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Chapter Eight Learners with Emotional or Behavioral Disorders

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Title: Chapter Eight Learners with Emotional or Behavioral Disorders


1
Chapter EightLearners with Emotional or
Behavioral Disorders
  • Virginia Jensen
  • Teresa Marotto
  • Kevin Macaulay
  • Jessica Hill
  • Jessica Dillon
  • Elizabeth Hilton

2
Definition Problems
  • Defining emotional or behavioral disorders is
    difficult because it is like trying to define a
    familiar experience
  • - Anger
  • - Loneliness
  • - Happiness

3
Definition Problems Continued
  • Why is defining emotional and behavioral
    disorders difficult?
  • - We lack definitions of mental health and
    normal behavior (what is normal?)
  • - There are substantial differences among
    conceptual models (everyone is different,
    everyone has different kinds of symptoms on
    all levels, some more than others)
  • - Measurement of emotions and behavior is
    imprecise (not exact, there is no tool that
    can measure the intensity of emotions and
    behavior)
  • - Emotional and behavioral disorders often
    overlap with other disabilities (especially
    learning disabilities and mental retardation)
  • - Professionals disagree when diagnosing
    children with emotional and behavioral
    disorders

4
Federal Definitions
  • According to the Individuals with Disabilities
    Education Act (IDEA) the term used to describe
    emotional and behavioral disorders is emotionally
    disturbed
  • In general, the definition of emotional and
    behavioral disorders is
  • - Behavior that goes to an extreme that is
    not just slightly different from the usual
  • - A problem that is chronic one that does
    not quickly disappear
  • - Behavior that is unacceptable because of
    social or cultural expectations

5
Alternative Definition to the Federal Definition
  • Emotional/Behavioral disorder means a disability
    characterized by behavioral or emotional
    responses in school so different from appropriate
    age, cultural, or ethnic norms that they affect
    educational performance. Educational performance
    includes academic, social, vocational, and
    personal skills. This kind of disability is
  • - More than temporary, expected response to
    stressful events in the environment
  • - Is consistently exhibited in two different
    settings, at least one of which is school
    related
  • - Unresponsive to direct intervention in
    general education or the childs condition is
    such that general interventions would be
    insufficient

6
Alternative to the Federal Definition Continued
  • Emotional and Behavioral disorders can co-exist
    with other disabilities.
  • Children or youths with schizophrenic disorders
    are included as well as children and youth with
    affective disorder, anxiety disorder and conduct
    disorder. All these disorders affect educational
    performance.
  • Affective disorder a disorder of mood or
    emotional tone characterized by depression.
  • Anxiety disorder a disorder characterized by
    anxiety, fearfulness, and avoidance of ordinary
    activities because of anxiety or fear.

7
Classification
  • Emotional and behavioral disorders are so diverse
    and vary greatly from person to person that there
    is no universally accepted system for classifying
    emotional or behavioral disorders. However,
    individuals could be grouped into categories
    according to the types of problems (or symptoms)
    they have.
  • There are two broad categories of disordered
    behavior
  • - Externalizing
  • - Internalizing
  • Externalizing involves striking out against
    others while internalizing behavior involves
    mental or emotional conflicts.

8
Externalizing Characteristics
  • Hostile behavior or aggression
  • Abusive
  • Destructive
  • Bossy
  • Quarrelsome
  • Defiant
  • Irritable

9
Internalizing Characteristics
  • Withdrawn
  • Anti-Social
  • Disinterest (in activities, etc.)
  • Poor concentration
  • Short attention span

10
Classification Continued
  • Very few individuals with emotional or behavioral
    disorders exhibit only one type of maladaptive
    behavior (one of the two general categories).
    This is called co- morbidity. Co-morbidity is the
    appearance of two or more conditions in one
    individual this is not unusual. (Individual
    will show qualities from both categories).
  • One third of children with emotional or
    behavioral disorders have another disability as
    well. (Example depression, anxiety disorder,
    ADD, or ADHD)

11
Final Thought on Classification
  • Either dimension of behavior may be exhibited to
    a greater or lesser extent which can range from
    normal to severely disordered.
  • For example, an individual might have a severe
    conduct disorder, an externalizing problem
    defined by overt, aggressive, disruptive behavior
    or covert anti-social acts (internalizing) such
    as stealing, lying and fire setting.

12
Schizophrenia
  • Schizophrenia is a disorder that involves
    psychotic behavior manifested by loss of contact
    with reality, distorted thought processes, and
    abnormal perceptions. In other words, it is a
    severe disorder of thinking (internalization).
    Individuals tend to withdraw into their own
    private worlds where they have delusions or
    hallucinations.
  • Childhood schizophrenia is a disorder that
    typically begins after a normal period of
    development during early childhood. It is
    distinguished from autism or autistic spectrum
    disorders.

13
Autistic Spectrum and Autism
  • Autistic Spectrum- consists of five similar
    conditions autism, Asperger syndrome, Rhett
    syndrome, childhood disintegrative disorder, and
    pervasive developmental disorder. All involve
    communication problems and problems with social
    interactions.
  • Autism one of five autistic spectrum disorders
    it is characterized by extreme social withdrawal
    and impairment in communication.

14
Schizophrenia Continued
  • Children with schizophrenia usually have
    delusions (bizarre ideas) and hallucinations
    (seeing or hearing imaginary things), whereas
    children with autism usually do not.
  • Children with schizophrenia tend to have
    psychotic episodes interspersed with periods of
    near-normal behavior, whereas children with
    autism tend to have more constant symptoms.
  • About 25 of children with autism have epileptic
    seizures, whereas children with schizophrenia
    rarely have seizures.
  • Classifications of emotional or behavioral
    disorders describe behavioral dimensions. These
    dimensions are composed of a wide range of
    externalizing and internalizing problems.

15
Prevalence
  • The prevalence of emotional or behavioral
    disorders varies among children and youths
    because there is no standard or reliable
    definition or screening instrument.
  • Credible studies in the U.S. (and other
    countries) have consistently indicated that at
    least 6 to 10 of children and youths of school
    age exhibit serious and persistent
    emotional/behavioral problems.
  • However, about 1 of schoolchildren in the U.S.
    are identified as emotionally disturbed for
    special education purposes.
  • - A very small percentage of children with
    serious emotional and behavioral disorders
    receive mental health services.

16
Prevalence Continued
  • The most common types of problems exhibited by
    students who are placed in special education for
    emotional or behavioral disorders show
    externalizing qualities.
  • - Boys outnumber girls in displaying
    externalizing behaviors by a ratio of 5 to 1
    (or more).
  • - However, antisocial behavior in girls is an
    increasing concern.

17
Prevalence Continued
  • Juvenile delinquency and the antisocial behavior
    (conduct disorder) present problems in estimating
    prevalence.
  • - One point of view is that all delinquent and
    antisocial youths should be thought of as
    having emotional or behavioral disorders.
  • - Some argue that most youths who commit
    frequent antisocial acts are socially
    maladjusted, not emotionally disturbed
  • (We cannot clearly distinguish social
    maladjustment from emotional disturbance.)
  • Those who exhibit serious antisocial behavior are
    at high risk for school failure as well as other
    negative outcomes.
  • If schools are to address the educational
    problems of delinquent and antisocial children
    and youths, then the number served by special
    education must increase dramatically.

18
Causes
  • There are four major factors that attribute to
    emotional and behavioral disorders
  • - Biological disorders and diseases
  • - Pathological family relationships
  • - Undesirable experiences at school
  • - Negative cultural influences
  • In the majority of cases, there is no conclusive
    empirical evidence that any of these factors is
    directly responsible for the disorder. Some
    factors might give a child a predisposition to
    exhibit problem behavior and others might trigger
    it.

19
Biological Factors
  • Behaviors and emotions may be influenced by
    genetic, neurological, or biochemical factors or
    by combinations of these.
  • Prenatal exposure to alcohol can contribute to
    many types of disabilities which include
    emotional or behavioral disorders.
  • Disease, malnutrition, brain trauma, and
    substance abuse can predispose children to
    develop emotional or behavioral problems.
  • For individuals with severe and profound
    disorders, there is evidence to suggest that
    biological factors contribute to their conditions
    however, biological factors alone are not solely
    the root of the problem.
  • All children are born with a biologically
    determined behavioral style, or temperament
    (which can be changed by the way they are reared)
    however it is believed that children with
    difficult temperaments are predisposed to develop
    emotional or behavioral disorders.

20
Severe Disorders
  • Two severe biological emotional/behavioral
    disorders are
  • - Schizophrenia
  • - Tourettes Syndrome
  • Tourettes syndrome a neurological disorder
    beginning in childhood characterized by multiple
    motor tics (repetitive, stereotyped movements)
    and verbal tics or verbal outbursts that may
    include strange noises or inappropriate words or
    phrases such as swearing.
  • Although schizophrenia, Tourettes syndrome,
    attention deficit/hyperactive disorder (ADHD),
    some forms of depression, and many other
    disorders are caused wholly or partly by brain
    biochemical dysfunctions (biological causes of
    emotional or behavioral disorders).

21
Biological Causes
  • Four important points to remember about
    biological causes
  • - The fact that disorders have biological
    causes does not mean that they are not
    emotional or behavioral disorders. An
    emotional or behavioral disorder can have
    physical cause, the biological malfunction is a
    problem because of the disorder it creates
    in the individuals emotions or behaviors.
  • - Causes are seldom exclusively biological or
    psychological. Once a biological disorder
    occurs, it nearly always creates
    psychosocial problems which can contribute to
    the emotional or behavioral disorder.
  • - Biological or medical treatment of the
    disorder is rarely sufficient to resolve the
    problem. Medication is used to help the
    disorder but it is not the only intervention
    used in helping the individual cope with
    his/her disorder.
  • - If a disorder is known to have biological
    causes, medical or biological approaches to
    the problem can be of little or no help
    because medications do not work equally for
    every individual and for some disorders,
    there is not medication that can be
    prescribed.

22
Family Factors
  • There is no consistency or valid research that
    shows parents are to blame for emotional and
    behavioral disorders in their children.
  • Good parents sometimes have children with very
    serious or behavioral disorders, and incompetent,
    neglectful, or abusive parents sometimes have
    children with no emotional or behavioral
    disorders.
  • However,
  • Parents who are generally lax in disciplining
    their children but are hostile, rejecting, cruel,
    and inconsistent in dealing with misbehavior are
    likely to have aggressive, delinquent children.
  • Broken, disorganized homes in which the parents
    themselves have arrest records or are violent are
    more likely to have children with a lack of
    social competence and delinquency.

23
School Factors
  • Some children already have emotional or
    behavioral disorders when they begin school,
    others develop such disorders during their school
    years (probably from damaging classroom or school
    related experiences). This includes
  • - Teachers being insensitive to childrens
    individuality
  • - Requiring conformity to rules and routines
  • - Too high or too low expectations for
    achievement and/or conduct
  • - Might give the child the impression that they
    are inadequate or undesirable
  • - Discipline may be too rigid, too lax, or too
    inconsistent
  • - Misbehaving children are rewarded by special
    attention (even if attention is criticism or
    punishment), whereas a child who behaves is
    ignored
  • - Teacher and peers might be models of
    misconduct the child might misbehave by
    imitating them

24
School Factors Continued
  • There is a fear that a child who exhibits problem
    behavior will become trapped in spiral or
    negative interactions, in which he/she becomes
    increasingly irritating to and irritated by
    teachers and peers.
  • Teachers cannot and should not take blame for
    disordered behavior which they are not
    contributing to, however, it is important that
    they eliminate whatever contributions they might
    be making to their students misconduct.

25
Cultural Factors
  • Many environmental conditions affect adults
    expectations of children and childrens
    expectations of themselves and their peers.
  • Values and behavioral standards are communicated
    to children through a variety of cultural
    conditions, demands, prohibitions, and models.
  • The culture in which a child is reared influences
    his or her emotional, social, and behavioral
    development as well as having influences on
    anxiety, depression, and aggression.
  • Violence depicted on television has been proven
    to increase levels of violence in U.S. society.
  • Dramatic increases in the ethnic diversity of
    most communities might contribute to the mistaken
    identification of behavioral differences as
    behavioral disorders.

26
Cultural Factors Continued
  • Abuse and other forms of extreme trauma are known
    to contribute significantly to the emotional or
    behavioral disorders of many children in society
    today.
  • Imprisonment and punishment combined with lack of
    economic and educational opportunities, appear to
    perpetuate if not exacerbate the harsh conditions
    of life that contribute to emotional or
    behavioral disorders and delinquency.

27
Identification
  • It is easier to identify disordered behaviors
    than to define and classify them or identify
    their causes. Teachers and peers sometimes fail
    to detect emotional and behavioral disorders
    because they fail to assess the strengths of
    students with emotional or behavioral disorders.
    Some also fail because they arent sensitive to
    the childs problems or because they do not stand
    out among other children with more serious
    problems.

28
Identification Continued
  • The most common type of behavioral disorder is
    conduct disorder which is an externalizing
    problem attracts immediate attention.
  • Children with schizophrenia are rarely mistaken
    for those who are developing normally their
    language, mannerisms, and ways of relating to
    others become concerns among teachers, parents,
    and the childs peers (also casual observers).
  • However, a child will be considered as having
    ADHD or depression first, before being diagnosed
    with schizophrenia.
  • The younger the child, the more difficult it is
    to determine if his/her behaviors signifies a
    serious problem.
  • Some students with emotional or behavioral
    disorders do not exhibit problems at school
    detection problem in the classroom.

29
Psychological and Behavioral Characteristics
  • Describing the characteristics of children with
    emotional and behavioral disorders is difficult
    because these disorders are extremely varied from
    person to person.
  • Intelligence and Achievement
  • The average student with emotional or behavioral
    disorders has an IQ in the dull-normal range
    (around 90) and few scores above the
    bright-normal range (most are average).
  • More children with emotional or behavioral
    disorders fall into the ranges of slow learner
    and mild retardation.
  • Many students with severe disorders lack basic
    reading and arithmetic skills those without
    problems in reading and math are often unable to
    apply their skills to everyday problems.

30
Intelligence and Achievement Continued
  • Intelligence tests are not perfect instruments
    for measuring intelligence but they are a good
    predictor of how far a student will excel
    academically and socially. It can be argued that
    emotional or behavioral difficulties might
    prevent children from scoring as high as they are
    capable of scoring however, the lower than normal
    IQs for these students do indicate lower ability
    to perform tasks that other students may be
    successful at. Lower scores are also consistent
    with impairment in other areas of functioning
    like academic achievement and social skills.

31
Social and Emotional Characteristics
  • Two major dimensions externalizing and
    internalizing
  • Studies show that the social statuses of
    students in regular elementary and secondary
    classrooms indicate that who are identified as
    having emotional or behavioral disorders may be
    socially rejected. Early peer rejection and
    aggressive behavior place a child at high risk
    for later social and emotional problems.

32
Aggressive, Acting Out Behavior(Externalizing)
  • Conduct disorder is the most common problem
  • (as discussed earlier).
  • Hitting, fighting, teasing, yelling, refusing to
    comply with requests, crying, destructiveness,
    vandalism, extortion these behaviors if
    exhibited often, will earn the child to be
    labeled disturbed.
  • Note that normal children do these things, but
    not as often.
  • These youths tend to be unpopular with their
    peers and do not respond positively to
    well-meaning adults who try to help them.
  • Some are considered to have attention
    deficit/hyperactive disorder (ADD or ADHD) or
    brain injury.
  • Behavior is extreme and resistant to discipline
    because they have been scolded so many times that
    it means nothing to
  • them anymore.
  • Children with emotional or behavioral disorders
    behave
  • horribly frequently enough that the people they
    live with
  • or be with cannot stand them.

33
Aggression
  • Children learn aggressive behaviors through
    parents, siblings, playmates, and media.
  • If children are placed in unpleasant situations,
    they use aggression because it is encouraged by
    external rewards such as social status, power,
    suffering of the victim, or obtaining desired
    items. It is also encouraged by vicarious rewards
    (seeing others obtain desirable consequences for
    their aggression), and self reinforcement
    (enhancing self-image).
  • If children can justify their aggression, they
    are more likely to use it.
  • Punishment can increase aggression if punishment
    is inconsistent or delayed.
  • There is a high probability that the aggressive
    child who is a failure in school with becoming a
    social misfit as an adult than the child who is
    withdrawn (internalizing).

34
Immature, Withdrawn Behavior and Depression
(Internalizing)
  • The child whose behavior fits a pattern of
    extreme immaturity and withdrawal or depression
    cannot develop the close and satisfying human
    relationships that characterize normal
    development.
  • Children who are withdrawn or depressed are often
    social isolates who have very few friends, rarely
    play with children their own age, and lack social
    skills necessary to have fun.
  • Some children withdraw into fantasy or
    daydreaming and some develop fears completely out
    of proportion to the circumstances.
  • Some complain constantly of little aches and
    pains to avoid participating in normal
    activities.
  • Some become depressed for no apparent reason.
  • Over restrictive parental discipline, punishment
    for appropriate social responses, reward for
    isolated behavior, lack of opportunity to learn
    and practice social skills, and models of
    inappropriate behavior can be leading factors in
    causing immature, withdrawn behavior.

35
Depression
  • Depression is an increasing factor among
    children, youths and adults. Depression includes
    disturbances of mood or feelings, inability to
    think or concentrate, lack of motivation,
    decreased physical well-being. A child with
    depression might act sad, lonely, exhibit low
    self esteem, excessive guilt, pessimism, and
    avoid tasks and social experiences. Sometimes
    depression is accompanied by problems such as bed
    wetting (nocturnal enuresis), fecal soiling
    (encopresis), extreme fear or refusal to go to
    school, failure in school or talk of suicide or
    suicide attempts. Depression also frequently
    occurs in combination with conduct disorder as
    well as substance abuse. Depression can have a
    biological cause and anti-depressants are usually
    prescribed to help individuals with depression
    (can be helpful). However in some cases there is
    no biological cause and psychological or
    environmental factors are the cause
  • - Instructing children and youths in social
    interaction skills and self-control techniques
    and teaching them to view themselves more
    positively are usually successful in coping or
    dealing with depression.

36
Suggestions for Teaching
  • As a teacher, it is important to be very
    organized and clear with the children who have
    these disorders. Some managing behaviors that you
    could use for your classroom is as fallows and is
    listed from LESS restive to MORE instance
    restrictive
  • Enhancement procedures Reductive
    procedures
  • Self-regulation
    Differential reinforcement
  • Social reinforcement
    Extinction
  • Modeling
    Verbal aversive
  • Contracting
    Response cost
  • Activity reinforcement Time-out
  • Token reinforcement Over
    correction
  • Edible reinforcement Physical
    aversive
  • Tactile and sensory reinforcement
  • Reinforcements should be given every now and
    then, and if the child is receiving a lot, they
    can sooner or later be slowly taken off of
    them. You would only reinforce good behavior,
    not bad behavior.

37
Definitions
  • Social reinforcement- giving the child a high 5
    for a good job, telling them job well done on
    working alone, etc.
  • Activity reinforcing- if you are good and do
    your homework we can have extra play time.
  • Token reinforcement- tokens or points are given
    out, which then can be exchanged for prizes.
  • Contracting An actual contract is constructed
    between the parents, teacher and students. It
    will say, For each day Sam doesnt might with a
    student, he will receive a check. When he has
    reached 10 checks they will be sent to his
    parents who will then sign them, and Sam can now
    have 15 extra minutes on the computer in class.
  • Modeling- teachers may model a behavior, such as
    expressing anger appropriately, and having the
    children practice doing so with them.

38
Teaching Social Skills
  • There is a pattern used to correct social skills.
    This is as fallows
  • Trigger Student notices external or internal
    things that trigger their anger.
  • Cue child identifies physiological factors that
    indicate anger is aroused in them.
  • Reminders- student makes self-statements to
    reduce the anger.
  • Reducer Students uses strategies such as
    counting backwards or forwards and concentrating
    on their behavior and reflecting on it to reduce
    the anger.
  • Students generates alternatives to anger and
    aggression
  • Student evaluates the use and results of the
    anger control sequence.
  • Differential reinforcements- if you want to
    permute hand raising in class instead of talking
    out load, you would permute hand raising more and
    more.

39
When Using Punishment
  • Teachers should
  • -Combine punishment with positive reinforcement
    of alternative behaviors
  • -Manage punishment carefully and use it
    consistently and immediately.
  • -Use punishment only after positive procedures
    have been unsuccessful
  • When using any other punishments on the list,
    professionals should only use them. If you are
    reprimanding, be sure to keep it privet, stand
    near to the child, and give the child eye contact.

40
Teaching Conclusions
  • It is also wise for teachers with out of control
    students to devise a plan. This plan should be
    shown to the students incase of a sudden outbreak
    occurs and a student is threatening themselves or
    others. You should have a reliable student know a
    signal to go get another adult or to have another
    teacher call the office if you are having
    problems and are tied up with the children and
    moving them to safety. This plan should be used
    as a drill from time to time to refresh the
    childrens minds on what to do if something ever
    did occur.

41
The End!!!!
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