Chapter 6 Emotional and Behavioral DisordersIDEA-Definition of Serious Emotional Disturbance (SED)Problems with IDEA DefinitionCCBD Definition of Emotional or Behavioral DisordersCommon Characteristics of Children with EBDCommon Characteristics (cont.)PrevalenceCausesIdentification and AssessmentFunctional Behavioral AssessmentCurriculum GoalsCurriculum Goals (cont.)Self-Management CardFostering Strong Teacher-Student RelationshipsEducational Placement AlternativesCurrent Issues and Future TrendsChapter 6Emotional and Behavioral DisordersWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.IDEA-Definition of Serious Emotional Disturbance (SED)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 not related to other factors–Inability to build or maintain satisfactory peer or teacher relationships–Inappropriate feelings or behavior under normal conditions–Frequently unhappy or depressed–Often fearful–Definition does not apply to children who are “socially maladjusted”William L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.Problems with IDEA Definition•Definition is vague and subjective–What are “satisfactory” peer and teacher relationships?–What does “inappropriate” behavior look like?•The definition, as written, excludes children on the basis for which they are included–How does one differentiate between “socially maladjusted” and true “emotional disturbance”? •Individual teacher expectations and tolerances make identification a difficult and subjective processWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.CCBD Definition of Emotional or Behavioral Disorders•Behavioral or emotional responses so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance–More than temporary, expected responses to stress–Consistently exhibited in two different settings, at least one of which is school related–Unresponsive to direct intervention in the general education settingWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.Common Characteristics of Children with EBDTwo primary behavioral excesses–Externalizing behaviors (most common behavior pattern)•Noncompliance•Temper tantrums•Property destruction•Threats of violence or violence toward peers and/or teachers–Internalizing behaviors•Overly shy or immature•Withdrawn•Hypochondria•Easily upset and difficult to calmWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.Common Characteristics (cont.)Behavioral deficits–Academic achievement•Low GPA•High absenteeism•At risk for school failure and early drop out–Social skills•Less participation in extracurricular activities•Lower quality peer relationships•Juvenile delinquencyWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.PrevalencePrevalence–Estimates vary, but about 3% to 5% of school-age population–Given prevalence data, many students not receiving specialized servicesGender–The vast majority are boysWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.CausesBiological factors–Brain injury or dysgenesis–Genetics–TemperamentEnvironmental factors–Home - Inconsistent parenting practices–Community - Low SES, gangs, high crime rate–School - Low ASR, coercive pain controlWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.Identification and AssessmentScreening tests–Used to determine if intervention is warranted–Behavior rating scales or checklistsProjective tests–Ambiguous stimuli–Limited usefulness for education planningDirect observation and measurement–Directly focuses on the child’s problems–Useful for educational planningWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.Functional Behavioral AssessmentSystematic, data-driven process–Informal assessment•School records, parent interviews, teacher checklists–Direct observation and measurement•In-class observation when behavior is likely to occur–Hypothesis development•All informal and observational data used to develop intervention based on probable cause of the behavior–Intervention•Teaching functional replacement behaviors–Evaluation and modification•Data are collected to determine success of the interventionWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.Curriculum GoalsSocial skills–Cooperation skills–Appropriate ways to express feelings–Responding to failureAcademic skills–High ASR–Direct, explicit instruction–High rates of teacher praiseWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.Curriculum Goals (cont.)Behavior management–Clear school-wide expectations–Positive proactive classroom management strategiesSelf-management–Self-monitoring–Self-evaluationPeer mediation and support–Peer tutoring–Positive peer reportingWilliam L. HewardExceptional Children: An Introduction to Special Education, 8eCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.Self-Management CardWilliam L. HewardExceptional Children: An