MODULE 8

Students with Emotional and Behavioral Disorder

Learning Activities
Activity 1. Every person has his or her own historicity-the so-called Banig ng
Buhay, which is like a tapestry where one’s life history is woven. Recall your own
historicity by looking back at your own banig and the significant events woven
therein, positive or negative, in the following stages of your life:

 Stories that mom and dad told me about themselves, their families, their
joys and sorrows, their success and failures.
- When we talk about my mom and dad’s failures and successful
experience, there is something abide from them that they could never
been released and that is the faithfulness from God. They told on me
that being poor is not just surviving in our lives, but we could be able
to fight and chased our goal to make our lives better and better future.
Being practical inspite of facing reality in our lives is just a part of a
disciplined to make us grow and matured. Failures come but success
can grab.

 My recollection of childhood, life with my family, school, happy and sad

events.
- My childhood was so amazing that I had really missed them to
experienced it. Playing “Tayaan, BengBong, Sikyuan, Sipaang Bola,
Board games, etc” with my friends, classmates, relatives and also my
families. Talking to my friends about moral life, making jokes etc. We
are collaborating and wondering place somewhere. I really missed it.
Especially the concert event in school, and I’m include in the program.

 My present life, the lessons I have learned from past experiences, how I
am coping with the challenges.
- My present life now was so stupid, sometimes, I felt and grow,
laziness and diligent etc. But I had learned a lot more in the past few
days. These challenges made myself grow and improve. I don’t have
the capability to change the situations but situation wants to change
myself.
  The near future – how I see myself five years from now; how I am
preparing myself today to become the person I want to be.
- Five years from now, seeing myself a successful person working as a
professional. Wearing a formal outfit like a professional. Travel around
the world. I will bought a brand new car. Stay single status until my
life will be better. Praying for someone. Make myself be an example in
other young people in all aspect of my life.

Activity 2. Read a research paper on EBD. Summarize the content knowledge

and insights that you have gained which are not found in the text.

 Emotional and behavioral disorders are perceived to be as potential

causes of disciplinary problems in the classroom. The main interest of the
study is the EBD and achievements of the first graders’ in public schools of
South Cotabato. About 210 graders and teachers were involved as
subjects and respondents of this inquiry. A questionnaire in EBD was
given to teachers for them to assess carefully the graders’ oppositional
defiant disorder (ODD), conduct disorder (CD) and attention deficit
hyperactivity disorder (ADHD). In contrast, data of graders’ gender,
curricular and extra-curricular achievements were gathered from the
teachers’ records. Tabulated data were suitably presented in tables and
charts. Analysis like percentages, Multiple Linear Regression Analysis,
mean and t-test were employed to interpret the collected data. As found
out, the first graders’ EBD is of moderate level. They were very good in
both curricular and extra-curricular achievements. ADHD was confirmed to
be associated to the graders’ achievements. Gender and school location
were tested as good predictors of EBD and achievement l.

Evaluation
1. Explain how the person’s socialization experiences in the following
sociocultural environments influence personality development:

 home and the nuclear family

 A nuclear family is a family group consisting of a married couple 
and one or more children. A nuclear family is traditionally defined as a
 family unit consisting of two married parents of different genders and
their birth or adopted child who live in the same household. Home or
family is considered to be the most important agent of socialization. This
group of people is the first one he socialize with, he start his learning in
this group of people. We learned from them on how to care for ourselves
and it also gives us our first learning in value, norms and beliefs. Parents
and child interaction gives the children an opportunity to get a behavioral
and emotional competencies that is important factor within the family. It
is significant to the children because it will be there basis on how to
socialize with other people.

 members of the extended family

 Extended families are described as a family unit that includes 
other relatives such as aunts, uncles, and grandparents in addition to the
nuclear family. An extended family is more than a collection of relatives
and knowing its structure and why it can be a beneficial form of family
unit can help you better understand your own. It somehow the same with
the home and nuclear family. Because they are also one of those people
with child first attachment. Children also learned from this people and get
comfortable with.

 school administrators, teachers and peers

 Children's interactions with teachers and peers are not only a hallmark of
the classroom, but also in the theory of child development and learning.
School administrator and teachers play an important role in the
development of children, as a social microcosm of the wider society and
as a mutual influence of people and communities. As a result, schools can
act as protective factors that facilitate safety, motivation, relationships,
and support for students' positive outcomes. Understanding of the school
administrators, teachers and peers influence on the social development of
the student is an extreme importance as a starting point for creating
school activities that would encourage not only social but also integral
development of the students. Peer relationship provides a unique context
in which children learn a range of important socio-emotional skills such as
empathy, cooperation, and problem-solving strategies. Peer relationship
 can also adversely affect the development of social emotions through the
process of bullying, marginalization, and deviant peers.

 church, religious beliefs and practices

 This environment is significant to a child because he/she will learn a lot
from here. And he/she will be more sociable because of the factors they
will learn from this group. Emphasizing that by giving the Church
representation, it was implicitly recognized that it played an important role
in education and government at the time, and that this agreement
expressed the will and aspirations of the people. Is important. Reaching
such an agreement reflects the inherent belief that religion plays a
fundamental role in setting a favorable context for education.

 neighborhood and community

 A community of common interests, values, thoughts and attitudes creates
a sense of belonging, acceptance, understanding and inspiration by
focusing on the results we are looking for, living a better life and aiming
for more will have a more sociable life. Neighbors are in the immediate
vicinity of people. Neighborhoods also play a central role in socialization.
From a certain age of the child, members of the neighborhood also play a
decisive role in personality development. Individuals will find new friends
in their neighborhood. Neighborhoods help children socialize from the
beginning and help children develop social skills.

2. How do the following trends shape a person’s personality pattern? Write the
significant developments in each of the trends.
 There’s no trends listed to the question.

3. Explain the following reasons have led to disagreements among experts and
specialists on the definition of emotional and behavioral disorders:
 Normal or abnormal behavior is shaped by social conditions, thus, disordered
behavior is a social construct.
 Disagreement arise because there is no clear consensus on normal
adaptive behavior and good mental health criteria ad parameter.
 Behaviors related to social patterns are called normal behaviors, and
behaviors that violate social norms are called 
abnormal behaviors. But simply put, society as a whole often 
recognizes or describes what is normal as good and what is
abnormal as bad. Therefore, labeling normal or abnormal can 
have serious consequences for an individual, including social
exclusion and criticism.

 It is not easy to measure and interpret behavior problems in the

different stages and setting of growth and development.
 Because measuring the child frequency and intensity is hard. The 
child situation or behavior is not constant. They behave inappropriately
most of the time. The definition of childhood growth stages comes from
many sources. By using language, 
children can communicate with others and solve problems. The 
period from birth to eight years is an important stage of development for
many. Reduces the need for special education 
locations when children reach school age.

 There are cases of dual disabilities where emotional and behavioral 

disorders exist together with other disabilities such as mental retardation and
learning disabilities.
 This is because behavioral disorders can be associated with other
disorders such as intellectual disabilities and learning disabilities. In the
case of intellectual disability, many neurological and psychiatric disorders
can mimic or accompany the diagnosis of 
intellectual disability. Intellectual disability is disability that is 
widespread among specially educated people, but a significant 
number of these people have varying degrees of developmental 
disability, learning disability, sensory disability, motor disability, 
and mental disability. Has other conditions associated with the 
disorder. These disorders cause a variety of disorders that can 
share more or less signs and symptoms with intellectual disability. When
developing education, postdocs, and vocational training plans, it is
important to identify the boundaries of each individual.
4. Cite the definitions of emotional and behavioral disorders according to:
 Eli Bower
 Defines Emotional disturbance as a condition exhibiting one or 
more of the following characteristics over a long period of time 
and to a marked degree that adversely affects educational
performance:
i. An inability to learn which cannot be explained by 
intellectual, sensory and health factors;
ii. An inability to build or maintain satisfactory 
interpersonal relationships with peers and teachers;
iii. Inappropriate types of behavior or feelings under 
normal circumstances;
iv. A general pervasive mood of unhappiness or 
depression; or
v. A tendency to develop physical symptoms or fears 
associated with personal or school problems.

 Council for Children with Behavioral Disorders

 Emotional or behavioral disorder means a disability that is
characterized by emotional or behavioral responses in school 
programs so different from appropriate age, culture, or ethnic 
norms that the responses adversely affect educational 
performance, including academic, social, vocational or personal skills;
more than a temporary, expected response to stressful events in the
environment; consistently exhibited in two different settings, at least
one of which is school related; and unresponsive to direct intervention
in general education, or the condition of the child is such that general
education interventions would be insufficient.

Compare and contrast the two definitions on the following aspects:

a. characteristics
 In bower, An inability to learn which cannot be explained by
intellectual, sensory and health factors; An inability to build or maintain
satisfactory interpersonal relationships with peers and teachers;
Inappropriate types of behavior or feelings under normal
 circumstances; A general pervasive mood of unhappiness or
depression; or A tendency to develop physical symptoms or fears
associated with personal or school problems. While in CCBD is
characterized by emotional or behavioral responses in school programs
so different from appropriate age, culture, or ethnic norms that the
responses adversely affect educational performance, including
academic, social, vocational or personal skills; more than a temporary,
expected response to stressful events in the environment; consistently
exhibited in two different settings, at least one of which is school
related; and unresponsive to direct intervention in general education,
or the condition of the child is such that general education
interventions would be insufficient.

b. Chronicity
 In Bower, according to this definition, three conditions must be 
met: chronicity, severity, and difficulty at school. However, this
definition is rather vague and leaves too much to the subjective
opinion of the authorities who surround the child. While in CCBD
Children with the most serious emotional disturbance may exhibit
distorted thinking, excessive anxiety, bizarre motor acts, and abnormal
mood swings

c. Severity
 In Bower, on special education in the United States was written 
by Eli Bower 1957 is emotionally disturbed, intensity refers to the
severity of the child's problem. While in CCBD Severe changes in
energy and behavior go along with these changes in mood.

d. difficulty in school
 In Bower, Physical symptoms or fears associated with personal or
school problems. While in CCBD, to a marked degree that adversely
affects a child's educational performance. Physical symptoms or fears
associated with personal or school problems
e. need for special education
 In Bower, student who needed services because of severe 
emotional and behavioral problems receive services and appropriate
educational services have remained a persistent challenge. While In
CCBD they are shaping the education policy and practice globally.
Advocating the emotional and behavioral disorders.

5. Describe each of the following classifications of emotional and behavioral

disorders. Write the significant indicators of the disordered behavior.

 The Diagnostic and Sattistical Manual of Mental Disorders (DSM IV)

 This was developed and is maintained by the American Psychiatric
Association. DSM-IV provides a standardized classification system 
for the diagnosis of mental health disorders for both children and
adults.

 Quay’s statistical classification

 The statistical analysis of data revealed four clusters of traits and
behaviors among children with EBD.

 Direct observation and measurement

 Observations and measurements are an international standard that
defines the conceptual schema coding of observations and the
functions associated with sampling by observations. Direct observation
provides detailed information about the frequency, duration, and
intensity of both activities during the observation period. This method
is superior to most methods in its ability to understand the nature and
context of physical activity.

 Degree of severity
 The quality of the condition is harsh. Very bad, serious, unpleasant or
harsh conditions, severe climate, severe punishment. The drug helps
shorten the disease and reduce its severity.
6. Enumerate and describe briefly the biological and environmental factors that
cause emotional and behavioral disorders.

 Stress - Children's stress can be seen as an exacerbating factor 

for these difficulties, as it directly affects the behavior of the child and can
contribute to school failure.
 Diet - There are s that are known to have an unhealthy diet that can
cause mood swings. Often due to fluctuations in blood sugar 
and nutritional imbalances. Without a constant source of fuel from
the food we eat, our minds and bodies will not function well.
 Heredity - caused by genetic abnormalities. The two most 
common genetic causes of intellectual disability are Down's 
syndrome and Fragile X syndrome. Down's syndrome is the most 
common genetic cause of intellectual disability.
 Brain Disorders - Autism, learning disabilities, intellectual disabilities (also
known as intellectual disabilities), behavioral disorders, cerebral palsy,
visual and hearing disorders

7. What are the characteristics of children with emotional and behavioral

disorders? Describe each briefly.

 Hyperactivity - short attention span, impulsiveness

 Aggression or self-injurious behavior - acting out, fighting
 Withdrawal - not interacting socially with others, excessive fear or anxiety
 Immaturity - inappropriate crying, temper tantrums, poor coping skills
 Learning difficulties - academically performing below grade level

8. Enumerate and describe the educational approaches in teaching children with

emotional and behavioral disorders. How do they differ from the approaches and
strategies used in teaching normal children?

 Fair treatment for all.

- Students with Emotional and Behavioral Disorders also often don’t
respond very well to situations that appear unfair to them. This can
trigger a cascade of negative emotions and acting-out behavior. To
 ensure that you are treating all the students in a consistently fair
manner, don’t bend your established rules for any student. Enforce
the expected consequences every time, with every student.
Allowing exceptions opens you up to accusations of being unfair.

 Keep class rules/activities simple and clear.

- An EBD student (as well as some of your more focused students) 
will most likely struggle if you impose a long list of complicated rules
and demands. Try to keep your classroom guidelines broad and simple
—no more than 3 to 5 main rules. Along with simple and clear rules,
there should be simple and clear teaching activities. Using activities
that don’t have complicated directions allow students with EBD to
follow along and interact with the rest of the class. By including clear
activities the classroom, the students will engage and interact with the
lesson plan, ensuring that they learn alongside other students.

 Reward positive behaviors.

- While you will, at times, have to discipline children for improper
behavior, remember that rewarding positive behavior is ultimately 
far more effective in the long run. Many students with Emotional 
and Behavioral Disorder tend to take any discipline as a personal
attack, and because of this, they often learn very little from it. Try to
celebrate the successes of the students more than you reprimand or
punish their mistakes. When they receive positive feedback and
rewards, they start to see that there is a positive benefit to good
behavior. They will then start to see you as more of an ally than an
adversary, and this will in turn motivate them to want to behave and
do well in your classroom.

 Allow for mini-breaks.

- A lot of EBD kids lack the emotional balance and maturity needed 
to remain focused and on-task for long periods. Instead of
reprimanding these students for their lapses, build in short rest
periods or mini-breaks into the school day. Take time to periodically
stop teaching and allow students to catch up if need be. Give them
time to finish their assignment, and allow those who have finished
 to stretch, get out of their seats, and move around a bit. This will
allow them to burn off any excess energy that might have built up
from sitting still for a long period of time.

 Use motivational strategies.

- Emotional and Behavioral Disorder students tend to have had a 
lot of negative experiences in school. Therefore they often lack 
the desire or motivation to try to succeed. To avoid disruptive or
off-task behaviors, take some extra steps to motivate these
students. Offer them incentives for academic successes, large and
small. Celebrate their hard work, and praise their good efforts
consistently. This can go a long way in giving these students the
motivation to excel in your class. While having EBD kids in your
classroom can at first seem daunting, these are proven ways to 
help cultivate and keep a harmonious spirit of learning. More good
news: many of these strategies for success can help your non-EBD
students as well.
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