Causes or threatens physical harm to
people and animals
Uses obscene gestures frequently
Ignores directions
Is verbally hostile such as argumentative
Has tantrums & rages
Damages property and belongings
Violates rights of others and societal norms

CHARACTERISTICS…
3.1.1 Hyperactivity Disorder
One of the most frequently described externalizing
behaviors is hyperactivity, also called attention deficit
hyper activity disorder (ADHD).
 Some common behaviors associated with hyperactivity:
 Stubbornness
 Negativity
 Impulsivity
 Temper outbursts
 Inattentive
 Bossy
 Lack of response
 Motor activity

CHARACTERISTICS…
3.1.2 Aggression and Violent Behavior
 Aggression can be defined as behavior that
severely interferes with others.
 Aggression and acting out are the most common
characteristics of Children with EBD.
 Aggression takes many forms:
 verbal abuse towards adults and other
children,
 destructiveness and vandalism,
 physical attacks on others

CHARACTERISTICS…
3.1.3 Oppositional Defiant Disorders(ODD)
Individuals with this disorder consistently oppose,
defy, and are hostile to all authority figures in their
environment.
The symptoms of ODD are when a student:
 Often loses his or her temper
 Often argues with adults
 Often actively defies or refuses to comply with
adults' requests or rules

CHARACTERISTICS…
Often deliberately annoys people
Often blames others for his or her mistakes
of misbehavior
Is often touchy or easily annoyed by others
Is often angry and resentful
Is often spiteful and vindictive (APA, 1994)

CHARACTERISTICS…
3.1.4 Juvenile Delinquency
 Juvenile delinquents are those youth under the
age of 18 who have been found guilty of an illegal
act by a court.
 A common trait of a socialized delinquent is
membership in a youth gang or club.
3.2 Internalizing Behaviors
 Exhibits painful shyness or withdrawal
 Teased or victimized by peers
 Seems to worry excessively

CHARACTERISTICS…
Panics in many situations and seems to
have unfounded fears and phobias
Appears to have low esteem
Solves problems by disengaging
Tends to be suicidal or have thoughts of
death and retreating from life

There are various kinds of internalize
behavior which are common to children
with behavioral disorder and emotional
disturbance.
The most common internal behavior of
behavioral disorder children's were
mentioned below.

CHARACTERISTICS…
1. Depression
The research evidence indicates that the
problems of depression and suicide have
been increased, among children and youth
over the past several decades.
Depressed children, in contrast, are rarely
disturbing to others.
They are sometimes categorized as being
turned off by school rather than as being
emotionally disturbed.

CHARACTERISTICS…
Significant behavior changes that may signify
depression include the following:
 Crying
 Withdrawing from friends
 Disinterest in school
 Physical complaints
 Change in sleeping habits (too much or too little
sleep)
 Change in eating habits (too much or too little:
anorexic or bulimic)
 Lack of bladder control
 Reduced physical activity
 Apathy

CHARACTERISTICS…
2. Anxiety
 Anxiety is a "painful uneasiness of mind usually
over an impending or anticipated ill, a fearful
concern" (Mish et al., 1994).
 It is a very normal response to threatening events.
 Individuals suffering from an anxiety disorder may
perceive events as very threatening, even though
they might prove to be no threatening or at the
most, unpleasant.

CHARACTERISTICS…
Separation anxiety refers to a specific type
of fear, namely, the fear that a loved one or
significant other will not return.
Such anxiety is intense, sometimes
approaching panic.
Phobias are intense fears of specific
objects or events that pose little or no
threat to the individual.

CHARACTERISTICS…
A school phobia is a refusal to attend school
because the child is unusually afraid of the
school and the school environment.
 People, and especially children, are afraid
of all sorts of things, for example, darkness
and animals.
3. Withdrawal Behavior
 Some children and youth exhibit withdrawn
behaviors without being depressed.

Withdrawal is one way students may
escape unpleasant situations.
It may result from lack of social skills
required in certain situations.
Children may not know how to behave in
social groups or in classroom situations.

CHARACTERISTICS…
Or they may have experienced rejection or
humiliation in those groups and learned that
it is better not to associate with others than
risk failing again.
 Some typical withdrawn behaviors
include the following:
Avoidance of eye contact

CHARACTERISTICS…
Avoidance of association with peers
Seeming embarrassment
Refusal to participate in group discussions
Physical isolation
Playing most often with inanimate objects

COGNITIVE CHARACTERISTICS OF CHILDREN WITH
EBD
 Many cognitive deficiencies are attributed to
students with serious emotional disturbance.
 These students are said to have poor memory
and short attention spans, and to be preoccupied,
overly active, and anxious, among other things.
 In general, students with behavior disorder score
slightly below average on intelligence tests,
although the scores of individual students is over
the entire range.

ACADEMIC CHARACTERISTICS
 Most students with behavior disorders do not do
as well academically as one would expect from
their scores on intelligence tests.
 Students with behavior disorder exhibit
characteristics which affect educational
performance.
 Those with learning disabilities also perform
poorly in at least one area of school achievement.
 Teachers question whether behavior disorders’ or
“learning disabilities” is the appropriate category
under which to receive special education services.

 Generally speaking emotional problems can lead
to academic problems, and academic problems
can lead to emotional problems.
 When students are suffering emotionally, they
simply do not attend well to academics.
 When students do not perform well academically,
their perceptions of their own self-worth suffer.
 They can become withdrawn or aggressive, or
their non-compliance may be labeled “isolation”
or “aggression”
 Other factors, loss of a parent or sibling can lead
students to experience both academic and
emotional problems

COMMUNICATION
 Although many students with behavior disorder or emotional
problems have language problems these are not
characteristics of communication that are universal or
specific to most of these students.
 Students who are considered schizophrenic sometimes do
demonstrate abnormal language and communication skills.
Many never speak, while others develop language and
speech disorders like echolalia, illogical or disorganized
speech, and inadequate comprehension of verbal
instructions.
 These students represent a very small percentage of those
classified as having serious emotional disturbances.

BEHAVIORAL
 This is the primary area in which students with behavior
disorder are said to differ from others. The broad behavioral
characteristics of these students are specified in the
definition of behavioral disorder.
 An inability to learn, an inability to build or maintain
satisfactory interpersonal relationships, inappropriate types
of behavior of feelings, a general pervasive mood of
unhappiness of depression, and a tendency to develop
physical symptoms or fears

 Although it is impossible to list all the specific behavioral
characteristics of disturbed children, it is possible to
describe some general types of behavior that tend to attract
the attention and concern of adults and that, if not corrected,
are likely to handicap the child seriously: hyperactivity and
related problems, aggression, withdrawal, and
inadequacy/immaturity.
 A. Aggressive behavior
 The most common characteristics of behavior disordered
children are aggression and acting out. Even though all
children sometimes cry, hit others, and refuse to comply with
the request of their parents and teachers, disturbed children
do so frequently.

 Also, the aggressive behavior of children with behavior
disorder often occurs with little or no provocation.
 Aggression takes many forms verbal abuse toward adults
and other children, destructiveness and vandalism, physical
attacks on others. It is considered to be behavior intended to
cause injury or pain (psychological or physical) or to destroy
property.
 These children seem to be in continuous conflict with those
around them. Their own aggressive outbursts often cause
others to strike back in attempts to punish them.
 It is no wonder that these children are not liked by others or
that they establish few friendships.
 As many behavior disordered children grow older their
aggressive behavior cases conflict in the community leading
to run-ins/fight with law enforcement official and arrests for
criminal offenses.

 Many believe that most children who exhibit deviant behavior
patterns will grow out of them with time and become normally
functioning adults.
 Although this popular wisdom may hold true for many
children with emotional problems such as withdrawal fears
and speech impairments.
 research indicates that it is not so for children who display
consistent patterns of aggressive, coercive, antisocial, and/or
delinquent behavior.
 B. Hyperactivity
 Hyperactivity is characteristic of many learning-disabled and
mentally retarded children, as well as many emotionally
disturbed children. It is characterized by abnormally
excessive activity or movement.

 This high activity level may interfere with a child’s learning
and cause considerable problems in managing behavior.
 The terms refer to a high rate of socially inappropriate
activity not simply to over activity or a high rate of
movement per sec. the behavior of hyperactive children-
fidgeting, failure to follow instructions, failure to complete
tasks, tantrums, clumsiness, fighting and
recklessness/restlessness,
 for example – makes them not only an object of concern for
adults but unpopular with their peers.
 Hyperactive children usually do not get along well with other
children. They, their peers, and their parents usually realize
that they have problems in social relations.

 Hyperactive children often are also impulsive. They frequently
respond quickly and without considering alternatives in social
situations and on academic tasks.
 Typically, their impulses lead them to the wrong response, and
they make socially unacceptable or academically incorrect
responses, causing them to become pariahs in their
neighborhoods and schools.
 Many hyperactive children are also distractible, unable to pay
attention to task long enough or selectively enough to learn
efficiently or complete their work. Moreover, many such children
are unable to see alternative ways of behaving in situations
involving interpersonal problems.

C. Withdrawn behavior
 Withdrawn children keep others at a distance both
physically and emotionally. They may lack social approach
responses, responsiveness to others’ social initiations, or
both.
 Although children who consistently act immaturely and
withdrawn do not present threats to others as aggressive
children do, their behavior still creates a serious
impediment to their development.
 These children seldom play with other children of their own
age. They do not engage in social reciprocity, the mutually
satisfying exchange of social reinforcement by pairs of
individuals, that characteristics normal social development.

 They usually do not have the social skills necessary to make
friends and have fun and often retreat into their own
daydreams and fantasies.
 Some are fearful of things without reason, frequently
complaining of being sick or hurt, and falling into deep bouts
of depression.
 Obviously, these behavior patterns limit the child’s chances
to take part in and learn from the school and leisure activities
that normal children participate in.
 The social withdrawal of some disturbed children is not
extreme, but that of others is so pronounced and persistent
as to be considered autistic.

 Autistic withdrawal, which begins at a very early age, is
characterized by unresponsiveness to social stimuli, avoidance
of eye-to-eye gaze, language disorders including inability to
speak and echolalia) and excessive self stimulation and fantasy.
 Happily for the mildly and moderately disturbed child who is
withdrawn and immature and who is fortunate enough to have
competent teachers and other school professionals responsible
for the child’s development, the outlook is fairly good.
D. Inadequacy/immaturity
 Immature children may behave in ways that are characteristic of
much younger normal children, or they may fail to meet
reasonable demands for performance. For example, they may
unexpectedly cry or have temper tantrums, act helpless regress
to primitive behavior, become extremely negative, or show
irrational fears.

 Some disturbed children use their negativism and tantrums
to become little tyrants, manipulating their parents into
complying with their very whim/notion/fancy.
 Other display a picture of helplessness and demand
constant adult attendance just to get them through the
activities of daily living.
 Still other are prisoners of their own extreme irrational fears
(e.g., of school, of animals) and lead lives of seeming
desperation in which avoidance of the feared object or
situation is a constant concern.

UNIT FOUR: IDENTIFICATION AND ASSESSMENT
OF CHILDREN WITH EBD
 Ways of Assessing Problem Behavior
 Four methods are commonly used, singly or in
combination, to gather information about social
and emotional functioning:
 observational procedures,
 interview techniques,
 situational measures, and
 rating scales.
 1. Direct observation: It is often preferred, given
that the results using this method are
generally quite accurate.

Measuring behavior through observation is
distinguished by five steps that occur in
advance of the actual observations:
(1) The behavior is defined precisely and
objectively,
(2) the characteristics of the behavior are
specified,
(3) procedures for recording are developed,
(4) the times and places for observation are
selected and specified, and
(5) procedures are developed to assess
inter-observer agreement.

Measurable Characteristics of Behavior
The measurement of behavior is based on
four characteristics:
1. Duration: Behaviors that have discrete
beginnings and endings may be assessed in
terms of their duration—that is, the length of
time a behavior lasts.
2. Latency: refers to the length of time
between a signal to perform and the
beginning of the behavior.
e.g., a teacher might ask students to take out
their books. Sam’s latency for that task is the
length of time between the teacher’s request
and Sam’s placing his book on his desk.

 Frequency: For behaviors with discrete
beginnings and endings, we often count
frequency—that is, the number of times the
behaviors occur.
 Amplitude: Amplitude refers to the intensity of the
behavior. In many settings, amplitude can be
measured precisely (for example, with noise
meters).
 These characteristics can be measured directly

Conducting Systematic Observations
 Careful preparation is essential to obtaining accurate and
valid observational data that are useful in decision making.
 Five steps should guide the preparation for systematic
observation:
 1. Define target behaviors.
 2. Select contexts. Observe the target behavior
systematically in different contexts.
 3. Select an observation schedule.
 4. Develop recording procedures.
 5. Select the means of observation(human observers or
electronic recorders)

 However, obtaining useful observational data across
multiple settings can be time-consuming, particularly
when the behavior is very limited in frequency or duration.
 The use of rating scales and interviews can often allow for
more efficient collection of data across multiple settings
and informants
2. Interview Techniques
 Interviews are most often used by experienced
professionals to gain information about the perspectives
of various knowledgeable individuals, as well as to gain
further insight into a student’s overall patterns of thinking
and behaving.

 There are many variations on the interview
method:
- Structured
- Semi-structured
- Unstructured
 Interviews probe for information in one or more of
the following areas of functioning and
development:
 medical/developmental history,
 social–emotional functioning,
 Educational progress, and
 community involvement.

 The family is the focus of interviews that seek to identify
salient home environment factors that may be having an
impact on the student.
3. Situational Measures
 Situational measures of social–emotional behavior can
include two well-known methods:
 Peer-acceptance nomination scales
 Socio-metric ranking techniques.
 4. Rating Scales
 Raters are often asked to determine the presence or
absence of a particular behavior and may be asked to
quantify the: amount, intensity, or frequency of the
behavior

 A parent, teacher, peer, or “significant other” in a student’s
environment must rate the extent to which that student
demonstrates certain desirable or undesirable behaviors.
 Remember that rating scales provide an index of
someone’s perception of a student’s behavior.
 Different raters will probably have different perceptions of
the same student’s behavior and are likely to provide
different ratings of the student;
 Each is likely to have different views of acceptable and
unacceptable expectations or standards.

Once the data is collected and analyzed teachers
can identify children with emotional disorders as
having the following behaviors.
A. Aggressive maladjustment
 Doesn’t go along gracefully with the decisions of
the teacher or the group.
 Is quarrelsome: fights often: gets mad easily.
 Is bully picks on others.

B. Withdrawn maladjustment
 Is noticed by other children, is neither
actively liked nor disliked-just left out.
 Is one or more of the following:
 Shy, timid, fearful, anxious, excessively
quiet, tense.
Is easily upset, feelings are readily hurt, if
easily discouraged.

C. General maladjustment
 Exhibits nervous mannerisms such as nail biting,
sucking thumb or fingers, stuttering,
 Is absent from school frequently or dislikes
school intensely.
 Seems to be more unhappy than most of the
children.
 Achieves much less in school than his ability
indicates he should; and
 Is jealous or over competitive.

4.2 Assessment
 For students exhibiting signs of emotional, social,
or behavioral problems, the assessment team will
generally conduct a behavioral assessment.
 The goal of behavioral assessment is to gain an
increased understanding of how environmental
factors may be influencing the student’s behavior.

Assessment of emotional or behavioral problems,
should help us:
identify those students who need special
help,
plan programs to address their problems, and
monitor the progress toward reaching our
goals
consideration of the student’s social and
physical environments

 Assessment should be:
- solution centered
- should be a process that leads to
suggested interventions.
- based on the most accessible and
reliable sources of information,
- behavioral assessment may employ:
- rating scales
- interviews and
- direct observation

 Assessment is tied to observing a specific
situation at a particular point in time (e.g., how the
student responds during lunch or reading).
 It is important that a behavioral assessment
involve multiple measures and take place in
various settings (e.g., the classroom, school
playground, home) and at different times during
the day.
 The ability to:
 observe and record behavior,
 how she responds emotionally to stressors,

 select the most appropriate places to
observe the student,
 find efficient and clear means of
interpreting results are all critical in
behavioral assessment.
Assessment of the student’s intrapersonal
world involves knowledge about:
 how the student views herself,
 how much conflict or anxiety she is
currently experiencing,

 the degree to which she believes that
personal behaviors can actually make a
difference in her own life,
 her tolerance for frustration, and
 her general activity level
Interpersonal characteristics are related to
how she views the world and other people.

Such characteristics are developed in
response to the student’s experiences
within the environment.
If she sees the world as a hostile place and
views people as untrustworthy, negative
interactive patterns and behaviors may
emerge.
There are many instruments available for
assessing a student’s emotional and social
functioning.

Salvia and Ysseldyke (1991) suggest
several ways in which personality variables
may be measured.
A second approach, using projective
techniques, asks students to respond to
vague or ambiguous stimuli such as
inkblots or pictures, to draw pictures, or to
express themselves through the use of
puppets or dolls.

The responses are then interpreted by a
person trained in such procedures.
A third approach is to administer
personality inventories or questionnaires
that vary in their focus.

UNIT FIVE: CLASSIFICATION OF
CHILDREN WITH EBDS
There are different systems of classifying
behavioral disorder. One of these classifies
emotional & behavioral disorders in to four
clusters.
 Conduct disorder
 Personality disorder
 Immaturity
 Socialized aggression

CLASSIFICATION…
1. Conduct Disorder
This described children who are likely to
have characteristics such as:
 Disobedient and/or disruptive
 Getting into fights
 Bossy and
 Having temper tantrums

CLASSIFICATION…
2. Personality Disorder
It is the second type of EBD and under this
there are some inappropriate behavior
these are:-
 social withdrawal
 anxiety
 depression
 feelings of inferiority
 guilt
 shyness

CLASSIFICATION…
3. Immaturity
It is under EBD by which children of this
problem manifests characteristics like:
 short attention span
 extreme passivity
 day dreaming
 preference for younger playmates
 clumsiness

CLASSIFICATION…
4. Socialized aggression
The youth dimension of behavioral
disorders and is marked by: -
 Truancy/absentism
 gang membership
 theft
 Feelings of pride in belonging to a
diligent subculture.

UNIT SIX: EDUCATIONAL INTERVENTION OF
CHILDREN WITH EBD
 Intervention of children with special needs in
general and children with EBD in particular is not
a one dimensional process.
 Intervention comprises, educational intervention,
social intervention, life-skills intervention.
 Therefore, in intervention of children with
behavioral disordered will be discussed below.

EDUCATIONAL INTERVENTION…
Kauffman suggests five ways in which
schools should treat children in order to
help prevent the development of EBD
1. Have a fair attitude towards individual
differences interest and abilities, do not
force every child to fit a narrow mold
2. Have appropriately average expectations for
behavior and academic achievement.
If too low, expectation become self-fulfilling
prophecies; if too high expectations frustrate
children.

3. Manage a child's behavior consistently just as
the parents' being too lax or to rigid encourage
disordered behavior inconsistent school
discipline can have the some negative result.
4. Include areas of study that have relevance to
the child not to do so invite truancy or
misbehavior.
5. Reward desired behaviors and do not
reinforce inappropriate behaviors from the
view point of behavioral psychology; failure to
do this contributes to disturbance

Instructional Approach and Teaching Tactics
 Students with serious emotional disturbances
receive special education because they have
emotional and social problems that require
attention from teachers, parents, and other
professionals if they are to be successful in
school.
 Some general teaching tips for children with
behavioral disorder are listed below.

These are used to reducing emotional and
social problems.
1. Establish rule for appropriate classroom
behavior
2. Establish consequences for inappropriate
classroom behavior

UNIT SEVEN: THEORETICAL FRAMEWORKS IN
SPECIAL NEEDS EDUCATION
 There are several different approaches to
education of children with EBD, each with its own
definitions, purposes of treatment, and types of
intervention.
 Kauffman (1985) lists six categories of models:
1. Biogenic.
 This model suggests that deviant behavior is a
physical disorder with genetic or medical causes.
 It implies that these causes must be cured to
treat the emotional disturbance.
 Treatment may be medical or nutritional.

THEORETICAL FRAMEWORKS…
2. Psychodynamic.
Based on the idea that a disordered
personality develops out of the interaction
of experience and internal mental
processes (ego, id, and superego) that are
out of balance
This model relies on psychotherapy and
creative projects for the child (and often the
parents) rather than academic remediation.

4. Humanistic.
This model suggests that the disturbed child
is not in touch with her own feelings and
cannot find self-fulfillment in traditional
educational settings.
Treatment takes place in an open,
personalized setting where the teacher
serves as a nondirective, non authoritarian
"resource and catalyst" for the child's
learning.

5. Ecological
This model stresses the interaction of the
child with the people around him and with
social institutions.
Treatment involves teaching the child to
function within the family, school,
neighborhood, and larger community.

6.Behavioral.
 This model assumes that the child has learned
disordered behavior and has not learned
appropriate responses.
 To treat EBD, a teacher uses applied behavior
analysis techniques to teach the child appropriate
responses and eliminate inappropriate ones.
 Most programs employ methods form several of
the approaches. And the models themselves are
not entirely discrete; they overlap in certain areas.

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