1. EMOTIONAL AND BEHAVIORAL DISORDER
DEFINITON
 SERIOUSY EMOTIONALLY DISTURBED
Three Factors That Considered In Determining Ifthe Child Is Emotionally Disturbed
 INTENSITY
 PATTERN
 DURATION
INTENSITY
It refers to the severity of the child’s problem. This factor is the easiest to identify if one is guided
with these questions:
• How does it get in the way of the child’s or society’s goal?
• How much does it draw attention from others?
PATTERN
Means the time when the problem occur.
Answer to these questions may yield very helpful diagnostic and remediation information:
• Do problems occur on during the school day? Only during math class? Science class? At home?
At bedtime?
DURATION
• Refers to the length of time the child’s problem has been present.
• This implies that continuous observation has to be made.
• Some special educators require a three-month duration before they suggest that the child has an
emotional or behavioral problem.
Ex. Pedro stayed at the bathroom for 25 minutes.
Ex. Michelle’s tantrums lasted for 1 hour and 20 minutes.
IDEA definition ofSerious Emotional Disturbance
I. A condition exhibiting one or more of the following characteristics over a long period of time
(chronicity), and to a marked degree (severity), which adversely affects educational performance
(difficulty in school).
o an inability to learn w/c cannot be explained by intellectual, sensory, and health factors.
o An inability to build or maintain satisfactory interpersonal relationship w/ peers and teachers.
o Inappropriate types of behavior or feelings under normal circumstances;
o a general pervasive mood of unhappiness or depression; or
o A tendency to develop physical symptoms or fears associated w/ personalor school problems.
II. The term includes children who are schizophrenic (or autistic). The term does not include
children who are socially maladjusted unless it is determined that they are seriously emotionally
disturbed.

2. COUNCIL for CHILDRENw/ BEHAVIORAL DIORDERS (CCBD) definition for EBD
Emotional and behavioral disorders is a disability characterized by:
• Behavioral or emotional responses in school programs so different from appropriate age,cultural,
or ethnic norms that they adversely affects educational performance. Educational performance
includes the development and demonstration of academic, social, vocational, and personal skills.
Such disability is:
a) More than a temporary expected response to stressful events in the environment;
b) Is consistently exhibited in two different settings, at least one of which is school-related; and
c) Is unresponsive to direct intervention in general education or the child’s condition is such that
general education interventions would be difficult.
• Emotional and behavioral disorders can coexist w/ other disabilities.
• This category may include children or youth with schizophrenia disorders, affective disorders,
anxiety disorders, or other sustained disturbances of conduct or adjustment when they adversely
affect educational performance in accordance with section.
ADDITIONALFACTORS
• RATE
refers to the frequency of occurrence of behavior per standard unit of time.
ex. Stand up six times every ten minutes.
Ex. Pedro made 8 trips per hour to the bathroom.
Ex. Michelle had five tantrums per week.
Ex. Raphael did ten math problems per minute.
• LATENCY
refers to the time that elapses between the opportunity to respond and the beginning of the
behavior.
Ex. After the teacher told Pedro to come out of the bathroom it took him 5 minutes to appear at
the door.
Ex. It took 25 minutes for michelle to stop having tantrums after she was put in the time out
room.
CLASSIFICATION OF EMOTIONAL AND BEHAVIORAL DISORDER
• Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) classification published by the
American Psychiatric Association (1994);
• Quay’s Statistical Classification;
• Classification derived from direct observation and measurement; and
• Classification based on the degree of severity of the disorder.
Diagnostic and Statistical Manual ofMental Disorders IV
• The DSM-IV is an elaborate clinical classification system consisting of 230 separate diagnostic
categories or labels to identify the various types of disordered behavior as observed by
psychiatrists, psychologists, mental health personal and other clinicians in their regular practice.

3. • The classification system lacks reliability as shown in the way clinicians classify the clients in
different categories.
• Another criticism about the system is the lack of guidelines for education and treatment. No
useful information on interventions programs and therapies are available in the manual.
• THREE CRITERIATHAT MUST BE MET,particularly among adults:
o the person experiences significant pain or distress, an inability to work or play, an increase risk
of death, or a loss of freedom in important areas of life.
o The source of the problem lies within the person, due to biological factors,learned habits or
mental processes,and is not simply a normal response to specific life events,such as a death of a
love one; and
o The problem is not a deliberate reaction to conditions such as poverty, prejudice, government
policy or other conflicts w/ society.
QUAY’s STATISTICAL CLASSIFICATION
• The statistical analysis of data revealed four clusters of traits and behaviors among children w/
EBD.
o Conduct disorder is characterized by disobedience, being disruptive, getting into fights, being
bossy, and tampered tantrums.
o Anxiety withdrawal, sometimes called anxiety disorder, is manifested by social withdrawal,
anxiety, depression, feelings of inferiority, guilt, shyness, and unhappiness.
o Immaturity shows in short attention span, extreme passivity, daydreaming, preference for
younger playmates, and clumsiness.
o Socialized aggression is marked by truancy, gang membership, theft, and a feeling of pride and
belonging to a delinquent sub culture.
DIRECT OBSERVATIONand MEASUREMENT
FIVE DIMENSIONS
• FREQUENCY indicates the rate at which the behaviors occur and how often a particular
behaviors are performed.
• DURATION is a measure of the length and amount of time child exhibits the disordered
behaviors.
• TOPOGRAPHY refers to the physical shape of or form of behavior or description of a motor
behavior.
Ex. Michelle screams kick her heels in the floor remove her clothes and pulled her hair.
Ex. Raphaelwrites all the trees backward on his papers.
• MAGNITUDE refers to the intensity of the displayed behavior.
• STIMULUS CONTROL refers to the inability to select an appropriate response to the stimuli.
DEGREE OF SEVERITY
Indicate that EBD can be mild and severe. The children who respond positively to therapy and
intervention have a mild level or degree of EBD. They can attend regular classes and work successfully
with the regular and special education teacher and the guidance counselor. Those who have severe
emotional and behavioral disorders require intense treatment and intervention.
ETHOLOGICAL FACTORS and CAUSES ofEMOTIONAL ANDBEHAVIORAL DISORDERS
BIOLOGICAL FACTORS

4. Authorities believe that all children are born w/ a biologically determined temperament. The inborn
temperament may not directly cause a behavior problem to occur but may predispose the child to behavior
disturbance. Certain events that easygoing children can handle may be problematic to other children w/
difficult temperament.
ENVIRONMENTAL FACTORS
• Home and family influences
studies present pieces of evidence on the correlation between parent-child interactions patterns and the
development of positive and normal behavioral characteristics in the child.
• School experiences
there are experiences in school where children spend a large part of the day that can precipitate the
occurrence of behavior problems.
EDUCATIONAL APPROACHES
• Applied behavior analysis
the regular teacher and special education teacher work collaboratively in developing an individualized
education plan or IEP.
• Teaching social skills
o Self-related behaviors: accepting consequences,ethical behavior, expressing feelings, positive
attitude towards self.
o Task-related behaviors: attending behavior, following directions, performing before others,
quality of work.
o Environmental behaviors: care for the environment, dealing w/ emergencies,lunchroom
behaviors.
o Interpersonal behaviors: accepting authority, gaining attention, helping others, making
conversation.
• Alternative responses
strategy in training four students with behavior problems to handle or defuse provocative incidents.
• Self-management skills
research findings show that children with behavior problems have low-concept and believe that they
have little control over their lives.
INTERVENTION PROCEDURES THAT MINIMIZE BEHAVIOR PROBLEMS
• Ecological intervention
• Positive reinforcement
• Rule setting
• Pacing the lesson and using a variety of activities
• The cognitive models.
REFERENCE:
INTRODUCTION TO SPECIAL EDUCATION,TERESITA G. INCIONGet. Al, pp. 159-172

5. HAND OUTS in SPECIAL
EDUCATION
TOPIC:
EMOTIONAL and
BEHAVIORAL DISORDERS
Discussant:
Pasiona, Maricar V.

6. Force. How strongly or loudly a behaviour is perform.
Ex. Michelle scream loudly that made a hole class destruct.
LOCUS. Where does the behaviour occur?
Ex. The teacher refuse to let Pedro go to the bathroom so he wet is pants.
Ex. Michelle had a tantrums during math class.