Teachers expected to work with all children

Many students arrive with behavioural characteristics that disrupt the teaching/learning process How do we distinguish such children from the normal developmental behaviour of childhood?

Defining Behaviour Disorders

No such thing as a typical child with a behaviour disorder

Defining Behaviour Disorders

North American Definitions

Individuals with Disabilities Education Act (IDEA, 1997) definition of emotional disturbance
(original term for behavioural disorders)

1. Exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance:

Defining Behaviour Disorders

a. An inability to learn

b. An inability to build or maintain satisfactory interpersonal relationships with peers & teachers

Defining Behaviour Disorders

c. Inappropriate types of behaviour or feelings under normal circumstances

d. A general pervasive mood of unhappiness or depression

e. A tendency to develop physical symptoms or fears associated with personal or school problems

Defining Behaviour Disorders

2. The term includes children who are schizophrenic (but not children who are socially maladjusted) Criticisms from the Council for Children with Behaviour Disorders (CCBD) Excluding CD and social maladjustment

Arguments

Defining Behaviour Disorders

Other NA Definitions
National Mental Health and Special Education Coalition

Forness and Knitzer (1992) Emotional or Behavioural Disorders (EBD):

Characterized by age inappropriate behavioural or emotional responses in school that adversely affect performance

Defining Behaviour Disorders

Other NA Definitions
Council for Children with Behavioural Disorders

Forness and Kavale (2000):

Include the possibility of EBD co-occurring with other disabilities

Defining Behaviour Disorders

Canadian Definitions
When students exhibit, to a marked and prolonged extent, behaviour that is clearly undesirable, inappropriate, and maladaptive in its social context, they are grouped into the broad category of behaviourally disordered or behaviour exceptionalities
2 most common are aggressive-acting-out

behaviour and social withdrawal

Defining Behaviour Disorders

Canadian Definitions of Behaviour Exceptionalities

Unlike the US, no federal definition
Each jurisdiction determines what categories will

exist 10 Provincial or Territorial jurisdictions have official definitions (8 different definitions) 4 jurisdictions have no definition

Defining Behaviour Disorders

Group One
NWT, Nunavut, Yukon, PEI

No definition or label for students exhibiting

behavioural difficulties Each has a non-categorical model of special education delivery (No labeling necessary model)

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Group One
PEI exception: if an adolescent treatment

program is required (i.e., placement in an adolescent treatment facility)

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Group Two
Five Jurisdictions with a single definition

encompassing ALL students identified as behaviourally/emotionally exceptional

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Group Two
Newfoundland

behaviour occurs in multiple environments including school adversely affects educational performance in one or more areas (e.g. social relationships, academic progress) behaviour is significantly different in degree and/or kind from age appropriate norms
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Group Two
New Brunswick

excessive, chronic, inappropriate, behaviours which consistently interfere with their learning and/or social development, as well as that of other students.

Defining Behaviour Disorders

Group Two
Nova Scotia students behaviour deviates significantly from age appropriate expectations that affect the students ability to succeed in a regular classroom

Defining Behaviour Disorders

Group Two
Ontario (adapted from IDEA)

Behaviour problems over a period of time, marked degree and nature that adversely affect educational performance May be accompanied by one or more of the following:
Inability to build or maintain interpersonal relationships Excessive fears or anxieties Tendency to compulsive reaction An inability to learn not traced to intellectual, sensory, or other health factors
Defining Behaviour Disorders

Group Two
Ontario (contd) Current definition under review

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Group Two
Saskatchewan School-based team) affirms that the student: has a persistent problem which is profoundly inappropriate seriously interferes with the educational process of self and/or others differs from cultural, social, community or age appropriate standards

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Group Three
Jurisdictions with multiple definitions based on the

severity of the behavioural difficulty Level of funding is related to severity

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Group Three

Manitoba Level 1: comprehensive assessment indicates severe emotional, social & behavioural problems requiring individualized special programming

Defining Behaviour Disorders

Group Three
Manitoba

Level 2: Extensive modifications in educational programming

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Group Three

Manitoba Level 3: Individualized instruction for entire school day + intensive support services

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Group Three

Alberta a) Emotional/Behavioural Disability (generally described) i. poor relationships ii. Negative mood iii.Inappropriate behaviour iv. Difficulty coping

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Group Three

Alberta b) Severe Emotional/Behavioural Disability i. Extreme, chronic & pervasive behaviours ii. Dangerously aggressive & violent behaviours iii.Receives highly individualized program iv. Assessment by mental health professional

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Group Three

Alberta c) Institutional/Homebound Group home, correctional institution, hospital d) Justice Incarcerated, detention centre

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Group Three

British Columbia a) Students with Behavioural Disorders General dysfunctional interactions Usually handled by counselling & schoolbased services

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Group Three

British Columbia b) Moderate Behaviour Disorders Aggression, delinquency Negative mood, thought disorders Very disruptive, pervasive, & chronic Have not responded to school-based intervention

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Group Three

British Columbia c) Severe Behaviour Disorders Extremely disruptive Severe mental health conditions Serious risk to self & others Need intensive intervention, alternate settings
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Group Three

Quebec a) Students with behaviour difficulties

Assessment reveals inability to adapt in multiple situations Overactive & underactive behaviour Requires special education services

Defining Behaviour Disorders

Group Three

Quebec b) Students with severe behavioural difficulties linked to psychosocial disturbances Functional assessment by multidisciplinary team leads to diagnosis of Delinquency Severe behaviour disorder

Defining Behaviour Disorders

 Kaufman, 1997: vague & inappropriate definitions contribute to confused & inadequate legislation, foggy administrative policies, non-functional teacher training & ineffective intervention With broad definitions, many more referrals for special education across all provinces: Phipps (1982) and Kaufman (1997) both report that more than 80% of the boys referred for special education are referred primarily because of their behaviour

Defining Behaviour Disorders

Why such confusion over the definitions?

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Common Characteristics
1. They deviate in an extreme way from the

norm 2. They recur chronically 3. They violate social & cultural expectations 4. They affect childs self-esteem, interpersonal relationships, safety & school achievement
Defining Behaviour Disorders

Overlap with Other Categories

See handout

Defining Behaviour Disorders

Why Study Separately?

Defining Behaviour Disorders