NICHCY Disability Fact Sheet—No.5DisabiDisabiDisabiDisabiDisabilitlitlitlitlity Fy Fy Fy Fy Fact Sact Sact Sact Sact Sheet, Nheet, Nheet, Nheet, Nheet, No. 5o. 5o. 5o. 5o. 5January 2004January 2004January 2004January 2004January 2004✧ DDDDDefefefefefinitinitinitinitinitionionionionion ✧Many terms are used to describeemotional, behavioral, or mentaldisorders. Currently, students withsuch conditions are categorized ashaving an emotional disturbance,which is defined under the Individu-als with Disabilities Education Act(IDEA) as follows:“...a condition exhibiting one ormore of the following characteristicsover a long period of time and to amarked degree that adversely affects achild's educational performance—(A) An inability to learn thatcannot be explained byintellectual, sensory, or healthfactors.(B) An inability to build ormaintain satisfactoryinterpersonal relationshipswith peers and teachers.(C) Inappropriate types ofbehavior or feelings undernormal circumstances.(D) A general pervasive mood ofunhappiness or depression.(E) A tendency to developphysical symptoms or fearsassociated with personal orschool problems.” [Code ofFederal Regulations, Title 34,§300.7(c)(4)(i)]As defined by IDEA at§300.7(c)(4)(ii), emotional distur-bance includes schizophrenia butdoes not apply to children who aresocially maladjusted, unless it isdetermined that they have anemotional disturbance. is theNational Dissemination Centerfor Children with Disabilities.NICHCYP.O. Box 1492Washington, DC 200131.800.695.0285 (Voice / TTY)202.884.8200 (Voice / TTY)[email protected] Disturional Disturional Disturional Disturional DisturbancebancebancebancebanceEEEEEmotmotmotmotmotional Disturional Disturional Disturional Disturional Disturbancebancebancebancebance✧ IIIIIncidencencidencencidencencidencencidence ✧In the 2000-2001 school year, 473,663 children andyouth with emotional disturbance were provided specialeducation and related services in the public schools(Twenty-fourth Annual Report to Congress, U.S. Departmentof Education, 2002).✧ CharCharCharCharCharacteristacteristacteristacteristacteristicsicsicsicsics ✧The causes of emotional disturbance have not beenadequately determined. Although various factors such asheredity, brain disorder, diet, stress, and family function-ing have been suggested as possible causes, research has notshown any of these factors to be the direct cause of behavioror emotional problems. Some of the characteristics andbehaviors seen in children who have emotional disturbancesinclude:• Hyperactivity (short attention span, impulsiveness);• Aggression/self-injurious behavior (acting out, fighting);• Withdrawal (failure to initiate interaction with others, retreatfrom exchanges or social interaction, excessive fear or anxiety);• Immaturity (inappropriate crying, temper tantrums, poorcoping skills); and• Learning difficulties (academically performing below gradelevel).Children with the most serious emotionaldisturbances may exhibit distorted thinking,excessive anxiety, bizarre motor acts, andabnormal mood swings. Some areidentified as children who have severepsychosis or schizophrenia.Many children who do not haveemotional disturbance may display someof these same behaviors at various timesduring their development. However, whenchildren have an emotional disturbance, thesebehaviors continue over long periods of time.Their behavior signals that they are not coping with theirenvironment or peers.NICHCY: 1.800.695.0285 2 Fact Sheet on Emotional Disturbance (FS5)DDDDDon’t Bon’t Bon’t Bon’t Bon’t Be Se Se Se Se Shy!hy!hy!hy!hy!All of our publications andresource lists are online—help yourself! Visit us at:www.nichcy.orgIf you’d like personalizedassistance, email or callus:[email protected](V/TTY)✧ EEEEEducatducatducatducatducational Iional Iional Iional Iional Implicatmplicatmplicatmplicatmplicationsionsionsionsions ✧The educational programs for children with anemotional disturbance need to include attention toproviding emotional and behavioral support as well ashelping them to master academics, develop social skills,and increase self-awareness, self-control, and self-esteem.A large body of research exists regarding methods ofproviding students with positive behavioral support (PBS)in the school environment, so that problem behaviors areminimized and positive, appropriate behaviors arefostered. (See the resource list at the end of this publica-tion for more information on PBS.) It is also important toknow that, within the school setting:• For a child whose behavior impedes learning(including the learning of others), the team develop-ing the child’s Individualized Education Program (IEP)needs to consider, if appropriate, strategies to addressthat behavior, including positive behavioral interven-tions, strategies, and supports.• Students eligible for special education services underthe category of emotional disturbance mayhave IEPs that include psychological orcounseling services. These are importantrelated services which are availableunder law and are to be provided bya qualified social worker, psycholo-gist, guidance counselor, or otherqualified personnel.• Career education (both vocationaland academic) is also a major part ofsecondary education and should be apart of the transition plan included inevery adolescent’s IEP.There is growing recognition that families, as well astheir children, need support, respite care, intensive casemanagement, and a collaborative, multi-agency approachto services. Many communities are working towardproviding these wrap-around services. There are a growingnumber of agencies and organizations actively involved inestablishing support services in the community.NICHCY: 1.800.695.0285 3 Fact Sheet on Emotional Disturbance (FS5)Other HelpfulOther HelpfulOther HelpfulOther HelpfulOther HelpfulThings to KThings to KThings to KThings to KThings to KnownownownownowThese NICHCYpublications talk abouttopics important toparents of a child with adisability.Parenting a Childwith Special NeedsYour Child’sEvaluationParent to Parent SupportQuestions Often Askedby Parents About SpecialEducation ServicesDeveloping Your Child’sIEPAll are available inEnglish and in Spanish—on our Web site or bycontacting us.A large body ofresearch existsregarding methods ofproviding studentswith positivebehavioral support(PBS) in the schoolenvironment.4Publication of this