The document discusses human development from infancy to adulthood. It notes that development is influenced by genetics, environment, and maturation. It describes key developmental milestones like moving from dependence to independence and pleasure-seeking to understanding reality. It also discusses approaches to defining and classifying emotional and behavioral disorders in children.

2. 1. The person’s genetic background or
heredity
2. Environmental factors, and
3. The general patterning of development

3.  Adaptive - refers to a person’s behaviour
patterns that have desirable
consequences and foster his/her well-
being.
 Maladaptive – the direct opposite of
adaptive behavior. Behavior that interfere
with everyday activities and optimal
functioning of growth.

4. Dependence to self-direction
Pleasure to reality and self-control
Ignorance to knowledge
Incompetence to competence
Diffuse to articulated self-identity
Amoral to moral

5. The child develops into the adolescent
and into independent adult. Bound up
with his growth toward independence
and self direction is the development
of a clear sense of personal identity.

6. The human tendency is to seek
pleasure and to avoid pain and
discomfort. As the child matures,
the reality principle takes over and
the child realizes that he or she has
to perceive and face reality.

7. Research data show that infants
at birth are not like “blank
slates.” On the contrary, the
infant is born with reflexive and
instinctive behavior patterns.

8. The person acquires skills in problem
solving and decision-making, learns
to control his emotions and to use
them for the enrichment of living and
learn to deal with others and establish
satisfying relationships.

9. The reactions and feedback from people
begin to provide the child with a sense of
his or her own characteristics from good
to bad. The individual who fails to achieve
an articulated self identity may bring
incompetencies and immaturities to his or
her adulthood.

10. Children tend to repel the good
behavior taught to them at the
beginning, but soon with increasing
maturity they learn to appraise
them to work out a value
orientation of their own.

11.  Intensity- refers to the severity of the
child’s problem.
 Pattern – means the time when the
problem occurs.
 Duration – refers to the length of time the
child’s problem has been present.

12.  A condition exhibiting one or more of the
following characteristics over a long period
of time and to a marked degree that
adversely affects educational performance.
 Inability to learn which cannot be explained by
intellectual, sensory, and health factors;
 Inability to build or maintain satisfactory
interpersonal relationships with peers and
teachers;

13.  Inappropriate types of behavior or feelings under
normal circumstances.
 A general pervasive mood of unhappiness or
depression; or
 A tendency to develop a physical symptoms or
fears associated with personal or school problems.
ii. The term includes children who are schizophrenic (or
autistics). The term does not include children who
are socially maladjusted unless it is determined
that they are seriously emotionally disturbed.

14.  Behavioral or emotional responses so
different from appropriate age, culture, ethnic
norms that they adversely affect educational
performances including academic, social,
vocational or personal skills.
 The CCBD definition focuses on the
characteristics and special education needs
of children and youth with emotional and
behavioral disorders.

15.  RATE – refers to the frequency of
occurrence of behavior per standard unit
of time.
 LATENCY – refers to the time that
elapses the opportunity to respond and
the beginning of the behavior.

16.  Create consistency in your teen’s life and maintain a
positive environment
 Provide clear expectations and direct instructions to
your teen for home and school life
 Correct factors in your teen’s environment that are
negative and encourage undesirable behavior
 Punish undesirable behavior while rewarding
desirable behavior
 Have a plan for conflict resolution
 Invest in your teen’s life and encourage their
participation and belonging at home and at school

17. i. Diagnostic and Statistical Manual of
Mental Disorders (DSM- IV)
ii. Quay’s Statistical Classification
iii. Classification derived from direct
observation and measurement
iv. The Classification based on the degree of
the severity of the disorder.

18.  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,
psychologist, and mental health
personnel.

19.  Four clusters of traits;
I. Conduct disorder – disobedience, being
disruptive, getting into fights, being bossy
and temper tantrums.
II. Anxiety withdrawal – sometimes called
anxiety disorder, manifested by social
withdrawal, depression, feeling of
inferiority, guilt, shyness, and
unhappiness.

20. III. Immaturity – short attention span,
extreme passivity, daydreaming,
preference for younger playmates, and
clumsiness.
IV. Socialized aggression – marked by
truancy, gang membership, theft and
belonging to a delinquent subculture.

21.  Five dimensions of a child’s display of the
disordered behavior are observed, measured
and analyzed.
a) Frequency - indicates the rate at which the
behaviors occur and how often a particular
behavior is performed.
b) Duration – measure of the length and
amount of time child exhibits the disordered
behaviors.

22. c.) Topography – refers to the physical
shape or form of behavior.
d.) Magnitude – refers to the intensity of the
displayed behavior.
e.) Stimulus control – refers to the inability
to select an appropriate response to a
stimulus.

23.  Studies conducted by Olson,
Algozzine, and Schmid (1980, cited
in Heward, 2003) indicate that
emotional and behavioral disorders
can be mild and severe.