PREPARING

CHAPTER 8 ……
 6% to 10% of children exhibit emotional or behavioral
disorder in various countries
 Less than 1 % are identified as emotionally disturbed in
US
 Only a small percentage of children receive mental
health services

 Boys
outnumber
girls by a
ratio of
five to one
or more
 Aggressive Behavior

Juvenile delinquency :
Acting out their committing a crime at a very
feelings young age

Behaviors of Some
Children With Behavioral
or Emotional Disorder

Antisocial Behavior , or the Disruptive behavior:prevent

act of harassing and causing themselves and others from
distress to others working in class
 Avoid social
interactions

Sad , lonely, Problems in sleeping,

Eating , eliminating,etc.
pessimistic

Characteristics of
Depressed Child

Talk or commit Refusal to go to school ,

suicide failure in school
 What Causes Emotional or
Behavioral Disorder?
Biological
Factors
Family Factors
School Factors
Cultural Factors
 BIOLOGICAL
Behavioral
FACTORS Factors

Prenata
l expos
to alco u
hol ma re Substance abu
se
contrib y
disorde
ut e t o t
his may cause this
r disorder

Temperaments ,
diseases,
malnutrition,brain Heredity : like
trauma predispose ip ola r d iso r der or
b
children to the schizophrenia
disorder
 FAMILY
Behavioral
FACTORS Factors

divorce
,fa rs are
expecta mily Family membe
tions,la ls ,
of inter
est o r
ck poor role mode
it
neglect e.g. They exhib
r
violent behavio

Physical or Verbal Income below

Abuse of the o v e r t y le ve l , poor
p
children t t it u d e o f fa m ilies
a
o w a r d s e d u c ation
t
 SCHOOL
Behavioral
FACTORS Factors

Damag
ing
Experie
nc Teachers are
classro e in
being i
oms lik
e Insensitive to
ong
peers
rritated
by differences am
children

Students’
temperaments affect
their learning
Rules are
experience,which inconsistent (not
may lead to the compatible) with
disorder the child’s needs
 CULTURAL
Behavioral
FACTORS Factors

Level o
f violen
the me ce in
d ia or as
Threat
of war The use of terr
cion
terroris
m
or a mean of coer

The availability of
drugs and the level Religious demands
of drug abuse and Restrictions on
behavior
 di ff ic ult o r eas y tem p e ra ments
Both
o se c h il d re n to e m ot io n al or
predisp ildren
is o rd er . T h e w a y th es e ch
behavioral d t th ey
m in es w h e th er or n o
are handled deter
might develop the disorder.
e m p e ra m en ts ca n b e a lt e re d by the
* Note : T
ese ch ild r en a re h a n d led .
way th
 h a vi o r al d iso r d er is u su a ll y
Emotional or be
a cc u m u la ti o n of d if fe re n t
a result of an l
fa m il y fa ct o r s + b io lo g ic a
factors. (like p m en t
n le ad to th e d ev e lo
factors together ca
of this disorder)

en ts o r b ad p a re n ts m a y b oth
Very good pa r
n w h o h a ve e m o tio n a l o r
have childre
l dis o rd er a n d v ice v e rs a .
behaviora
 rs m a y b r in g a b o u t e m o ti onal
Biological facto
h a v io ra l d is o rd e r b y p r ed is posing
or be ,
is d iso rd e r . Fo r e x am p le
children to th
a n d e v e lo p a te n d en cy in c hildren
genetics c
o r d e r , an d ce r ta in c ir c u m stances
to the dis et c. )
p s yc h o so c ia l p ro b le m s ,
(like violence,
trigger this disorder.
ca n tr e at v a ri o u s e m o ti o n al
Medication
disorders.
 Fa m il ie s fo r C hil d r en ’s Mental
The Federation of su p p o r t for
1 9 8 9 p ro vid e
Health organized in g th is d iso rder.
h ild r e n h av in
parents to help their c
th a t b io lo g ic a l fac to r s a re
No real evidence shows
a us e o f th is d is o r d e r . H owever,
the only c p rofound
p e o p le w it h se v e re or
concerning w s that
o r d er s ,e v id e n ce sh o
emotional dis e d is orders.
rs bri n g a b o u t th es
biological facto
 Students
are trapp
negative ed in a sp
interactio iral of
peers in c ns with te
lass. How achers an
handle su should th d
ch a stud e teacher
ent in the
classroom
 Teac
he
?
r should
eliminat
e whate
deeds s ve
/ he is m r
that lea aking
d to the
miscon child’s
 Teac d uct.
her shou
the child ld blame
for his
behavio
r and ke
making ep
inconven on
actions. ient
What are the
Psychosocial
and
Behavioral
Characteristics
of a child with
Emotional
Disorder?
 Intelligence and achievement:

Most Children with this disorder have

mild intellectual disabilities and are slow
learners.
 Few of these children score above the
bright-normal range.
 Most are Underachievers at school.
 Social and Emotional characteristics:
 Externalizing behavior : aggressive , acting-out , disruptive
behavior, anti-social behavior , etc.
 Great difficulty in understanding and using language to
communicate
 Internalizing behavior: Anxiety , withdrawn behavior , and
depression
 Withdrawn and immature behavior results from
negative experience in school , failure in learning
how to socialize , over restrictive parents , lack of
opportunity to learn and practice social skills ,
punishment for appropriate social responses ,
modeling inappropriate behavior, etc.
Know How
To
Intervene!
 Intensive Instruction of
social skills

 Time-out area for angry

students

 Alerting parents for their

children’s misbehavior
 They need family-oriented
services if parents are
criminals or wrongdoers.

 They need psychotherapy to

help them with their
emotional and psychosocial
problems
 They need community
supervision if the get
involved in drugs, cannot
maintain employment,
commit illegal activities.

 They need training in

employment if they cannot
get/maintain a job.
 Helping the child to display
nonaggressive behavior

 Punishing aggression in
appropriate ways ( like short
social isolation instead of
hitting and yelling)

 Prevent social rewards for

aggressive behaviors
 Relentless Positive
Behavioral Support : teach
students how to cope with
stress, provide students with
positive reinforcement and
nonphysical punishments

 Modeling nonaggressive
responses to aggression-
provoking circumstances
CASE :
Toddlers and Infants Note
who have difficult
temperament (which
means that they are
irritable , have
irregular patterns of
sleeping , eating ,
ta ke
and eliminating, and o u ld
u re s
ts sh e as
show highly intense a ren ve m eive
and negative • P eventi ld rec
pr shou
responses to stimuli) and from ls to
el p o n a l in
are at high risk of h s s i l u
lf wn
o fe k i
pr me s eir o
o
developing the bec ling th .
a n d r e n
disorder. h hild
 Why is it difficult to Many Children , with or without
recognize the disorder the disorder, display almost the
same behavior , in which they all
especially at a very young
cry , tease , fight, yell, and hit
age?
other children. That is why it is
difficult to distinguish between a
child who has the disorder and
between the one who doesn’t.
 - Manifestation Determination (MD)
- What is Manifestation deciding whether a student’s
Determination? misbehavior is a result of a disability.

- If the student behaves in a wrong way

due to a disorder or disability, the student
should not be punished for it.MD helps in
preparing proper intervention plans , and
determines whether or not the student
- Why call for MD? needs temporary removal from his/her
placement
 - What is Functional
- FBA : Assessing the students’
Behavioral Assessment behaviors to know whether or
(FBA)? not they exhibit a normal or
abnormal behavior

- It assists teachers to determine

- Why call for FBA? the factors that lead to the
student’s misconduct.
 - What is Positive
- BIP: conducting appropriate
Behavioral Intervention plans that aid and improve a
Plan (BIP)? student’s behavior

- It creates interventions that

positively influence the student’s
- Why call for BIP? behavior and avoids punishment.
 - PBIS: IT includes the science of
- What is Positive human behavior and validated
Behavioral Intervention procedures that improve the quality
and Support (PBIS)? of life and reduces problem behavior.

- It helps schools , families, and

communities , design effective teaching
and learning environments that improve
lifestyles(health , social relations ,
- Why call for PBIS? etc.).These properly altered
environments allow students with the
disorder to attain desired behaviors.
 This term ‘’does not allow any
exceptions for extenuating
What does the term ‘’zero circumstances’’ , which means
tolerance rationale’’ that all individuals should be
mean? treated the same way
regardless if they ‘’ have
specific reasons that excuse or
justify their actions ‘’.
Teachers should…..
 Prepare and apply systematic , data-
based interventions (based on
reliable research)

 Daily and Continuously assess and

monitor students behavior

 Address the student’s needs

( treatment matched to problems)

 Practice new skills with students

through guided practice , modeling,
and rehearsal of proper behavior
 Other Strategies That Work with
Individuals Having Emotional Disorders...
 Sustained Intervention : provide life-
long support for people with
emotional disorders

 Programming for transfer and

maintenance : providing
interventions that fix a student’s
behavior and maintains these
fixations on the long run.
 Other Strategies That Work with
Individuals Having Emotional Disorders...

 Call for multicomponent treatment

and apply interventions that s/he is
qualified to apply ( interventions
include social skills training ,
academic remediation , medication ,
psychotherapy , parent training ,
etc…)
REMEMBER!
 There is always A TREND
TOWARDS INCLUSION , but the
severity of each student’s case
determines the student’s
placement.

 YOU should TAKE INTO

CONSIDERATION that for
students to learn from their
peers , WE (as teachers)
should provide them with
proper INSTRUCTIONS of
WHOM and WHAT to imitate.
THANK YOU FOR
YOUR TIME !