The Social Lives of Children With Emotional and Behavioural Disorders in SelfContained Classroom Lua

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The Social Lives of Children With Emotional and
Behavioural Disorders in Self-Contained
Classroom(Luanne Panacek and Glen Dunlap)

• By Karen Heffernan and Lisa Jones

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Emotional and Behavioural Disorder

• Emotional or Behavioral Disorder (EBD) refers to
  a condition in which behavioral or emotional
  responses of an individual in school are so
  different from his/her generally accepted, age
  appropriate, ethnic or cultural norms that they
  adversely affect performance in such areas as
  self care, social relationships, personal
  adjustment, academic progress, classroom
  behavior, or work adjustment.
• EBD can co-exist with other disabilities.
• This may include children or youth with
  schizophrenia, affective disorders, anxiety
  disorders, or who have other sustained
  disturbances of behavior, emotions, attention, or
  adjustment.

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Article Review(main points)

• Purpose to explore if children with E/BD had any
  opportunities to interact in normal social
  situations apart from the segregated classroom
• Study looked at three main things Segregation,
  social integration (interactive or not
  interactive) and physical integration
• Performed the study by interviewing children ages
  7 to 11 with EBD and typical children

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• Conclusions
• 83 of school activities with EBD students were
  segregated
• 9 were physically segregated
• Children with E/BD in self-contained classes
  reported little opportunity to engage in
  integrated school activities, with only 8 of
  their activities involving integrated social
  interactions
• The school social networks of the children in the
  E/BD Group tended to be smaller than those from
  the Typical Group. They contained slightly fewer
  friends, more school personnel, and were mainly
  people associated with the special education
  program
• In contrast, the home social networks were
  similar for the two groups
• Children in the typical group identified their
  school friends as being most important, while the
  children with E/BD indicated their home friends
  as being most important.

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Article Critique - Weaknesses

• Lack of definition for E/BD
• Lack of varied participants
• Participants were predominantly from low SES
• Only included full time students with severe E/BD
  in self-contained programs
• The study did not examine dimensions of the
  social networks or social support in great detail
  or depth
• No example questions from the interview were
  provided

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Article Critique - Strengths

• Clear purpose
• Well written and clear to understand
• Supportive arguments
• Study
• Validity was ensured through parent and teacher
  questionnaire
• Creating an awareness about issue

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Personal Experiences- Related to Practice

• Negative implications of segregation- all
  children with behavioural problems are together,
  which leads to these children being their only
  possible friends (possible side effects academic
  achievement, values and attitudes, use of social
  skills and aspirations)
• Academic learning not always taking place (small
  group socializing)
• Personal Viewpoints