Emotional and behavioral disorders (EBD) are defined by the IDEiA as having difficulties with learning, relationships, behavior, mood, and physical symptoms not caused by other factors. Characteristics include lack of control over motivation and impulses, hyperactivity, aggression, and difficulty concentrating. Causes are not fully known but may include heredity, brain disorders, diet, and family functioning. Around 2% of school-aged children have EBD, which has the highest dropout rate. Behavior is managed through structure, consistency, motivation, and positive/negative reinforcement. Recommended activities include exercise and music therapy to decrease problematic behaviors. Collaboration between families, schools, and communities helps children with EBD.

1. Emotional and Behavioral Disorders
By Evelyn Obamos

2. IDEiA definition of EBD
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 Emotional and 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
-Factors include: 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% of school 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
Provide a 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 decrease anger, 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 the Brain
-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 levels of 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 your emotional and
behavioral cooperation!