Transcript 6-3 IDEA Definition of Emotional Disturbance

Exceptional Children
An Introduction to Special Education
Tenth Edition
William L. Heward
© 2013, 2009, 2006, 2003, 2000
Pearson Education, Inc. All rights reserved.
Chapter 6
Emotional or Behavioral Disorders
Focus Questions
What
are the points of agreement and disagreement between
the definition of emotional disturbance in IDEA and the
definition of emotional or behavioral disorders by the CCBD?
Who
is more severely disabled: the acting-out, antisocial
child or the withdrawn child?
What
factors might account for the disparity between the
number of children receiving special education under the ED
category and researchers’ estimates of the prevalence of EBD?
How
can research findings about the cumulative interplay of
risk factors for behavior problems in adolescence and
adulthood guide the development and implementation of
prevention programs?
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6-2
Focus Questions (cont.)
Although
screening and assessment tools for EBD
are becoming increasingly sophisticated and
efficient, schools seldom use them. Why?
What
are the most important skills for teachers of
students with EBD?
Why
might the inclusion of children with EBD in
general education classrooms be more (or less)
intensely debated than the inclusion of children with
other disabilities
What
are the largest current impediments to
children with EBD receiving the most effective
education possible?
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6-3
IDEA Definition of Emotional
Disturbance
One or more of the following characteristics
displayed over a long period of time and to a marked
degree that adversely affects educational
performance:
•
Inability to learn not related to other factors
•
Inability to build or maintain satisfactory peer or teacher
relationships
•
Inappropriate feelings or behavior under normal conditions
•
A general pervasive mood of unhappiness or depression
•
A tendency to develop physical symptoms or fears associated with
personal or school problems
•
Definition does not apply to children who are “socially maladjusted”
unless they have an emotional disturbance but the definition
includes schizophrenia
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Problems with IDEA Definition
Definition is vague and subjective
•
What are “satisfactory” peer and teacher relationships?
•
What does “inappropriate” behavior look like?
The definition, as written, excludes children
on the basis for which they are included
•
How does one differentiate between “socially maladjusted”
and true “emotional disturbance”?
Individual teacher expectations and tolerances make
identification a difficult and subjective process
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6-5
CCBD Definition of Emotional
or Behavioral Disorders
Behavioral or emotional responses so different from
appropriate age, cultural, or ethnic norms that
they adversely affect educational performance
including academic, social, vocational or personal
skills
•
More than temporary, expected responses to stress
•
Consistently exhibited in two different settings, at least
one of which is school related
•
Unresponsive to direct intervention in the general
education setting
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Common Characteristics of
Children with EBD
Two primary behavioral excesses
•
Externalizing behaviors (most common behavior pattern)
– Lying
– Temper tantrums
– Stealing
– Property destruction
– Threats of violence or violence toward peers and/or
teachers
•
Internalizing behaviors
– Overly shy or immature
– Withdrawn
– Hypochondria
– Easily upset and difficult to calm
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Common Characteristics
(cont.)
Academic Achievement
– Low
GPA-one or more years below grade level academically
– Difficulty passing competency exams for their grade level
– High absenteeism
– At risk for school failure and early drop out
– Reciprocal relationship between behavior problems and low
academic achievement
– Many have learning disabilities and/or language delays
– Achievement deficits tend to worsen as students grow older
– Many score in the slow learner or mild intellectual disabilities
range on IQ tests
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6-8
Common Characteristics
(cont.)
Social Skills
– Less
participation in extracurricular activities
– Lower quality peer relationships
– Lower levels of empathy towards others
– Higher rates of juvenile delinquency
– High rates of recidivists as juvenile delinquents
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Prevalence
Prevalence
•
Estimates vary, but range from 3% and 6% of school-age
children
•
During 2009-2010 school year, children ages 6 to 21 who
received services under the category of EBD represented less
than 1% of the school age population
•
Given prevalence data, there are many students not receiving
specialized services
•
A survey of principals of juvenile corrections facilities found
that 40% of all committed youth were classified with a
disability
Gender
•
The vast majority are boys with externalizing disorders in the
form of antisocial, aggressive behaviors
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6-10
Causes
Biological factors
• Brain
Injury or Dysgenesis
• Genetics
• Temperament
Environmental factors
• Home
– Relationship with parents, inconsistent
parenting practices
• School
- Teacher actions, ineffective instruction
• Community
- Drug and alcohol abuse, gangs,
deviant sexual behavior
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Identification and Assessment
Screening tests
– Used to determine if intervention is warranted
– Behavior rating scales or checklists
– Responsiveness to Intervention (RTI)
Direct observation and measurement
– Directly focuses on the child’s problems
– Useful for educational planning
Functional Behavioral Assessment
– Used to help understand the why of challenging behavior
– Indirect and direct measures
– Functional Analysis
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6-12
Curriculum Goals
Academic skills
•
Direct, explicit, and effective instruction
•
High rates of teacher praise
Social skills
•
Cooperation skills
•
Appropriate ways to express feelings
•
Responding to failure
•
Learning the social and nonacademic skills that match
teacher expectations
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Curriculum Goals (cont.)
Behavior Management
• School-wide
Positive Behavior Support
– Tier1-Primary Prevention: Universal Supports for
all Students
– Tier2-Secondary Prevention: Targeted
Interventions for Students with at-risk Behaviors
– Tier 3-Tertiary Prevention: Intensive,
Individualized Interventions for Students with
high-risk Behaviors
Self-Management
• Self-Monitoring
and Self-Evaluation
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Curriculum Goals (cont.)
Proactive, Positive Classroom Management
Strategies
•
Structuring the physical environment of the classroom
•
Establishing clear rules and expectations
•
Planning lessons and managing transitions
•
Providing opportunities for making choices
•
Presenting instructions in a way to increase compliance
•
Keeping students actively engaged
•
Using praise and positive reinforcement
•
Anticipating and addressing problem behaviors before they
occur
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Curriculum Goals (cont.)
Peer Mediation and Support
• Peer
monitoring
• Positive
peer reporting
• Peer
tutoring
• Peer
support and confrontation
• Group
contingencies
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Fostering Strong
Teacher-Student Relationships
Differential acceptance
•
Witness or be the victim of acts of anger without responding
similarly
Empathetic Relationship
•
Recognize and understand the nonverbal cues reflective of
children’s individual needs
•
Help replace antisocial and maladaptive behaviors with
socially appropriate behaviors
Focus on alterable variables
•
Teachers should focus effort on only those variables that
make a difference in student learning and can be affected by
sound teaching practice
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Educational Placements
During the 2008-2009 school year, about 40% of students
with EBD received their education in general education
classrooms
○ 23% in separate classrooms
○ 13% in special schools
○ 2% in correctional facilities
○ 2% in residential schools
○ 1% in home or hospital placement
Most students with emotional or behavioral disorders have
serious problems that require intensive intervention
A major challenge is arranging an environment in which
academic and social skills can be learned at acceptable rates
while protecting the safety of all children
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6-18
Challenges, Achievements, and
Advocacy

Revising the federal definition of this disability so
all eligible children receive needed special
education and related services

Establishing a national resolve and commitment of
resources sufficient for large scale programs of
early detection and prevention

Closing the gap between what is known about
effective special education for students with EBD
and what those students experience each day in
the classroom
Heward
Exceptional Children, 10e
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6-19