BEHAVIOR AND EMOTIONAL ISSUES IN EDUCATION: A SOCIAL RESEARCH

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Behavior and Emotional Issues in Education: A Social Research Essay

Dianna Smith
Brandman University

Author Note
This paper was prepared for LBSU 487 Applied Studies Capstone
taught by
Melanie Borrego, December, 3, 2016
1. Introduction
Majority of mental health disorders begin during childhood or adolescence,
but may be undiagnosed and untreated if not detected at an early stage. Mental illness

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is an umbrella term for a clinically recognizable set of symptoms or behaviors with

specific characteristics and treatment (Moss, 2012). It disrupts a persons thinking,
emotions, and ability to function on a daily basis. Mental Health Statistics (2010)
suggests that in 2010, 1 in 10 youth in the US experience a severe mental issue that
limits daily living.
Students are vulnerable to mental health and emotional problems yet remain
unnoticed in general education classrooms. It is even more difficult to assess if a
student with learning disability has mental or emotional issues because it can be lost
among other behaviors they exhibit. Children and youth exhibiting challenging
behaviors contributed by emotional issues may qualify to receive services as stated in
the Individuals with Disabilities Education Act (IDEA), the countrys law that protects
students with disabilities. IDEA uses the term emotional disturbance (ED) to refer to
challenging conditions that adversely affects a childs educational performance
("Emotional Disturbance", 2010). These conditions may include the inability to learn
that cannot be explained by intellectual factors, the inability to build or maintain
interpersonal relationships, inappropriate behavior or feelings under normal
circumstances, general pervasive mood of unhappiness or depression, and the
tendency to develop fears associated with personal problems.
As a result of the display of behaviors that hinder their development, students
with emotional disorders exhibit poorer academic performance. They are more likely
to earn lower grades, fail more courses, and have more difficulty in adjusting to adult
life than students with other disabilities (Landrum, Tankersley, & Kauffman, 2003).
The aim of this study is to highlight the the challenges associated with
education and treatment of students with ED and evaluate the practices implemented
in special education to support the development of students with ED.

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2. Literature Review
2.1 Characteristics
Students with emotional disturbance are a heterogenous group of young
people with a wide range of issues unique to each individual (Students with
Emotional Disturbance", 2001; "Emotional Disturbance", 2010; "Emotional
Disorders", 2013). In order for a condition to be considered an emotional disorder, it
must occur for an extended period of time and must have negative impact on students
academic performance with no intellectual cause of difficulty. Signs of physical
aggression and self-injurious behavior are usually present ("Emotional Disturbance",
2010). Prevalence of such behaviors do not automatically qualify a student to be
eligible for special education services. Student must meet the requirements as set by
IDEA and local school districts based on specific criteria and standards ("Students
with Emotional Disturbance", 2001).
Students with ED typically exhibit individual characteristics unique from each
other (Students with Emotional Disturbance", 2001; "Emotional Disturbance",
2010). These may include mood disorders, anxiety disorders, ADHD, psychiatric
disorders, or schizophrenia. Behavioral problems may be intensified as a result of cooccurrence of emotional disturbance and other disabilities. The Center for Effective
Collaboration and Practice (2001) highlights that ED students are more likely to live
with one parent, or in foster care. They are also vulnerable to environmental chances
such as lack of positive support in transitions. Mental Health Statistics (2010) also
indicate that ED students are 2x as likely as other students with learning handicaps to
live in a correctional facility or drug treatment center. 85% of children in juvenile
facilities have learning disabilities that qualify them for special education services, yet

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only 37% have been receiving such kind of services ("Mental Health Statistics",
2010). All these characteristics inhibit a negative association of ED students with their
academic performance and disability-related behavior.
Children with ED, in comparison with children with or without disabilities, are
more likely to be male, African American, and economically disadvantaged
("Students with Emotional Disturbance", 2001). In 1987, more than 30% of students
with ED are from households with income less than $12,000 and 44% came from
single-parent households (Wagner, 1995). Evidence suggests that significant
economic disadvantage and notable family stressors may contribute to the childs
emotional disorder (Wagner, 1995).
In Lee & Jonson-Reids study (2009), the longitudinal analysis shows that
despite the high rates of service received by ED students, they are still more likely to
experience a negative outcome, such as poor academic performance, emergency room
treatment, juvenile delinquency and other mental problems. Among students
diagnosed with ED, children with child welfare contact had higher rates of poor
outcomes along with those parents who had not graduated from high school.

2.3 Learning impacts and other outcomes

Students with ED have a low average intelligence, and are more likely to
experience less school success than children with or without disabilities. Research
("Mental Health Statistics", 2010) suggests that students with ED have the worst
graduation rate among students with disabilities. Compared to the national average of
graduation rate of 76%, only 40% of ED students graduate from high school.
Landrum, Tankersley, & Kauffman (2003) claim that students with ED have
lower grades, fail in more courses, retain in grade more often, pass minimum

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competency tests at lower rates, and have more difficulty adjusting to adult life than
other students with handicaps. 43% of students with ED also drop out of school and
have lower outcomes in terms of improving school attendance.
Rutter (1974) evaluates the correlation of emotional disorder and educational
underachievement. Children with educational underachievement usually suffer from
additional handicaps, such as learning and emotional disorders. In his study,
underachievement is measured in terms of expected scholastic progress, IQ and/or
metal age. He performed a qualitative analysis examining various mechanisms
associating underachievement with other disorders. He suggests that emotional factors
play a greater part in academic difficulties. It could be due to anxiety, stress, lack of
motivation, avoidance of learning, temperamental features, and impaired function.
Wagner (1995) performs a longitudinal study on young people with ED and
describes high school perfomance, social experiences, postsecondary education and
labor market participation, and residential independence. These are used to analyze
what contributes to poor outcomes and performance of youth transitioning from
secondary school to early adulthoood. Her research suggests that academic
performance are generally poorer for ED students, with their GPA 0.2 lower than the
average of special education courses. 74% of students who took mainstreaming
classes failed one or more of them, and more than half who left high school left
without a diploma.
Margraf & Pinquart (2015) examine that adolescents with ED have lower
expectations regarding transition to adulthood, such as moving out of parents home,
finishing postsecondary education, being employed, getting maried, and becoming
parents, than adolescents without ED. They are also more likely to experience such
transitions at a later age, while some anticipate remaining unmarried.

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Overall, these negative impacts and outcomes associated with ED students are
just part of a bigger problem of people with underlying mental health issues.

2.4 Interventions and strategies

Despite the challenges associated with education and treatment of student with
ED, there are available teaching strategies and interventions that could address the
negative outcomes associated with ED students.
Landrum, Tankersley, & Kauffman (2003) evaluate the various interventions
and effective practices for inappropriate behavior. The study suggests that in order for
an intervention to succeed, it must be built on a behavioral foundation. The model
usually implies that an environment cues occurrence of behavior, then the behavior
occurs, and finally the consequence ensues. This allows two points of intervention,
whether on prior to behavior occasion or after the behavior occurs. Noncompliance is
one of the most frequently demonstrated behavior by ED students, and altering
antecedents could increase the probability of students of complying. Altering
consequences, on the other hand, have the opportunity to increase or decrease
reinforcement of behavior.
Wagner (1995) believes parent involvement, placement and vocational
opportunities, and social integration could encourage ED students to achieve positive
outcomes. The study suggests that involvement of family members encourage
students to have higher expectations and motivate learning. Students with supporting
parents are 24% less likely to fail in class and are esitmated to miss fewer days of
school per year. It is also important to provide opportunities for placement and
vocational education to encourage academic goals for ED students. It improves their
chances of achieving compettive employment after graduating from high school.

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Texas Council for Developmental Disabilities (2013) suggests that wraparound

planning is a great collaborative process to support students with ED. The planning
involves all collaborators (i.e. teacher, paretns, mental health clinicians, social worker,
guidance counselor, etc.) to create a support system based on the students individual
strengths. Family involvement is integral to this model to reinforce the community
support. Moreover, teachers must provide a classroom task that is less likely to result
in a behavioral outburst. It is important to be consistent in applying praises and
consequences, and to build trust with ED students.

3. Discussion and Conclusion

Children who display emotional disturbances may have behavioral issues at
various times during their development and may occur over long periods of time.
They may be eligible to receive support and services based on their individual needs,
and it is important to keep an open communication between the child, the parents, and
the collaborators involved.
As evidence suggests, poor academic achievement is one of the prevalent
effects of emotional disturbances. While research suggests this negative relationship,
it is vital to not make any assumptions about a child with emotional disorder and their
school performance. It is important to have a strong foundation of trust and mutual
respect reinforced by a positive behavioral intervention in order to have a lasting
impact on the emotional development of the child.
There are numerous organizations available to help support classroom
intervention for students with ED, particularly school district special education
programs and assistance. Also, there are a number of assistive technology devices for
individuals who are emotionally disturbed. Some of these technology may include a

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behavior reinforcement chart to visually track changes in behavior, iPads, Chrome

books, Wii, online academic games, and Classroom Dojo.

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4. References
Emotional Disorders. (2013). Texas Council for Developmental Disabilities.
Retrieved 2 December 2016, from
http://www.projectidealonline.org/v/emotional-disturbance/
Emotional Disturbance. (2010). Center for Parent and Information Resources.
Retrieved 2 December 2016, from http://www.parentcenterhub.org/wpcontent/uploads/repo_items/fs5.pdf
Landrum, T., Tankersley, M., & Kauffman, J. (2003). What is special about special
education for students with emotional or behavioral Disorders?. The Journal
Of Special Education, 37(3), 148-156.
http://dx.doi.org/10.1177/00224669030370030401
Lee, M. & Jonson-Reid, M. (2009). Needs and outcomes for low income youth in
special education: Variations by emotional disturbance diagnosis and child
welfare contact. Children And Youth Services Review, 31(7), 722-731.
http://dx.doi.org/10.1016/j.childyouth.2009.01.005
Margraf, H. & Pinquart, M. (2015). Do adolescents with emotional and behavioral
disturbances attending schools for special education have lower expectations
regarding the transition to adulthood?. European Journal Of Psychology Of
Education, 31(3), 385-399. http://dx.doi.org/10.1007/s10212-015-0268-3
Mental Health Statistics. (2010). Institute on Disability. Retrieved 1 December 2016,
from http://www.whocaresaboutkelsey.com/the-issues/statistics
Moss, S. (2012). Mental health problems in people with learning disabilities.
Challenging Behaviour Foundation. Retrieved 2 December 2016, from
http://www.challengingbehaviour.org.uk/learning-disability-files/12_mentalhealth-problem-in-PWLD.pdf

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10

Rutter, M. (1974). Emotional disorder and educational underachievement. Archives

Of Disease In Childhood, 49(4), 249-256.
http://dx.doi.org/10.1136/adc.49.4.249
Students with Emotional Disturbance. (2001). Center for Effective Collaboration and
Practice. Retrieved 2 December 2016, from
http://cecp.air.org/resources/20th/intro.asp
Wagner, M. (1995). Outcomes for Youths with Serious Emotional Disturbance in
Secondary School and Early Adulthood. The Future Of Children, 5(2), 90.
http://dx.doi.org/10.2307/1602359