Emotional and

Behavioral Disorder
Written Report
Group #7

Reporters:
Macauyam, Rea Jane P.
Banggo, Joshua
Camarce, Kurt Jewel
Dela Cruz, Kristine
EMOTIONAL AND BEHAVIORAL DISORDER
Written Report, Group 7

EBD History, Definition, Diagnosis and Causes

Reporter: Joshua Banggo

HISTORY:
❖ It wasn’t until the late 1800’s that it was even recognized that children experience emotional
problems.
❖ Up until the mid 1900’s treatment of emotional problems was seen as a medical and
psychological matter, not an educational matter.
❖ In the mid 1950’s behaviorists propose that emotional or behavioral problems are learned and
can be changed by teaching other more appropriate behaviors.
❖ In 1975, EAHCA includes students with emotional and behavioral disorders in the category of
severe emotional disturbance (In 1997, IDEA changed the term to emotionally disturbed)
❖ In 1999, the Center for Positive Behavioral Interventions and Support (PBIS) was established
to build the capacity of schools to effectively address problem behavior in positive, systematic
and differentiated ways.

WHAT IS EBD?
In 1961, Eli Bower made a valiant attempt to define an EBD. The characteristics and conditions
in Bower’s definition were accepted by the U.S. Department of Education and included in IDEA.

IDEA Definition of EBD

According to the Individuals with Disabilities Education Act (IDEA), an emotional and
behavioral disorder is an emotional disability characterized by the following:
(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 or
teachers
(C) Inappropriate types of behavior or feelings under normal circumstances
(D) A general or pervasive mood of unhappiness or depression
(E) A tendency to develop physical symptoms or fears associated with personal or school
problems
Along with these characteristics defined by IDEA, in order for the child to be eligible for special
education and related services under IDEA, they must meet the qualifying factors or limiting criteria of:
● Must exist over a long period of time;
● Must be to a marked degree; and
● Adversely impacts a child’s educational performance.
 Emotional disturbance includes schizophrenia. The term does not apply to students who are
socially maladjusted, unless it is determined that they have an emotional disturbance.

Council for Children w/ Behavioural Disorders (CCBD) Definition of EBD

As an alternative to the Bower model, Forness and Knitzer (1992) proposed the following
definition, which has been adopted by many organizations including the CCBD.
Emotional and Behavioural Disorder is characterized by:
 Behavioral or emotional responses in school programs so different from appropriate age,
cultural, or ethnic norms that they adversely affects educational performance.
Educational performance includes the development and demonstration of academic,
social, vocational, and personal skills.
Such a disability is:
a) More than a temporary expected response to stressful events in the environment;
b) Is consistently exhibited in two different settings, at least one of which is school-related;
and
c) Is unresponsive to direct intervention in general education or the child’s condition is such
that general education interventions would be difficult.
 Emotional and behavioral disorders can coexist w/ other disabilities.
 This category may include children or youth with schizophrenia disorders, affective
disorders, anxiety disorders, or other sustained disturbances of conduct or adjustment
when they adversely affect educational performance in accordance with section.

Three (3) Factors to Consider if the Child is Emotionally Disturbed

 Intensity
- It refers to the severity of the child’s problem.
 Pattern
- Means the time when the problem occur.
 Duration
- Refers to the length of time the child’s problem has been present.
- This implies that continuous observation has to be made.
- Some special educators require three-month duration before they suggest that the child has an
emotional or behaviuoral problem.

Additional Factors to Consider

 Rate
- Refers to the frequency of occurrence of behaviour per standard unit of time.
 Latency
 - Refers to the time that elapses between the opportunity to respond and the beginning of the
behaviour.

CAUSES of EBD
There are no clear causes for EBD but there are biological and environmental factors.
a. Biological Factors
- It includes genetics, brain injury which can be caused by drugs alcohol abuse during pregnancy
or environmental toxins, poor nutrition, an accident or illness.
b. Environmental Factors
- It includes chronic stress, stressful life events, or maltreatment from home, school, and
community.

Characteristics of Students with Emotional Disturbance

a. Externalizing Behaviors
- Anti-social behaviors
- Noncompliance
- Aggression
 Verbal Abuse
 Destructiveness
 Physical attack on others
- Delinquent Behaviors
b. Internalizing Behaviors
- Anxiety disorders
 Phobias
- Mood Disorder
 Depression
 Bipolar Disorder

Emotional Disturbance includes Schizophrenia

This reference to schizophrenia in the federal definition of emotional disturbance is an example
of a psychiatric (medical) diagnosis of a serious emotional disorder. While this diagnosis may include
the defining characteristics of emotional disturbance under IDEA, a student with such a diagnosis would
still need to meet the limiting criteria as defined by IDEA, specifically:
● Is the student’s performance adversely affected?
● Has the student been exhibiting the condition for a long period of time and to a marked
degree?

Special Considerations with Emotional Disturbance: Socially Maladjusted

The IDEA definition of emotional disturbance excludes students who may be socially
maladjusted, unless they are determined to be emotionally disturbed.
 Social maladjustment is generally considered to include “conduct problems” where students
consciously choose not to conform to socially acceptable rules and norms. Social maladjustment may be
operationalized as “a pattern of engagement in purposive antisocial, destructive, and delinquent
behavior” (Merrell & Walker, 2004).
A student who demonstrates only characteristics of social maladjustment should not be identified
as ED under IDEA. However, a student who demonstrates characteristics of social maladjustment
should not be excluded from identification as ED if that student also meets the criteria for emotional
disturbance. As noted by McConaughy and Ritter (2008), “once ED criteria are met, any evidence of
social maladjustment is irrelevant for purposes of determining eligibility for special education.”
The following table looks at some common characteristics between students who are socially
maladjusted and those who may have an emotional disturbance.

Common Characteristics
Social Maladjustments Emotional Disturbance
Social Relationships
1. Peer relationships are usually intact. Often 1. Peer relationships are often short-lived, a
unsympathetic and remorseless in relation to source of anxiety, and chaotic.
others.
2. Often a member of a subculture group that is 2. Tends to have difficulty establishing or
antisocial. maintaining group membership.
3. Often skilled at manipulating others; frequently 3. Often alienated because of the intensity of the
quarrelsome. need for attention or the bizarreness of ideas
and/or behaviors.
4. Conflicts are characterized by power struggles, 4. Conflict and tension often characterizes
primarily with authority figures (e.g., parents, relationships.
school personnel, and police). Often displays
hostility and may engage in impulsive, criminal
acts.
Interpersonal Dynamics
1. Often displays a positive self-concept, except 1. Often characterized by a pervasively poor self
in school situations. concept.
2. Tends to be independent and appear self 2. Often overly dependent or impulsively defiant.
assured. Often displays charming, likeable
personality.
3. Lacks appropriate guilt; may show courage or 3. Is generally anxious, fearful; mood swings
responsibility but often toward undesirable ends. from depression to high activity. Frequently has
Generally, reacts to situations with appropriate inappropriate affect or may react to situations
affect. with inappropriate affect.
4. Often blames others for his or her problems, 4. Frequent denial and confusion; often distorts
but otherwise, is reality oriented. reality with regard to self-interest
5. Often a risk taker or “daredevil.” 5. Resists making choices or decisions.
6. Substance abuse more likely with peers. 6. Substance abuse more likely individually.
 Educational Performance
1. Tends to dislike school except as a place for 1. School is often a source of confusion and
social contacts. anxiety.
2. Frequently truant. 2. Truancy related to somatic complaints.
3. Frequently avoids school achievement, even in 3. Achievement is often uneven.
areas of competence.
4. Tends to rebel against rules and structure. 4. Often responds well to structure in the
educational setting.

Classification of Emotional and Behavioral Disorder

Diagnostic and Statistical Manual of Disorders, Fifth Edition (DSM 5)

The DSM 5 is an updated elaborate clinical classification system consisting of 230 separate
diagnostic categories or labels to identify the various types of disordered behavior as observed by
psychiatrists, psychologists, mental health personal and other clinicians in their regular practice.
It has drawn criticism for the lack of reliability in the classification system as shown in the way
the clinicians classify the clients in different categories.
Another criticism is the lack of guidelines for education and treatment. No useful information on
interventions programs and therapies are available in the manual.
 THREE CRITERIA THAT MUST BE MET, particularly of adults:
o the person experiences significant pain or distress, an inability to work or play, an
increase risk of death, or a loss of freedom in important areas of life
o The source of the problem lies within the person, due to biological factors, learned habits
or mental processes, and is not simply a normal response to specific life events, such as a
death of a love one; and
o The problem is not a deliberate reaction to conditions such as poverty, prejudice,
government policy or other conflicts w/ society.

DIRECT OBSERVATION and MEASUREMENT

Five Dimensions:
 FREQUENCY indicates the rate at which the behaviors occur and how often a particular behaviors
are performed.
 DURATION is a measure of the length and amount of time child exhibits the disordered behaviors.
 TOPOGRAPHY refers to the physical shape of or form of behavior or description of a motor
behavior.
 MAGNITUDE refers to the intensity of the displayed behavior.
 STIMULUS CONTROL refers to the inability to select an appropriate response to the stimuli.

DEGREE OF SEVERITY
 It indicates that EBD can be mild and severe. The children who respond positively to therapy and
intervention have a mild level or degree of EBD. They can attend regular classes and work successfully
with the regular and special education teacher and the guidance counselor. Those who have severe
emotional and behavioral disorders require intense treatment and intervention.

Types of EBD (Their Definition, Characteristics and Causes)

Reporter: Jane Macauyam

Emotional and Behavioral Disorder have categories and each category are determined with their
own symptoms and characteristics. It is important to us that we know that EBD have different types for
us to be able to categorized them.

A. ANXIETY DISORDER
Anxiety is a common emotion when dealing with daily stress and problems. It’s the brains way
of reacting to stress and alerting you of potential danger ahead, but when these emotions are persistent,
excessive and irrational, and affect a person’s ability to function, anxiety becomes a disorder.
Phobias, panic, stress and even obsessive-compulsive disorder or OCD are caused by anxiety
disorder.
Types of Anxiety Disorder:
1. Generalized Anxiety Disorder- feeling of excessiveness, unrealistic worry, and tension
with little no reason
2. Panic Disorder- sudden intense fear that brings panic attacks
3. Social Anxiety Disorder- “social phobia”
4. Specific Phobias- intense fear of a specific object or situations
5. Separation Anxiety- worrying that something will happen if a person will leave.

Characteristics of Anxiety Disorder:

A. Positive Characteristics B. Negative Characteristics
> means that it may have outcomes > means that struggle lies beneath that veil of success
of success - People pleaser
- Punctual - talking a lot
- Proactive - nervous habits
- Organized - overthinking
- Detail Oriented - mental and physical fatigue
- Loyalty - loyalty (to fault)

Causes of Anxiety Disorder:

1. genetic
 2. environmental stress (can cause chemical imbalance)
3. brain chemistry
How it flows in the brain chemistry?
Fear:
senses > thalamus> amygdala > cortex/ brainstem- spinal cord- body function/ hippocampus
Anxiety:
senses > thalamus> amygdala > brainstem- spinal cord- body function/ hippocampus/ locus cuerulues-
panic attacks

panic attacks:
- rapid heart beat - pupil damage
- increase blood pressure - sweating
4. drug withdrawal or misuse

Fact: Stress kills neurons in the brain. If it often happens, it can shrink your brain. Shrinking brain may
lead to depression and Alzheimer’s.

B. SCHIZOPHRENIA
A prototype mental illness called psychosis disorder. A mental health condition that usually
appears in late adolescence or early adulthood. Its impact on speech, thinking, emotions, and other areas
of life can affect person’s social interactions and everyday activities.
Types/ Characteristics of Schizophrenia
1. DELUSIONS- believing that there is something true but there is no story evidence for it.
Example (Types)
- they are very important person
- someone is following them
- regret/ feeling overly guilty
- others are attempting to control them
- they have extra ordinary powers
2. HALLUCINATIONS -hearing voices and seeing people or feeling something, all with the use
of their senses. It is very different from illusions because illusions are the things that you imagine you
are aware that you are imagining and you still know the time and place where you are.
Example (Types)
- Auditory (Command Voice, Running Commentary, One/ Several Voices)
- Visual
- Olfactory
- Tactile
Phases
- Prodomal
- Psychotic
- Residual
 3. CONFUSED THINKING AND SPEECH- A person’s thinking and speech may jump from
one subject to another with no logical reason. It may therefore be hard to follow what the person is
trying to say.

Causes of Schizophrenia
1. Genetic Inheritance- runs in the family. (Fact: 15x it is more common to the male than
female)
2. Chemical Imbalance in the brain- schizophrenia appears to develop when there is an
imbalance of a neurotransmitter called dopamine, and possibly also serotonin in the brain.
3. History of abuse and neglect- cause by trauma
C. BIPOLAR DISORDER
Bipolar disorder, also known as manic depression, is a mental illness that brings severe high and
low moods and changes in sleep, energy, thinking, and behavior.
People who have bipolar disorder can have periods in which they feel overly happy and
energized and other periods of feeling very sad, hopeless, and sluggish. In between those periods, they
usually feel normal. You can think of the highs and the lows as two "poles" of mood, which is why it's
called "bipolar" disorder.
Types/ Characteristics
1. BIPOLAR I DISORDER- extreme erratic behavior, with manic “up” periods that last at
least a week or are so severe that you need medical care. There are also usually extreme
“down” periods that last at least 2 weeks.
2. BIPOLAR II DISORDER- With this type, you also have erratic highs and lows, but it
isn’t as extreme as bipolar I.
3. CYCLOTHIMIC DISORDER- This type involves periods of manic and depressive
behavior that last at least 2 years in adults or 1 year in children and teens. The symptoms
aren’t as intense as bipolar disorder I or bipolar disorder II.
With any type of bipolar disorder, misuse of drugs and alcohol use can lead to more episodes.
Having bipolar disorder and alcohol use disorder, known as “dual diagnosis,” requires help from a
specialist who can address both issues.

Symptoms of Bipolar Disorder (Mania)

1. Excessive happiness, hopefulness, and excitement
2. Sudden changes from being joyful to being irritable, angry, and hostile
3. Restlessness
4. Rapid speech and poor concentration
5. Increased energy and less need for sleep
6. Unusually high sex drive
7. Making grand and unrealistic plans
8. Showing poor judgment
9. Less need for sleep
10. Less of an appetite
 11. Larger sense of self-confidence and well-being
12. Being easily distracted
Symptoms of Bipolar Disorder (Depressive Periods)
1. Sadness
2. Loss of Energy
3. Feelings of hopelessness or worthlessness
4. Not enjoying things they once liked
5. Trouble concentrating
6. Forgetfulness
7. Talking slowly
8. Less of a sex drive
9. Inability to feel pleasure
10. Uncontrollable crying
11. Trouble making decisions
12. Irritability
13. Need more sleep
14. Insomnia
15. Appetite changes that make you lose or gain weight
16. Thoughts of death or suicide
17. Attempting suicide

Bipolar Disorder Causes

There is no single cause of bipolar disorder. Researchers are studying how a few factors may
lead to it in some people. For example, sometimes it can simply be a matter of genetics, meaning you
have it because it runs in your family. The way your brain develops may also play a role, but scientists
aren’t exactly sure how or why.
Some things that make you more likely to have bipolar disorder include:
 Having a family member with bipolar disorder
 Going through a time of high stress or trauma
 Certain health conditions
 Drug or alcohol abuse

CHALLENGES/ DIFFICULTIES BROUGHT BY THE DISABILITY:

Reporter: Kristine Dela Cruz

A student with an emotional disturbance has the inability to learn in school which cannot be
explained by other factors, as well as the inability to build or maintain good relationships at school.
These students display difficulties with behavior or feelings, and may be generally unhappy or sad. They
may develop physical symptoms or fears that affect home and school. ED includes schizophrenia. When
children have an emotional disturbance, these behaviors continue over long periods of time and cannot
be explained by other factors, signaling that they are not coping with their environment or peers. Many
children who do not have emotional disturbance may display some of these same behaviors at various
times during their development.
Emotional disturbance is one of the categories of disability specified in IDEA. This means that a
child with an emotional disturbance may be eligible for special education and related services if it
adversely affects their education.
Children and youth with emotional and behavioral disorders (EBD) present tremendous
challenges to families, schools, and communities. Children and youth with EBD frequently have
problems with attention, and may also have problems with high levels of activity.

• Academic/ Learning difficulties

- Performing poorly at school
- Children with EBD significantly lower on IQ tests than children without disabilities
- Lack of motivation, below average in reading, writing and math
• Attention Problems/ Difficulties
- Difficulty in focus, concentration, easily distracted
•Aggression
- Non-compliance, Classroom disruption, Fighting, Use of profanity
• Social Skills Deficit
- Inappropriate interaction with peers, social isolation
•Language Development
- Significantly delay in receptive and expressive speech
•Personal Challenges/ difficulties
- have negative self-concept and low self-esteem

Additional Info:
Temple Grandin was diagnosed with autism as a child. She did not consider her condition as a
detriment and pursue work in psychology and animal science. She has become a leading advocate of
communities for persons with autism. She is a professor in Colorado State University and has likewise
written books and provided consultation on the humane treatment of animals. In 2010, HBO released an
Emmy Award-winning film on Grandin’s life.

STRATEGIES FOR TEACHING / MANAGING PERSON WITH EMOTIONAL AND

BEHAVIORAL DISORDER
Reporter: Kurt Camarce

As a future teacher, it is a must to challenge ourselves in such things where we will be going to
encounter different type of students. In this case, we are going to discuss how to manage a person with
these disorders.
EBD – Emotional and Behavioral Disorder
1. Keep class rules/activities simple and clear
2. Reward positive behaviors
3. Allow for mini-breaks
4. Fair treatment for all
5. Use motivational strategies

ANXIETY DISORDER
Simple strategies like relaxing techniques and regular exercise are helpful in dealing with people
with anxiety disorder.
CLASSROOM SETUP, SCHEDULES, AND ROUTINES
- Comfortable classroom seating
- Assign a designated buddy for lunchtime, recess, and other activities
- Allow preferential grouping
- Take a break pass
- Create a plan for catching up
- Give notice and extra time before upcoming transitions

SCHIZOPHRENIA
- Focus on the person’s strengths
- Keep reminding them that they have a role
- Consider doing a family psychoeducational program
- Encourage them to have someone who will support and help them for as long as they need help.
- Encourage them to participate in activities
- Don’t and avoid them to leave alone

BIPOLAR DISORDER
- Flexibility works best
- Consistent schedules
- Few distractions
- Practice patience
- Maintain good communication
- Have a plan
- Accommodate special needs
- Agree on a safe place/person

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