Professional Documents
Culture Documents
Important Terms
Emotionally disturbed--term now used in Individuals with Disabilities Education Act (1997) Behaviorally Disordered--term used by Council for Children with Behavioral Disorders, focuses attention on observable aspects of the children
Definitional Problems
Lack of precise definitions of mental health and normal behavior Differences among conceptual models Difficulties in measuring emotions and behavior Relationships between emotional or behavioral disorder and other disabilities Differences in the professionals who diagnose and serve children and youths
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. The term includes children who are schizophrenic. The term does not include children who are socially maladjusted, unless it is determined that they are seriously emotionally disturbed.
Causes
Biological disorders and diseases Pathological family relationships Undesirable experiences at school Negative cultural influences
Five Characteristics One or more of these five characteristics must be exhibited by the child.
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or
An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
or
or
or
A tendency to develop physical symptoms or fears associated with personal or school problems
Three Qualifiers
All three of these qualifiers must exist for any of the five characteristics which are exhibited.
Over a long period of time To a marked degree Adversely affects educational performance
Transitory Situations
The time qualifier precludes situational problems which may be understandable or expected given the nature of particular circumstances. A death in the family, divorce, abuse, new school, family financial crisis, or physical illness of the student or a relative would be situational, and the resulting behavior changes are often transitory. An ED evaluation and placement would be inappropriate if based on situational behavior changes even though the other aspects of the definition apply.
Nontransitory Situations
If change is significant, documentation should demonstrate the history of the transition in behavior and its effect on the individual. Any circumstances, however, may lead to behavioral changes which are not transitory and do not return to the state which existed prior to the precipitating event. Providing other aspects of the definition apply appropriately, the student might then be eligible for ED placement.
Chronological Age
Long period of time must also be considered in relation to the chronological age of the student. Less than a year for a very young child might be considered a long period of time, while that same amount of time for a teenager might be insufficient.
Marked degree
In determining marked degree, the following key questions should be answered: Is the behavior in question considered significant by more than one observer? What are the rate, frequency, intensity, and duration of occurrence? In which settings does the behavior occur? Are there noticeable or predictable patterns to the behavior? How is the behavior affecting others? Is the behavior identified as a concern by norm-referenced behavior measures?
Test Data
Evaluative information from psychological tests may help to substantiate marked degree, but should not be used as the primary source of information. For example, an observable event (providing adverse affect on education has been determined), such as a suicide threat or gesture, should be evaluated by a psychologist using appropriate instruments, interviews, and observations. On the other hand, results from personality measures, which are not substantiated by any observable events, should be regarded with extreme caution.
Causal Relationships
The definition of ED requires that determination of eligibility for placement be based on evidence that the students educational performance is adversely affected. There must be a demonstrable, causal relationship between the students behavior and decreased educational performance.
To determine whether educational performance is adversely affected, the following key questions should be considered:
1.
Is the students educational performance within a reasonable range of chronological age and ability level?
2.
If the student is performing below reasonable academic expectations, does the search for the cause of this performance point strongly to emotional or behavioral problems?
3.
Do the students emotional or behavioral problems appear to be affecting educational performance to a greater degree than similar problems are affecting the performance of peers?
4.
To what extent is the student receiving passing grades? Has there been regular growth in academic achievement? Has the student been held back any grade levels?
5.
Is the student absent frequently? If yes, how have grades been affected?
Academic achievement must be documented, but other aspects of education may be considered. A significant degree of subjectivity will be used in this area, but two guiding principles might be:
1. Observable evidence indicates that the student has impaired performance across the educational setting.
2. Documentation shows clearly that the academic portion of the students education is adversely affected.
Assessment
Observations Checklists Reports Interviews
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Behavioral Problems
Environment
TEACHER CONTROLLED SCHOOL CONTROLLED Atmosphere
Atmosphere
Structure Student Behavior
Structure
Student Behavior
Learning Centers
Movement Other Faculty And Staff instruction
Hyperactivity
Hyperactivity is not defined simply by a high rate of activity; it is a high rate of inappropriate behavior of various kinds that the youngster cannot control at will.
Hyperactivity
Closely related to hyperactivity are distractibility (attention problems) and impulsivity (acting without thinking). We see many of the hyperactive childs characteristics in normally developing young children, whereas the hyperactive child exhibits developmentally deviant behavior.
Hyperactivity
Brain damage is the favorite causal explanation for hyperactivity, but there is little evidence to confirm brain injury as the cause in most cases. Hyperactivity may be genetically organized in many cases, but no one knows how this genetic factor works. There is little evidence for any other possible biological cause, such as allergies, toxins, or deficits in neurochemicals. Social learning is a plausible causal factor, but does not explain most cases fully. Because we understand so little about the causes of hyperactivity, secondary prevention is the only feasible approach.
Hyperactivity
Assessment of hyperactivity requires obtaining multiple perspectives on the youngsters behavior and its contexts. Rating scales are useful for screening and initial evaluation, but assessment for educational programming and evaluation of progress demands direct observation. Adequate assessment of attention calls for measuring the students attention in relation to specific tasks in specific contexts. One might assess impulsivity by adapting laboratory instruments and by direct observation.
Causal Factors
Biological Factors
Family Factors School Factors Cultural Factors
Biological Factors
Genetics Brain Damage Brain Dysfunction Malnutrition Temperament Physical Illness
Biological Factors
Genetics
Genetic factors have been suggested as the causes of nearly every type of disorder. Genetics are known to be involved in causing schizophrenia, but little is known about how the gene system that causes the disorder works. The fact that a disorder has a genetic cause does not mean that the disorder is untreatable.
Biological Factors
Family Factors
Parental behavior is significant in affecting childrens school performance and conduct Parental discipline is a significant factor in behavioral development
Discipline that is authoritative characterized by high levels of responsiveness and demandingness Usually produces the best outcomes
Family Factors
Conflict and Coercion, are known family factors that increase a youngsters risk for developing an emotional or behavioral disorder. Family structure, by itself, appears to contribute relatively little to childrens emotional and behavioral problems. Divorce does not usually produce chronic disorders in children. Children in single parent homes may be at risk, but we do not know precisely why.
School Factors
In our society school failure is tantamount to personal failure. The school environment is not only critically important for social development but is also the factor over which educators have direct control.
School Factors
As a group, students with emotional or behavioral disorders score below average on intelligence tests and are academic underachievers. Many of them lack specific social skills. Disordered behavior and underachievement appear to influence each other reciprocally. Academic failure and low intelligence, when combined with antisocial behavior or conduct disorder, portend social adjustment problems in adulthood.
Cultural Factors
The mass media Peer groups
Cultural Factors
Individuals are influenced by the standards and values of the larger cultures in which they live and work. Conflicts among cultures can contribute to youngsters stress and to their problem behavior. Not only conflicts among different cultures but mixed messages from the same culture can be a negative influence on behavior. Cultures sometimes both encourage and punish certain types of behavior.
AUTISM
The symptoms of autism are first observed during the childs first 3 years: autism is distinguished by its early onset. The primary definition of autism is detailed in the extensive criteria listed in the DSM IV (APA, 1994). However, Harris (1995a) summarizes the essential features: Although the subtle details of the diagnosis continue to be debated, the basic symptoms of autism remain consistent.
Autism
Autism
Children with autism differ greatly in their specific abilities and disabilities: autism is something one may have in degrees, just as people may have varying degrees of conduct disorder, cerebral palsy, mental retardation or any other special ability or disabling condition.
Autistic Disorder
A pervasive developmental disorder with onset before age three in which there is qualitative impairment of social interaction and communication and restricted, repetitive, stereotyped patterns of behavior, interests, and activities.
Conduct Disorder
Characterized by persistent antisocial behavior that seriously impairs the youngsters functioning in everyday life or results in adults concluding that the youngster in unmanageable.
4 10% of the population
Conduct Disorder
Definition
Repetitive, persistent pattern of behavior violating basic rights of others or ageappropriate social norms or rules, including aggression toward people and animals, destruction of property, deceitfulness or theft, and serious violation of family or school rules. Onset may be in childhood or adolescence, and severity may range from mild to severe.
Juvenile Delinquency
Juvenile delinquency is a legal term that indicates violation of the law by an individual who is not yet an adult. Acts that are illegal only if committed by a minor are status offenses; index crimes are illegal regardless of the individuals age. The vast majority of youngsters commit delinquent acts; a small percentage are apprehended. About 20 percent of all children and youth are at some time officially delinquent, and about three percent are adjudicated each year.
Juvenile Delinquency
Self-reported delinquent behavior is not related to social class, but official delinquency appears more often among lower social classes and minorities. Juveniles who are apprehended and adjudicated tend to be those who commit the greatest number of serious delinquent acts and are most logically considered behaviorally disordered.
Juvenile Delinquency
Males commit more serious crimes against persons and property than females, but the juvenile justice system tends to deal more harshly with females than with males.
Sexual Problems
Promiscuous sexual conduct Early sexual intercourse and teenage pregnancy Exhibitionism Sadomasochism Incest Prostitution Fetishism Sexual relations involving children
Substance Abuse
A substance is abused when it is deliberately used to induce physiological or psychological effects (or both) for other than therapeutic purposes and when its use contributes to greater health risks, disruption of psychological functioning, adverse social consequences, or some combination of these. The most serious substance abuse problems involve alcohol and tobacco.
Intervention
The most useful approaches to date are medication (stimulant drugs), behavior modification, and cognitive strategy training. The right dosage of the right drug tends to reduce hyperactive behavior, but the effects on academic performance may not be significant.
Intervention Continued
Drug effects are idiosyncratic and require careful monitoring. Behavior modification typically leads to improvement in both hyperactivity and academic performance, but it is not a panacea. Positive reinforcement of on-task behavior is the typical behavior modification approach.
SCHIZOPHRENIA
Delusions Hallucinations Disorganized Speech (e.g., may frequently get derailed or be incoherent) Grossly Disorganized or Catatonic Behavior Negative Symptoms (e.g., lack of affect, inability to think logically, or inability to make decisions (APA, 1994)
Schizophrenia
Schizophrenia is a complex, multifaceted disorder (or group of disorders), which has escaped precise definition after almost a century of study.
Schizophrenia
Schizophrenia is nearly always treated with antipsychotic drugs (neuroleptics), such as Haldol (haloperidol) or Mellaril (thioridazine), which are designed to reduce hallucinations and other symptoms. Children with schizophrenia show a positive treatment response to some of the same pharmacologic treatments that have demonstrated efficacy with adults with schizophrenia (Asarnow & Asarnow, 1995, p. 595)
SELF-INJURIOUS BEHAVIOR
Some youngsters injure themselves repeatedly and deliberately in the most brutal fashion. We find this kind of selfinjurious behavior (SIB) in some individuals with severe mental retardation, but it is a characteristic often associated with multiple disabilities for example, mental retardation and autism or schizophrenia and another disorder.
Self-Injurious Behavior
Some children and youths with normal intelligence and language skills deliberately injure themselves without the intent of killing themselves. The prevalence of such behavior may be as high as 2 to 3 percent of adolescents. Such behavior is closely associated with depression and thoughts of suicide.
Symptoms of Depression
Anhedonia inability to experience
pleasure in all or nearly all activities
Depression
Psychomotor agitation or retardation Loss of energy, feeling or fatigue Feelings of worthlessness, self reproach, excessive or inappropriate guilt, or hopelessness Diminished ability to think or concentrate; indecisiveness Ideas of suicide, suicide threats or attempts, recurrent thoughts of death
Sudden changes in usual behavior or affect Serious academic, social, or disciplinary problems at school Family or home problems Disturbed or disrupted peer relations (including peer rejection, romantic breakup, etc.)
Health problems, such as insomnia, loss of appetite, sudden weight change, etc.
Substance abuse
Giving away possessions or talk of not being present in the future Situational crisis such as death of a family member or close friend, pregnancy or abortion, legal arrest, etc.
Suicide Prevention
Prevention
Eisenberg outlined 3 major prevention measures 1. Limited access to devices often used in impulsive self-destruction (as though enacting effective gun control) 2. Limiting the publicity given to suicides because extensive publicity is almost always followed by a sharp increase in suicidal acts 3. Improving early detection of depression in children and youth
Internalizing Behaviors
Eating Disorders
Eating Disorders
Anorexia nervosa Refusal to eat a proper diet Bulimia binge eating and purging Obesity Pica Eating inedible substances Rumination self-induced vomiting, which usually begins in infancy
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