Case Study on Emotional and Behavioral Disorders

Group Members:
Ano, John Jubille M.
Hernandez, Princess Diane R.
Saluib, Claudine E.
Javier, Sunshine R.

ACKNOWLEDGEMENTS
I would like to acknowledge the following people for their participation
and
support in the completion of this Case study
The willing participation of all
people interviewed for the study. I would like to extend a special
thanks to
Jettro and Carlo for allowing us to study this part of their lives.

ABSTRACT
A case study of a student with emotional behavioural
disorder describes the work in a school with a kindergarten to grade
three student who
was labeled emotionally-behaviourally disordered. Thirteen participant
interviews were
transcribed and analyzed to understand what the school did, how the
school did this work,
and why the work was done the way it was. Two themes reinforcing the
importance of
learning and building community emerged from the data. The data
collected reinforced
the general principles of both the ecological and humanistic
perspectives, indicating
theoretical possibilities for work with students with emotional-
behavioural disorders in
other schools.
Understanding the EBD Label
In our review of the prior to this case study, it became evident that
there
is no common, clear definition of the term emotional-behavioral
disorder, commonly
referred to as EBD. In fact, there is significant confusion about the
EBD label
In school systems, the EBD label is intended to provide access to
supports
and services, but the reality is that labels like EBD sometimes limit
and stigmatize the
children to whom they are attached . As well, once institutions like
schools receive government funding for children with labels, it becomes
important that
they continue to receive this support, so children get stuck with the
labels.
EBD is one of the labels attached to children whose behaviours handicap
their
academic and social progress. When children’s behaviour prevents them
from
functioning normally in schools, funding is available from the
provincial government to
pay for the supports that help keep children in schools.
In Ryerson School, Michael, as a grade one student, was funded under the
category EBD, Level Two. What this label meant specifically in Michael’s
case was
clarified by the literature review and in the data collection of this
study. The literature
review for the proposal of this case study examined Manitoba government
guidelines for
funding for EBD students, and described the background to current
understandings of the term EBD.
JETTRO
Jettro is a ten year old boy, who is currently in the third grade.
Jettro was held back in kindergarten due to immaturity and overall lack
of readiness for the first grade. Jettro struggled in first grade and
the beginning of second grade due to his inattentiveness and lack of
organizational skills. With the help of a tutor, however, Jettro was
able to make satisfactory grades. His second grade teacher still
believed there was more to his struggles in school and suggested to his
parents that he be examined by his pediatrician for attention
deficit/hyperactivity disorder (AD/HD). The doctor diagnosed jettro
with AD/HD and recommended that he receive medication. His parents
wanted to try alternate methods first. The collaborative communication
plan that was developed did not help Jettro in school or at home. Since
Jettro was not making adequate progress, his third grade teacher and his
parents had a meeting to discuss other approaches that could benefit
Jettro. Accommodations through a 504 plan were implemented and
eventually Jettro began receiving Ritalin. Jettro could also benefit
from different strategies in the classroom to improve his academic
progress, homework, written assignments and behavior.

CARLO
Carlo is an eighth-grade student who has exhibited emotional and/or
behavioral disorder characteristics since he was four years old. Once
his mother noticed he was aggressive toward his younger sister, as well
as hurting animals, she had him screened by the school district. Even
though Carlo was placed in an at-risk preschool program, his behavior
remained unchanged. At this point he saw the school counselor on a
weekly basis. During second grade, Carlo was recommended for the special
education program. However, as an eight-grader, Carlo still challenges
authority, he is defiant and disobedient. Carlo continues to struggle in
both his academics and in his social environment. Carlo could benefit
from multiple supports and strategies in the classroom for improvement
in his behavior, academic progress