The chapter discusses emotional and behavioral disorders (EBD) and interventions for children with EBD. It covers definitions of EBD, characteristics and prevalence, causes and risk factors, assessment procedures, and interventions from early childhood through adulthood. These include positive behavior support, response to intervention, functional behavior assessments, and wraparound services. The chapter emphasizes evidence-based practices, systems of care, early intervention, and school-wide behavior support to help children with EBD achieve better outcomes.

1. Chapter Eight
EMOTIONAL/
BEHAVIORAL DISORDERS
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2. LEARNING OBJECTIVES
(slide 1 of 2)
8-1 Describe how the lives of people with
emotional and behavioral disorders
(EBD) have changed since the advent of
IDEA.
8-2 Explain the various definitions and
classifications of EBD.
8-3 Describe the characteristics and
prevalence of children and youth with EBD.
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3. LEARNING OBJECTIVES
(slide 2 of 2)
8-4 List the causes and risk factors
associated with EBD.
8-5 Describe the assessment procedures
used to identify EBD in children and
youth.
8-6 Describe the different interventions for
children and youth with EBD from early
childhood through adulthood.
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4. ©2017 Cengage Learning. All Rights Reserved.
8-1 A CHANGING ERA IN THE LIVES OF
PEOPLE WITH EBD
• Individuals with EBD may experience
great difficulties in relating appropriately to
other people.
• Recent advances in intervention
approaches are making a difference in
integrated settings.

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8-2 DEFINITIONS AND
CLASSIFICATIONS OF EBD (slide 1 of 2)
• IDEA definition
– A condition exhibiting one or more characteristics
over a long period of time and to a marked degree
• Inability to learn not explained by other factors
• Inability to build or maintain satisfactory relationships
• Inappropriate behaviors or feelings under normal
circumstances
• General pervasive mood of unhappiness or depression
• Tendency to develop physical symptoms or fears
• Does not include children who are socially maladjusted

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8-2 DEFINITIONS AND
CLASSIFICATIONS OF EBD (slide 2 of 2)
• National Mental Health and Special Education
Coalition definition
– Characterized by behavioral or emotional responses
in school so different from appropriate age, cultural,
or ethnic norms that they adversely affect educational
performance (including academic, social, vocational,
and personal skills)
• More than a temporary expected response to stress
• Consistently exhibited in two different settings
• Unresponsive to direct intervention
– Can co-exist with other disabilities

7. 8-2b A STATISTICALLY DERIVED
CLASSIFICATION SYSTEM
• Derived from research data on children
with EBD
• Two broad categories of behavior:
– Externalizing symptoms
– Internalizing symptoms
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8. 8-2c CLINICALLY DERIVED
CLASSIFICATION SYSTEMS (slide 1 of 2)
• DSM-5 categories and subcategories
• Attention-deficit and disruptive behavior
disorders
• Disruptive, impulse control and conduct
disorders
• Feeding and eating disorders
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9. 8-2c CLINICALLY DERIVED
CLASSIFICATION SYSTEMS (slide 2 of 2)
• Tic disorders
• Elimination disorders and childhood
anxiety disorders
• Reactive attachment disorder
• Childhood schizophrenia
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8-3 CHARACTERISTICS AND
PREVALENCE OF EBD (slide 1 of 2)
• Intelligence
– Recent research suggests average to below-
average IQ
• Social–adaptive behavior
– Social: difficulty playing, sharing, processing
and understanding language, withdrawing
– Adaptive: mood disorders, bipolar disorders

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8-3 CHARACTERISTICS AND
PREVALENCE OF EBD (slide 2 of 2)
• Academic Achievement
– Staggering drop-out rates
• Prevalence
– Estimates vary from 2% to 20%
– Significant numbers of children remain
unidentified and do not receive care or special
education.
– Disproportionate number of African American
males identified as having EBD

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8-4 CAUSES OF EBD
• Multidimensional and often complex
– Family and home environment
– Socioeconomic status
– Low-income families and communities
– Family discord
– Child management and discipline
– Child abuse

13. 8-5 IDENTIFICATION AND
ASSESSMENT OF EBD (slide 1 of 2)
• Screening, pre-referral interventions, and
referral
– Positive behavior support (PBS) strategies
– Systematic screening for behavior disorders
(SSBD)
• Collaborative teams
– Response to intervention (RtI)
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14. 8-5 IDENTIFICATION AND
ASSESSMENT OF EBD (slide 2 of 2)
• Assessment factors
– Functional behavioral assessments
– Behavior intervention plans (BIPs)
• Assessment approaches and procedures
– Strength-based assessment
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15. 8-6 INTERVENTIONS AND
TREATMENTS FOR EBD
• Early childhood years
– Child-centered, intensive, community, and
family-focused services
• Elementary school years
– Collaborative wraparound services
• Adolescent years
– Systems of care
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16. The System of Care Framework
Figure 8.4
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17. LOOKING TOWARD A BRIGHT
FUTURE
• Evidence-based practices
• Systems of care
• Early intervention
• School-wide positive behavior support
• Expectation of increased parental
engagement
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CASE STUDY: LEON
• Background
• Issues
• Approaches
• Recommendations