Managing Behaviours

About Emotional and Behavioural Exceptionalities

“Child and adolescent mental health refers to the social, emotional, and behavioural well-being of children and
adolescents” [Hutchingson and Spetch, 81]. Emotional and behavioural exceptionalities (or disabilities) (EBD) is a very
broad term. Some individuals with EBD display their symptoms in a very external and obvious way, such as having
outbursts, refusal to complete tasks, or appearing overly emotional. However, other individuals have very internalized
symptoms (such as those with depression) that are less obvious to others. Some disorders that fit into the EBD category are
What Adults Can Learn (but are not limited to): Oppositional Defiant Disorder, Social Anxiety Disorder, and ADHD. While it is helpful to group
From Kids EBD’s together for some purposes, such as for the purpose of behavioural management, it is important to realize that each
Adora Svitak of these disorders is unique and will provide unique challenges and strengths to the individuals that face them.

In the Classroom
Some things that teachers may see in students with behavioural and emotional exceptionalities:
- Emotional outbursts or emotional withdrawing
- Disruptive behaviour or shy/ antisocial behaviour
- Negative self-talk
- Refusal to complete tasks
- Lack of focus
- Hyperactivity or extreme fatigue
Once again, it is important to note that each disorder that fits in the EBD category will produce unique symptoms and these
symptoms may vary from student to student.

Teaching to Overcome the Mismatch

Teaching Through the Mismatch
Teaching Classroom Routines
According to the Government of
Group Members Manitoba, classrooms with well-
Emma Johnston structured routines and detailed
Amy Sauers procedures create predictable and
ideal working environments for
Brianna Nolan
students with exceptionalities. In
Jenita Layden creating routines, it is important to
Rebecca Lindquist ensure the teacher:
- Explains the routine clearly
Section AF - Demonstrates the routine for the
student
- Practices the routine
- Allows the student to carry out the
routine independently
- Review the routine when needed.
- Ensure the routine is similar to that
of the other students within the class
(Hutchinson and Specht, 2019, pg.
103)
Modifying the Curriculum -
Lessons should be focused on life
beyond school (“community based”)
- Lifestyle based curriculum -
Teaching Around the Mismatch
Teach student RID Techniques
- Using RID to reduce your anger
(R) Recognize your anger signals and
accept that you are angry
(I) Identify a positive way to think
about the situation
(D) Do something constructive to
calm down
- The RID Approach can also be
utilized to aid students in processing
other emotions such as
disappointment (Government of
Manitoba, 2019, pg. 5.31)
Self-Calming Procedures
Students with emotional and/or
behavioural exceptionalities can
become disruptive or overstimulated
in the classroom. In an effort to
include students into the overall
teaching in the class, the educator
may provide the student with a safe
space for them to calm down. (Area in
the corner of the class, generally away
from the other students)
OR Adapt the Environment
- Encouragement
- Low-key interventions
- Giving the choice to behave
appropriately
- Using problem-solving approaches
-
Informal conferences
- Contracts
- Giving self monitoring/ self control
strategies
Positive Classroom Discipline
Outside of the classroom, students will
face consequences in their daily lives,
especially as adults. As a result, it is vital
students learn to deal with the
consequences in the same way that other
students do. According to the
Government of Manitoba, “consequences
should be carefully selected, pre-
determined, consistently applied, and
used expeditiously.” (Government of
Manitoba, 2019, pg. 5.4)
 Students need to be presented with
different modalities (“writing
individual words or drawing”)
- Schedules may be visually
presented for the student (“taped to
their desk”)
- Students should be challenged
(Hutchinson and Specht, 2019, pg.
102)
Things to keep in mind for
implementation:
- The student may need to be told to
go to their space.
-Removal should be short (5-10
minutes).
- Welcome the student back to the
main classroom area.
- Students should always feel
encouraged to enter their space on
their own. (Government of Manitoba,
2019, pg. 5.10)

Useful Resources
Nancy Lee Heath, Diane McLean‐Heywood, Cecile Rousseau, Harriet Petrakos, Cindy A. Finn, Anastasia Karagiannakis. (2006) Turf
and tension: psychiatric and inclusive communities servicing students referred for emotional and behavioural difficulties. International
Journal of Inclusive Education 10:4-5, pages 335-346.
Papazoglou, A., Jacobson, L. A., McCabe, M., Kaufmann, W., & Zabel, T. A. (2014). To ID or not to ID? changes in classification rates of
intellectual disability using DSM-5. Intellectual and Developmental Disabilities, 52(3), 165-74. Retrieved from
https://search-proquest-com.ezproxy.uleth.ca/docview/1542022446?accountid=12063
Selanikyo, E., Yalon-Chamovitz, S., & Weintraub, N. (2017). Enhancing classroom participation of students with intellectual and
developmental disabilities: Améliorer la participation en classe des élèves ayant des déficiences intellectuelles et des troubles envahissants du
développement. Canadian Journal of Occupational Therapy, 84(2), 76–86. https://doi.org/10.1177/0008417416661346
Wehby, J. H., Symons, F. J., Canale, J. A., & Go, F. J. (1998). Teaching Practices in Classrooms for Students with Emotional and
Behavioral Disorders: Discrepancies between Recommendations and Observations. Behavioral Disorders, 24(1), 51–56.
https://doi.org/10.1177/019874299802400109
https://www.edu.gov.mb.ca/k12/specedu/fas/pdf/5.pdf