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Emotional and Behavior Disorders By: Ana
October 2013
Federal Definition: A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems.” (2) As defined by IDEA, emotional disturbance includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.

Characteristics: • • • • • • Hyperactivity-Shorten attention span. Withdraw – Not interacting with peers and having fear and or anxiety Aggression- can be to oneself or to others. Immature- inappropriate activity or coping skills Learning Difficulties- Performing below grade level academically Mood swings- bizarre behavior, excessive anxiety

Children who do not have ED may experience similar behaviors during their lifetime. But children who do have ED will experience these behaviors for long periods of time. Cause: There is no known cause, although it is suggested that it could be heredity, diet, stress, and environment. Research is ongoing. Advocacy/Resource: (council for children with behavior disorders)

Mental disorders use different umbrella terms like emotional disturbance, behavior disorders, or mental illness. Beneath these umbrella terms there is a wide range of disabilities that differ from one another in characteristics and treatments. This fact sheet will focus on general emotional disturbance.

“Children are likely to live up to what you believe of them” -Lady Bird Johnson

Accommodations: • Verbalize math problems- ask student to say math problem before solving it. Cubicles-students complete their work in a desk with a three-sided cubicle. Modeling, Rehearsal, and Feedback- teacher model a skill then student practices it, and teacher gives direct feedback. Adjusting task difficulty Adapting physical environmentkeeping possible harmful things away, seating arrangements. Establish open, accepting environment. Clearly state class rules and consequences. Reinforce positive behavior. Be tolerant. Use good judgment. Teach social skills. Teach self-control, selfmonitoring, and conflict resolution. Carefully select partners. Have alternative activities available. Have groups of “one.”

Students with EBD have the worst graduation rate (32.1) out of students with disabilities. This is due to the fact that many students fail to gain basic academic skills needed to function successfully in the community. Despite these academic outcomes schools continue to focus on the behavior modifications rather than their academic deficiencies. Evidence based strategies that works are: • Peer mediated intervention- cross age tutoring, class wide tutoring when peers are responsible for providing instruction. • Self-mediated interventions- selfmonitoring and self-evaluation. Responsibility rests on the student. • Teacher mediated interventions- teacher provides academic instruction. Consequence interventions: • • • • Use Token systems Provide free time Academic Contracts Feedback

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“Children are likely to live up to what you believe of them” -Lady Bird Johnson