Learners with emotional or behavioral disorders (Kauffman & Landrum, 2009b; Landrum, 2011)
• Defining emotional and behavioral disorders has always ⁃ Parents of children with emotional or behavioral disorders
been problematic. Professional groups and experts have felt free to often seek support and resources to help their children behave better.
construct individual working definitions to fit their own professional The Federation of Families for Children's Mental Health was
purposes (Kauffman & Landrum, 2006, 2009b; Landrum, 2011). established in 1989 to provide such support, and parents are now
• Emotional and Behavioral disorders is somewhat like organizing local gatherings to find additional help.
defining a familiar experience—anger, loneliness, or happiness
UNDESIRABLE EXPERIENCES AT SCHOOL
CURRENT DEFINITION ⁃ Some children develop emotional or behavioral disorders
There is general agreement that emotional or behavioral disorder refers before starting school, while others develop them during their school
to the following: years due to damaging classroom experiences. The management of
• Behavior that goes to an extreme—not just slightly these disorders in the classroom can either improve or worsen the
different from the usual child's condition. School experiences are crucial for children, but they
• A problem that is chronic—one that does not quickly cannot solely contribute to their behavioral difficulties. A child's
disappear temperament and social competence can also interact with classmates
• Behavior that is unacceptable because of social or and teachers' behaviors. (Furlong, Morrison, & Fisher, 2005; Kauffman
cultural expectations & Brigham, 2009; Kauffman & Landrum, 2009b; Lan_drum, 2011;
Walker et al., 2004)
CLASSIFICATION ⁃ Problem behavior can lead to negative interactions,
• Researchers have identified two broad, pervasive making children increasingly irritable to teachers and peers. Teachers
dimensions of disordered behavior: externalizing and internalizing. should question their academic instruction, expectations, and behavior
• Externalizing behavior involves striking out against others management approaches to address disordered behavior. They should
(see Furlong, Morrison, & Jimerson, 2004). Internalizing behavior not assume blame for unrelated behavior but eliminate any
involves mental or emotional conflicts, such as depression and anxiety contributions they may make to students' misconduct. (see Kauffman &
(see Gresham & Kern, 2004). Brigham, 2009; Kauffman & Landrum, 2009b; Kauffman, Pullen,
Mostert, & Trent, 2011).
PREVALENCE
• United States and many other countries have consistently NEGATIVE CULTURAL INFLUENCES
indicated that at least 6% to 10% of children and youths of school age - Children, their families, and schools are shaped by various cultural
exhibit serious and persistent emotional/behavioral problems influences, including media violence, terror use, drug abuse, changing
• Less than 1% of schoolchildren in the United States are sexual conduct standards, religious restrictions, and threats of nuclear
identified as emotionally disturbed for special education purposes accidents, terrorism, or war. These environmental conditions influence
• Boys out-number girls in displaying these behaviors by a adults' expectations of children and themselves, and adults
ratio of five to one or more. Overall, boys tend to exhibit more communicate values and behavioral standards to children through
aggression than girls do, although antisocial behavior in girls is an various demands, prohibitions, and models. Peers also play a
increasing concern significant role in shaping these cultural influences, particularly after
entering upper elementary grades.
CAUSES of emotional behavioral disabilities
BIOLOGICAL DISORDERS IDENTIFICATION
AND DISEASES - Identifying disordered behaviors is easier than defining their types
⁃ Behaviors and emotions can be influenced by genetic, and causes. Teachers often recognize students with emotional or
neurological, or biochemical factors or combinations of these. A behavioral disorders, even if they're invisible. However, they often
relationship exists between the body and behavior, and it's reasonable overlook their strengths and weaknesses. It's crucial to evaluate
to search for biological causal factors for certain emotional or students' emotional and behavioral competencies, not just their
behavioral disorders. However, only rarely can a specific biological weaknesses or deficits.
factor be proven to cause an emotional or behavioral disorder. - Conduct disorder is the most common type of emotional or behavioral
(Cooper, 2005; Forness & Kavale, 2001) disorder, with identification often being easy. Internalizing problems are
⁃ Most children with emotional or behavioral disorders don't less obvious but easier to recognize. School personnel often identify
have evidence that biological factors are the root cause. However, these students, leading to a lack of systematic screening procedures.
severe disorders often have biological factors contributing to their Special services for these disorders often lag behind the need, making
conditions. Medications can help address these problems if received screening unnecessary. Children with schizophrenia are often mistaken
with advanced psychopharmacology. for normal children, with their unusual language, mannerisms, and
(Konopasek & Forness, 2004) interactions becoming a concern. Although they are a small
⁃ Children are born with a biologically determined behavioral percentage, they may initially be diagnosed with another disorder, such
style, and some believe that children with difficult temperaments are as attention deficit hyperactivity disorder or depression.
predisposed to develop emotional or behavioral disorders. However, - Educators may not always know if a student has an emotional or
there is no one-to-one relationship between temperament and behavioral disorder, as it's harder to judge if a child's behavior is
disorders. Other biological factors, such as disease, malnutrition, and serious. Some children's disorders may go undetected due to teachers'
brain trauma, can also predispose children to develop emotional or sensitivity or cultural bias. Even unbiased teachers may make errors of
behavioral problems. Substance abuse can also contribute to these judgment. It's important to remember that some students with
issues, but it is not possible to determine if these factors are direct emotional or behavioral disorders may not have school-related issues.
causes of problem behavior. - Formal screening and early identification for educational intervention
⁃ Emotional and behavioral disorders are social phenomena, are challenging due to definition problems. However, informal
with biological causes often arising from psychosocial problems. While judgments of teachers have proven to be a reliable and valid method
medication can help, other interventions are needed to address the for screening students for emotional or behavioral issues, and when
psychological and social aspects of the disorder. Addressing these formal procedures are used, teachers' behavior ratings are accurate.
aspects is crucial for effective treatment and recovery. psychological and behavioral characteristics
(Forness & Beard, 2007; Konopasek & Forness, 2004)
INTELLIGENCE AND ACHIEVEMENT
PATHOLOGICAL - Average student with an EBD has an IQ in the dull-normal range (
FAMILY RELATIONSHIPS around 90 ) and that relatively few score above the bright-normal
⁃ Research on emotional or behavioral disorders is range.
inconsistent, and parents can have children with severe or non-severe - Intelligence tests aren’t perfect instruments for measuring what we
conditions. Good parents may have children with severe disorders, mean by intelligence, and it can be argued that emotional or behavioral
while incompetent, neglectful, or abusive parents may have children difficulties might prevent children from scoring as high as they are
with no significant issues. capable of scoring.
, - Students with EBD do not usually achieve at the level expected for - Instructional considerations
their mental age. - Needs of juvenile delinquents
- Special challenges for teachers
SOCIAL AND EMOTIONAL CHARACTERISTICS
EXTERNALIZING DISCIPLINARY CONSIDERATIONS
AGGRESIVE, ACTING-OUT BEHAVIOR Zero tolerance
- Children learn many aggresive behaviors by observing - One of the most dramatic and controversial measures involving
parents,siblings,playmates, and people portrayed on television and in discipline for serious offenses.
movies. - The higher authorities prescribed a given punishment such as long-
- Aggresion is encouraged by external rewards ( social status, power, term suspension or expulsion for a particular offense, regardless of the
suffering of the victim, obtaining desired items ) vicarious rewards ( circumstances surrounding the act.
seeing other obtain desirable consequences for their aggression) and - The zero tolerance rationale simply does not allow any exceptions for
self-reinforcement ( self-congratulation or enhancement of self-image). extenuating circumstances.
- When combined with school failure, aggressive, antisocial behavior in - Teachers and school administrators are often unsure of just what
childhood generally predicts a gloomy future in terms of social freedom and constraints the law allows them in disciplining students
adjustment and mental health, especially for boys. with disabilities, even if they have a policy of zero tolerance.
- Special educators also argue for exceptions based on the relevance
INTERNALIZING of the student’s disability to the event in question, and note that zero
Immature, withdrawn behavior and depression tolerance has not made schools safer places.
- The child whose behavior fits a pattern of extreme immaturity and manifestation determination
withdrawal or depression cannot develop the close and satisfying - Deciding whether a student’s misbehavior is or is not a manifestation
human relationships that characterize normal development. of disability based on the idea that it would be unfair to punish students
- A social learning analysis attributes withdrawal and immaturity to an for engaging in misbehavior that is part of their disability.
inadequate environment. Casual factors may include over-restrictive - if the misbehavior is not a manifestation of disability, then the usual
parental discipline, punishment for appropriate social responses, punishment for students without disabilities should apply.
reward for isolated behavior, lack of opportunity to learn and practice - Some people argue that the process actually undermines fairness
social skills, and models of inappropriate behavior. because the rules or procedures for the MD are not entirely objective,
- A depressed child or youth might act sad, lonely and apathetic; exhibit requiring subjective judgment about the causes of misbehavior
low self-esteem, excessive guilt, and pervasive pessimism; avoid tasks
and social experiences; and or have physical complaints or problems in functional behavioral assessment
sleeping, eating or eliminating. - The evaluation of the antecedents, consequences, and contextual
factors that maintain inappropriate behavior.
EDUCATIONAL CONSIDERATIONS - IDEA calls for functional behavioral assessment (FBA) if the student’s
EDUCATIONAL & socioeconomic PROFILE behavior is persistently a problem.
- Typically have low grades and other unsatisfactory outcomes - FBA assists educators in determining and altering the factors that
- Higher dropout rates and lower graduation rates account for a student’s misconduct.
- Disproportionately from poor and ethnic-minority families and - Perhaps the most critical part of the discipline provisions of IDEA is
frequently encounter juvenile justice system the requirement that schools must devise a positive behavioral
- Often placed in highly restrictive setting intervention plan (BIP) for a student with disabilities who has behavior
Objectives problems. The emphasis of this requirement is on creating proactive
and positive interventions and avoiding punishment.
All credible conceptual models for the education of learners with
emotional or behavioral disorders have two objectives: SUPPORTS FOR DESIRED BEHAVIOR
• controlling misbehavior positive behavioral intervention & support
• Systematic data-based intervention - It integrates valued outcomes, the science of human behavior,
- Interventions are applied systematically and consistently and are validated procedures, and systems change to enhance quality of life
based on reliable research. and reduce problem behavior.
- Its primary goal is to improve the link between research-validated
Practice of new skills practices and the environments in which teaching and learning occur.
- Skills are not taught in isolation but are applied directly in everyday - This behaviorally based systems approach enhances the capacity of
situations through modeling, rehearsal, and guided practice. schools, families, and communities to design effective teaching and
treatment matched to problems learning environments that improve lifestyle results (personal, health,
- Interventions are designed to meet the needs of individual students social, family, work, recreation, etc.) for all children and youth. These
and their particular life circumstances and are not general formulas that environments apply contextually and culturally appropriate
ignore the nature, complexity, cultural context, and severity of the interventions to make problem behavior less effective, efficient, and
problem. relevant and to make desired behavior
programming for transfer and maintenance
- Interventions promote transfer of learning to new situations; quick interim alternative educational setting
fixes nearly always fail to produce generalized change. - IDEA includes allowances for schools to use an interim alternative
teaching students the academic and social skills they need continuous educational setting (IAES) in the discipline of a student with disabilities
assessment and progress monitoring who can not be managed satisfactorily in the general education
- Teachers conduct direct, daily assessment of performance, with classroom or school.
planning based on this monitoring. - IAES is intended to encourage schools to use such alternatives rather
multicomponent treatment than suspension or expulsion.
- Teachers and other professionals use as many different interventions - The IAES must also include specific programming to address and
as are necessary to meet the multiple needs of students (e.g., social prevent the recurrence of the behavior that prompted the placement.
skills training, academic remediation, medication, counseling or
psychotherapy, and family treatment or parent training).
sustained intervention
- Many emotional or behavioral disorders are developmental disabilities
and will not likely be cured but demand life-long support.
AUTISM SPECTRUM DISORDER(ASD)
SERVICE DELIVERY history
- Trends toward inclusion eugen bleuler
- Different needs require different placements - German Psychiatrist Coined the Autism and describe a symptoms of
- Need for social skills the most severe cases of Schizophrenia
• Defining emotional and behavioral disorders has always ⁃ Parents of children with emotional or behavioral disorders
been problematic. Professional groups and experts have felt free to often seek support and resources to help their children behave better.
construct individual working definitions to fit their own professional The Federation of Families for Children's Mental Health was
purposes (Kauffman & Landrum, 2006, 2009b; Landrum, 2011). established in 1989 to provide such support, and parents are now
• Emotional and Behavioral disorders is somewhat like organizing local gatherings to find additional help.
defining a familiar experience—anger, loneliness, or happiness
UNDESIRABLE EXPERIENCES AT SCHOOL
CURRENT DEFINITION ⁃ Some children develop emotional or behavioral disorders
There is general agreement that emotional or behavioral disorder refers before starting school, while others develop them during their school
to the following: years due to damaging classroom experiences. The management of
• Behavior that goes to an extreme—not just slightly these disorders in the classroom can either improve or worsen the
different from the usual child's condition. School experiences are crucial for children, but they
• A problem that is chronic—one that does not quickly cannot solely contribute to their behavioral difficulties. A child's
disappear temperament and social competence can also interact with classmates
• Behavior that is unacceptable because of social or and teachers' behaviors. (Furlong, Morrison, & Fisher, 2005; Kauffman
cultural expectations & Brigham, 2009; Kauffman & Landrum, 2009b; Lan_drum, 2011;
Walker et al., 2004)
CLASSIFICATION ⁃ Problem behavior can lead to negative interactions,
• Researchers have identified two broad, pervasive making children increasingly irritable to teachers and peers. Teachers
dimensions of disordered behavior: externalizing and internalizing. should question their academic instruction, expectations, and behavior
• Externalizing behavior involves striking out against others management approaches to address disordered behavior. They should
(see Furlong, Morrison, & Jimerson, 2004). Internalizing behavior not assume blame for unrelated behavior but eliminate any
involves mental or emotional conflicts, such as depression and anxiety contributions they may make to students' misconduct. (see Kauffman &
(see Gresham & Kern, 2004). Brigham, 2009; Kauffman & Landrum, 2009b; Kauffman, Pullen,
Mostert, & Trent, 2011).
PREVALENCE
• United States and many other countries have consistently NEGATIVE CULTURAL INFLUENCES
indicated that at least 6% to 10% of children and youths of school age - Children, their families, and schools are shaped by various cultural
exhibit serious and persistent emotional/behavioral problems influences, including media violence, terror use, drug abuse, changing
• Less than 1% of schoolchildren in the United States are sexual conduct standards, religious restrictions, and threats of nuclear
identified as emotionally disturbed for special education purposes accidents, terrorism, or war. These environmental conditions influence
• Boys out-number girls in displaying these behaviors by a adults' expectations of children and themselves, and adults
ratio of five to one or more. Overall, boys tend to exhibit more communicate values and behavioral standards to children through
aggression than girls do, although antisocial behavior in girls is an various demands, prohibitions, and models. Peers also play a
increasing concern significant role in shaping these cultural influences, particularly after
entering upper elementary grades.
CAUSES of emotional behavioral disabilities
BIOLOGICAL DISORDERS IDENTIFICATION
AND DISEASES - Identifying disordered behaviors is easier than defining their types
⁃ Behaviors and emotions can be influenced by genetic, and causes. Teachers often recognize students with emotional or
neurological, or biochemical factors or combinations of these. A behavioral disorders, even if they're invisible. However, they often
relationship exists between the body and behavior, and it's reasonable overlook their strengths and weaknesses. It's crucial to evaluate
to search for biological causal factors for certain emotional or students' emotional and behavioral competencies, not just their
behavioral disorders. However, only rarely can a specific biological weaknesses or deficits.
factor be proven to cause an emotional or behavioral disorder. - Conduct disorder is the most common type of emotional or behavioral
(Cooper, 2005; Forness & Kavale, 2001) disorder, with identification often being easy. Internalizing problems are
⁃ Most children with emotional or behavioral disorders don't less obvious but easier to recognize. School personnel often identify
have evidence that biological factors are the root cause. However, these students, leading to a lack of systematic screening procedures.
severe disorders often have biological factors contributing to their Special services for these disorders often lag behind the need, making
conditions. Medications can help address these problems if received screening unnecessary. Children with schizophrenia are often mistaken
with advanced psychopharmacology. for normal children, with their unusual language, mannerisms, and
(Konopasek & Forness, 2004) interactions becoming a concern. Although they are a small
⁃ Children are born with a biologically determined behavioral percentage, they may initially be diagnosed with another disorder, such
style, and some believe that children with difficult temperaments are as attention deficit hyperactivity disorder or depression.
predisposed to develop emotional or behavioral disorders. However, - Educators may not always know if a student has an emotional or
there is no one-to-one relationship between temperament and behavioral disorder, as it's harder to judge if a child's behavior is
disorders. Other biological factors, such as disease, malnutrition, and serious. Some children's disorders may go undetected due to teachers'
brain trauma, can also predispose children to develop emotional or sensitivity or cultural bias. Even unbiased teachers may make errors of
behavioral problems. Substance abuse can also contribute to these judgment. It's important to remember that some students with
issues, but it is not possible to determine if these factors are direct emotional or behavioral disorders may not have school-related issues.
causes of problem behavior. - Formal screening and early identification for educational intervention
⁃ Emotional and behavioral disorders are social phenomena, are challenging due to definition problems. However, informal
with biological causes often arising from psychosocial problems. While judgments of teachers have proven to be a reliable and valid method
medication can help, other interventions are needed to address the for screening students for emotional or behavioral issues, and when
psychological and social aspects of the disorder. Addressing these formal procedures are used, teachers' behavior ratings are accurate.
aspects is crucial for effective treatment and recovery. psychological and behavioral characteristics
(Forness & Beard, 2007; Konopasek & Forness, 2004)
INTELLIGENCE AND ACHIEVEMENT
PATHOLOGICAL - Average student with an EBD has an IQ in the dull-normal range (
FAMILY RELATIONSHIPS around 90 ) and that relatively few score above the bright-normal
⁃ Research on emotional or behavioral disorders is range.
inconsistent, and parents can have children with severe or non-severe - Intelligence tests aren’t perfect instruments for measuring what we
conditions. Good parents may have children with severe disorders, mean by intelligence, and it can be argued that emotional or behavioral
while incompetent, neglectful, or abusive parents may have children difficulties might prevent children from scoring as high as they are
with no significant issues. capable of scoring.
, - Students with EBD do not usually achieve at the level expected for - Instructional considerations
their mental age. - Needs of juvenile delinquents
- Special challenges for teachers
SOCIAL AND EMOTIONAL CHARACTERISTICS
EXTERNALIZING DISCIPLINARY CONSIDERATIONS
AGGRESIVE, ACTING-OUT BEHAVIOR Zero tolerance
- Children learn many aggresive behaviors by observing - One of the most dramatic and controversial measures involving
parents,siblings,playmates, and people portrayed on television and in discipline for serious offenses.
movies. - The higher authorities prescribed a given punishment such as long-
- Aggresion is encouraged by external rewards ( social status, power, term suspension or expulsion for a particular offense, regardless of the
suffering of the victim, obtaining desired items ) vicarious rewards ( circumstances surrounding the act.
seeing other obtain desirable consequences for their aggression) and - The zero tolerance rationale simply does not allow any exceptions for
self-reinforcement ( self-congratulation or enhancement of self-image). extenuating circumstances.
- When combined with school failure, aggressive, antisocial behavior in - Teachers and school administrators are often unsure of just what
childhood generally predicts a gloomy future in terms of social freedom and constraints the law allows them in disciplining students
adjustment and mental health, especially for boys. with disabilities, even if they have a policy of zero tolerance.
- Special educators also argue for exceptions based on the relevance
INTERNALIZING of the student’s disability to the event in question, and note that zero
Immature, withdrawn behavior and depression tolerance has not made schools safer places.
- The child whose behavior fits a pattern of extreme immaturity and manifestation determination
withdrawal or depression cannot develop the close and satisfying - Deciding whether a student’s misbehavior is or is not a manifestation
human relationships that characterize normal development. of disability based on the idea that it would be unfair to punish students
- A social learning analysis attributes withdrawal and immaturity to an for engaging in misbehavior that is part of their disability.
inadequate environment. Casual factors may include over-restrictive - if the misbehavior is not a manifestation of disability, then the usual
parental discipline, punishment for appropriate social responses, punishment for students without disabilities should apply.
reward for isolated behavior, lack of opportunity to learn and practice - Some people argue that the process actually undermines fairness
social skills, and models of inappropriate behavior. because the rules or procedures for the MD are not entirely objective,
- A depressed child or youth might act sad, lonely and apathetic; exhibit requiring subjective judgment about the causes of misbehavior
low self-esteem, excessive guilt, and pervasive pessimism; avoid tasks
and social experiences; and or have physical complaints or problems in functional behavioral assessment
sleeping, eating or eliminating. - The evaluation of the antecedents, consequences, and contextual
factors that maintain inappropriate behavior.
EDUCATIONAL CONSIDERATIONS - IDEA calls for functional behavioral assessment (FBA) if the student’s
EDUCATIONAL & socioeconomic PROFILE behavior is persistently a problem.
- Typically have low grades and other unsatisfactory outcomes - FBA assists educators in determining and altering the factors that
- Higher dropout rates and lower graduation rates account for a student’s misconduct.
- Disproportionately from poor and ethnic-minority families and - Perhaps the most critical part of the discipline provisions of IDEA is
frequently encounter juvenile justice system the requirement that schools must devise a positive behavioral
- Often placed in highly restrictive setting intervention plan (BIP) for a student with disabilities who has behavior
Objectives problems. The emphasis of this requirement is on creating proactive
and positive interventions and avoiding punishment.
All credible conceptual models for the education of learners with
emotional or behavioral disorders have two objectives: SUPPORTS FOR DESIRED BEHAVIOR
• controlling misbehavior positive behavioral intervention & support
• Systematic data-based intervention - It integrates valued outcomes, the science of human behavior,
- Interventions are applied systematically and consistently and are validated procedures, and systems change to enhance quality of life
based on reliable research. and reduce problem behavior.
- Its primary goal is to improve the link between research-validated
Practice of new skills practices and the environments in which teaching and learning occur.
- Skills are not taught in isolation but are applied directly in everyday - This behaviorally based systems approach enhances the capacity of
situations through modeling, rehearsal, and guided practice. schools, families, and communities to design effective teaching and
treatment matched to problems learning environments that improve lifestyle results (personal, health,
- Interventions are designed to meet the needs of individual students social, family, work, recreation, etc.) for all children and youth. These
and their particular life circumstances and are not general formulas that environments apply contextually and culturally appropriate
ignore the nature, complexity, cultural context, and severity of the interventions to make problem behavior less effective, efficient, and
problem. relevant and to make desired behavior
programming for transfer and maintenance
- Interventions promote transfer of learning to new situations; quick interim alternative educational setting
fixes nearly always fail to produce generalized change. - IDEA includes allowances for schools to use an interim alternative
teaching students the academic and social skills they need continuous educational setting (IAES) in the discipline of a student with disabilities
assessment and progress monitoring who can not be managed satisfactorily in the general education
- Teachers conduct direct, daily assessment of performance, with classroom or school.
planning based on this monitoring. - IAES is intended to encourage schools to use such alternatives rather
multicomponent treatment than suspension or expulsion.
- Teachers and other professionals use as many different interventions - The IAES must also include specific programming to address and
as are necessary to meet the multiple needs of students (e.g., social prevent the recurrence of the behavior that prompted the placement.
skills training, academic remediation, medication, counseling or
psychotherapy, and family treatment or parent training).
sustained intervention
- Many emotional or behavioral disorders are developmental disabilities
and will not likely be cured but demand life-long support.
AUTISM SPECTRUM DISORDER(ASD)
SERVICE DELIVERY history
- Trends toward inclusion eugen bleuler
- Different needs require different placements - German Psychiatrist Coined the Autism and describe a symptoms of
- Need for social skills the most severe cases of Schizophrenia
