What the disability is:

"...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-o
o
o
o
o

An inability to learn that cannot be explained by intellectual, sensory, or health factors.

An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
Inappropriate types of behavior or feelings under normal circumstances.
A general pervasive mood of unhappiness or depression.
A tendency to develop physical symptoms or fears associated with personal or school problems."

The causes of emotional disturbance have not been adequately determined. Although various factors
such as heredity, brain disorder, diet, stress, and family functioning have been suggested as possible
causes, research has not shown any of these factors to be the direct cause of behavior or emotional
problems. Some of the characteristics and behaviors seen in children who have emotional disturbances
include:
o
o
o
o
o

Hyperactivity (short attention span, impulsiveness);

Aggression/self-injurious behavior (acting out, fighting);
Withdrawal (failure to initiate interaction with others; retreat from exchanges of social interaction,
excessive fear or anxiety);
Immaturity (inappropriate crying, temper tantrums, poor coping skills)
Learning difficulties (academically performing below grade level).

Different Types:
OCD:
Obsessivecompulsive disorder (OCD) is a mental disorder where people feel the need
to check things repeatedly, have certain thoughts repeatedly, or feel they need to perform
certain routines repeatedly. People are unable to control either the thoughts or the
activities. Common activities include hand washing, counting of things, and checking to
see if a door is locked. Some may have difficulty throwing things out. These activities
occur to such a degree that the person's daily life is negatively affected. Often they take
up more than an hour a day. The condition is associated with tics, anxiety disorder, and
an increased risk of suicide.
ODD:
Children with disruptive behavior disorders frequently cause physical harm to other
individuals or to animals, often engage in behaviors destructive to others property,
repeatedly participate in theft and deceitful activities, and regularly violate rules and other
social conventions. In some instances, children with these disorders are highly
oppositional. They exhibit a pattern of recurrent negativism, opposition to authority, and
loss of temper. Other typical behaviors include disobeying, arguing, blaming others for
problems and mistakes, and being spiteful. Most of the students with EBD who are
served in special education through IDEA manifest conduct disorders or are oppositionally defiant.
RAD:
Reactive attachment disorder (RAD) of infancy or early childhood is represented by
noticeably abnormal and developmentally inept social relatedness. This disorder appears
as a result of grossly inadequate care such as physical or emotional neglect, frequent
changes in major caregivers, and other abuse. Behaviors common to this disorder
include extreme inhibitions, inability to form appropriate attachments, complete lack of

ability to respond to or instigate social interaction with others, and hypervigilance or

complete absence of attention to surrounding social opportunities.

Strategies that general education teachers can use to help students with the disability:
o
o
o
o
o
o
o
o
o
o
o
o
o

Rules are clear and consistently enforced

Helpful routines are in place
High quality academic and social instruction
Relationships are fostered and developed
Close teacher monitoring
Frequent feedback
Reinforcement with token economy
Provide a positive, structured classroom environment
Teach social skills to all children
Teach self-management skills to all children
Use cooperative learning strategies and peer tutoring
to promote the learning of all children
Ask for help from members of the teacher assistance team.

Accommodations or modifications that would be applicable to the specific disability:

o
o
o
o

Behavioral Intervention Plan

Provide the student with alternatives to written assignments, e.g., permit him or her to
demonstrate his or her knowledge by drawing a picture, mural, etc. in lieu of writing an essay.
Ask the student if he or she would find it helpful if a signal, such as a code word, was used to
redirect his or her attention. If so, be sure to involve the student in the choice of signal.
For children with OCD you could provide a separate set of classroom materials for the student, so
he or she does not have to share them with others (book, jar of paste, paints, markers, crayons,
etc.). During group activities, allow the student to use this set of materials. Provide a separate
set of books for the student to use at home (child may fear bringing contaminated materials into
the home).

Technology and Environmental Resources:

o
o
o

WRAP around approach

Cognitive behavior therapy
Difficulties with reading
o Audio books and electronic publications: user listens to recorded books/other text
materials via audiocassettes, CDs, Daisy readers, computers, and MP3 players.
Available through the National Library Service for the Blind and Physically Handicapped,
Recording for the Blind and Dyslexic, Audible.com, Project Gutenberg, Kindle,
Bookshare;
o Optical character recognition: user scans printed material into a computer/handheld unit;
text is read aloud by means of a speech synthesis/screen reading system. Examples:
Kirzweil 3000, Read and Write Gold, Wynn software, Quicktionary 2 (a pen-like, handheld scanner that can scan a word or line of text; immediate word-by-word translation is
provided);
o Paper-based computer pen: user takes notes while recording a speaker (e.g., teacher).
User later can listen to any part of the recording by touching the pen to the corresponding
section of notes. Has many other features, as well. Example: Pulse Smartpen by
Livescribe;

Speech synthesizers/screen readers: display and read aloud text (typed, scanned,
Internet print) on a computer screen. Examples: AspireReader, Read:Outloud,
Write:OutLoud, Kurzweil 3000, Read and Write Gold, Wynn Software; and
o Variable speed control (VSC) tape recorders: user may listen to prerecorded text or tape
a speaker (e.g., teacher) and listen to it later. Playback rate may be sped up or slowed
down without a voice distortion. Available through MaxiAids.com, Independentliving.com.
Difficulties with writing/expressive writing
o Text expanders: in conjunction with a word processor, user develops, stores, and reuses
abbreviations for commonly-used words and phrases. Saves the writer keystrokes and
promotes correct spelling of words and phrases that have been coded. Examples:
TypeIt4Me (available through Shareware), ActiveWords;
o Alternative keyboards: standard keyboard customized by adding graphics to keys,
grouping keys by color/location, etc. Examples: Intellikeys, Big Keys;
o Portable word processors; keyboard devices that are lightweight and easy to transport.
Examples: AlphaSmart, Neo, Fusion, Quickpad, Netbook;
o Graphic organizers and outlining programs: user organizes unstructured information into
appropriate categories and order. Examples: Inspiration, Kidspiration, Draft:Builder;
o Paper-based computer pen: user takes notes while recording a speaker (e.g., teacher).
User later can listen to any part of the recording by touching the pen to the corresponding
section of notes. Has many other features, as well. Example: Pulse Smartpen by
Livescribe;
o Speech recognition software programs: in conjunction with word processor, user speaks
into a microphone and spoken words appear on computer screen as text. Examples:
Dragon Naturally Speaking, Microsoft Windows (XP. Vista. Windows 7), Speech
Recognition, SpeakQ. Macspeech Dictate, Voxforge;
o Talking spell-checkers/Electronic dictionaries: talking devices display chosen words on
the computer screen as they are "read aloud." Assists user with correct spelling while
writing and proofreading. Examples: Franklin Electronic Dictionaries/Spell correctors,
WordWeb Pro; and
o Word prediction software programs: help with word processing by predicting the word the
user intends to type; user selects appropriate word. Assists with correct spelling,
grammar, and word choices with fewer keystrokes. Examples: Co:Writer, WordQ,
IntelliTalk, Read and Write Gold, Kurzweil 3000, Wynn Software.
Difficulties with organization/memory
o Free-form Database software: in conjunction with word processor, helps user develop
and store electronic notes by writing down information on any topic quickly. User later
can retrieve information by typing any part of the original note. Examples: AskSam,
Microsoft Office OneNote (Kurzweil also has sticky notes feature);
o Information/Data Managers: help user plan, organize, store and retrieve information (e.g.,
calendar, contact data) in electronic form. Examples: Franklin (hand-held organizers),
Palm, Pocket PC, iPod/iPhone, Droid;
o Alarm Reminders: user can program alarms built within cell phones, handheld devices, or
specialized watches to remind them of important appointments or assignments.
Examples: cell phones with alarm features, productivity apps for iPhone/iPod
Touch/iPad/Droid, alarm watches with or without vibration; and
o Paper-based computer pen: user takes notes while recording a speaker (e.g., teacher).
User later can listen to any part of the recording by touching the pen to the corresponding
section of notes. Has many other features, as well. Example: Pulse Smartpen by
Livescribe.
o