Uploaded byEvelyn Obamos
Emotional and Behavioral Disorders
Emotional and behavioral disorders (EBD) are defined by the IDEiA as having difficulties with learning, relationships, behavior, mood, and physical symptoms without clear medical causes. Students with EBD often lack control over motivation, have issues with concentration, hyperactivity, aggression, and immaturity. While causes are not fully known, factors may include heredity, brain disorders, family issues, and poverty increases risk. EBD has a prevalence of 2% in schools and the highest dropout rate. Treatment focuses on providing structure, positive reinforcement, exercise, and music therapy to help reduce problematic behaviors and increase engagement in school. Collaboration between families, schools, and community services is important for intervention.
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Emotional and Behavioral Disorders
- 1. Emotional and BehavioralDisorders By Evelyn Obamos
- 2. IDEiA definition ofEBD Modeled after Eli Bower, 1960 Emotional disturbance: a. Inability to learn that cannot be explained by intellectual, sensory, or health factors b. Inability to maintain satisfactory interpersonal relationships with peers and teachers. c. Inapproriate types of behavior or feelings under normal circumstances d. A general pervasive mood of unhappiness or depression e. Tendency to develop physical symptoms or fears associated with personal or school problems
- 3. Characteristics of Emotionaland Behavioral Disorder Lack of control over motivation, anxiety, impulse. Hyperactivity, aggression, immaturity. Difficulties with concentrating and independence Typically 1.8 grade levels behind
- 4. Causes -not adequately determined -Factorsinclude: heredity, brain disorder, diet, and family functioning -Research has not shown any of these factors to be the direct cause of behavior problems.
- 5. Prevalence Rate 2% ofschool age population 4th largest IDEiA category Males > females Older identified > younger students Poverty doubles risk of EBD (38% of EBD houses under $12,000) Highest dropout rate
- 6. Behavior Management Approaches Providea safe environment Structure/Consistency Motivate students Individual and group contingencies Positive and Negative reinforcement Keep rules simple, have consequences established Demonstrate consistency of rules
- 7. Recommended Activities Exercise: -Help decreaseanger, depression, and disruptive behaviors Should be: -Pleasant -Aerobic/as close as the student can handle -Noncompetitive -Moderate intensity Music Therapy: Music therapy can help children with communication problems, attention, motivation, and behavioral problems.
- 8. Music and theBrain -pitch: auditory cortex responds -rhythm: front left frontal cortex : Affects thoughts and actions in accordance with internal goals. -abilities to differentiate among conflicting thoughts, determine good/bad, social “control” -emotion: posterior cingulate cortex Right hemisphere: correlated to emotion QuickTime™ and a decompressor are needed to see this picture. QuickTime™ and a decompressor are needed to see this picture.
- 9. wrapping up… Higher levelsof engagement = lower levels of inappropriate behavior Early intervention: (comprehensive) Emphasize both academic and social behaviors simultaneously Sing a song / Play a song!
- 10. Collaboration Families and Relatives School(Special Education and/or Regular Classroom Teacher, Counselor, etc.) Community (Mental Health, Foster Care, therapist, etc.)
- 11. Thanks for youremotional and behavioral cooperation!