EMOTIONAL AND

BEHAVIORAL
zIMPAIRMENTS

TABIQUE, SATURDAY

TELMO, BLESIEH MARIE

BSNED 1-10B
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Is defined as:

▪ an emotional and behavioral disorder is an emotional

disability characterized by the following: An inability to
build or maintain satisfactory interpersonal
relationships with peers and/or teachers. For
preschool-age children, this would include other care
providers.
 Classifications:
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▪ Clinically derived classification systems

-The Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text
Revision (DSM-IV-TR) provides criteria

-Diagnosis involves observation of behavior over time and across different

settings

▪ Statistically Derived Classification Systems

-Involves categories of disordered behaviors
▪ Externalizing behaviors “undercontrolled disorders”

-Aggressiveness, tempura tantrums, acting out, non compliance

▪ Internalizing behaviors “overcontrolled disorders”

-Withdrawal, depression, anxiety

Characteristics:
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Social Skills Students with externalizing behavior

-Poor social relationships disorders in excess:
-Inability to cope effectively with -Tantrums
expectations of social settings -Noncompliance
-Inappropriate expression of desires -Coercive Behaviors
and needs -Aggression
-Lack of social competence -Poor academic performance

Delinquency Students with internalizing problems

-Trouble with the law display these characteristics:
-Depression
-Anxiety
Causation
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▪ BIOLOGICAL

-Biological causes originate within the child or teen. The brain is often the root source
of the development of E/BD. Sometimes there’s a chemical imbalance. Other times,
brain development is affected. Sometimes, too, brain injury leads to problems in the
emotional center of the brain. Experiencing trauma, with or without a diagnosis of
posttraumatic stress disorder (PTSD), negatively affects brain processing and can lead
to emotional and behavior problems.

▪ DEVELOPMENTAL

-Developmental Development refers to the lifelong process of changing and maturing.

Every stage of life has tasks that must be completed successfully for mental health and
life satisfaction. When a child’s development is disrupted and problematic, there can
be negative consequences for mental health and cognitive growth.
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▪ HOME ENVIRONMENT- RELATED

-Parents are vital in the healthy development of their children. Some aspects of parenting
or the home environment can contribute to emotional and behavioral disorders.

▪ LEARNED

-Sometimes, there are no underlying biological or developmental causes of emotional

and behavioral disorders. Instead, children learn that outbursts get them what they want
and need—attention from the adults in their live.
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Assessment
▪ Assessment and identification of children with emotional and behavioral disorders (EBD) is
complex and involves multiple techniques, levels, and participants. While federal law sets
the general parameters for identification in school settings, these criteria are vague and may
lead to inconsistencies in selection and interpretation of assessment measures. Assessment
practice across school settings is greatly influenced by clinical guidelines such as the DSM-IV,
which more specifically defines emotional and behavioral disorders and highlights the issue of
co-morbidity. Before a student is assessed for special education eligibility under the IDEIA
category of emotional disturbance, screening techniques and pre-referral interventions are
needed. Positive Behavioral Supports and Response to Intervention models provide
empirically supported frameworks for establishing the need for formal psychological
assessment. Collaboration among members of the multidisciplinary team, including
parents, helps to ensure that identification and intervention efforts have ecological
validity. Tests and techniques vary considerably, but developmental histories, interviews,
observations across settings, and behavioral checklists and rating scales are
recommended, along with cognitive and achievement testing. While problems exist in the
reliability and validity of projective techniques, they continue to be used in school-based
assessment for EBD. Multi-trait, multi-setting, and multimethod approaches are essential for
culturally fair assessment and reduction of bias in identification and placement.
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Training and Interventions

▪ Many programs designed for children and youth with emotional or behavioral
disorders (EBD) include a social skill training component. Using quantitative
methods of meta-analysis, the findings from 35 studies investigating the effects
of social skill interventions for students with EBD were synthesized. The pooled
mean effect size (ES) was 0.199, from which the average student with EBD
would be expected to gain a modest eight percentile ranks on outcome
measures after participating in a social skill training program. Studies were
further grouped and analyzed according to different variables (e.g., similarities
of the intervention, participants, and assessment procedures). Slightly greater
ESs were found for interventions that focused on teaching and measuring
specific social skills (e.g., cooperating, or social problem solving) compared to
more global interventions. Several pertinent issues for reviewing the results of
this research synthesis are addressed.