Transcript Introduction to Emotional Disturbance

Introduction to
Emotional Disturbance
NATIONAL ASSOCIATION OF
SPECIAL EDUCATION
TEACHERS
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IDEA
IDEA, is the abbreviation for Individuals
with Disabilities Education Act.

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IDEA is the federal special education law
IDEA ensures that the rights of children and youth
with disabilities (and their parents) are protected
 Special Education is guided by the principles and
guidelines under IDEA
 The definition of Emotional Disturbance that we
use for special education purposes is found in
IDEA
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Controversy Surrounding the Term and
Definition of “Emotional Disturbance”

The definition of emotional disturbance, like most
definitions in special education, is the source of much
debate and discussion.
 Furthermore, the term “emotional disturbance” has been
challenged at the federal level many times.
 A number of professionals believe that the term “emotional
or behavioral disorder” should be used instead and have
proposed several changes to the definition.
 Many parents are also uncomfortable with having their
children classified in special education with the title of
emotional “disturbance”
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IDEA Definition of
Emotional Disturbance

According to IDEA 2004, Emotional
Disturbance is defined as the following:

a condition exhibiting one or more of the
following characteristics over a long period of
time and to a marked degree that adversely
affects a child's educational performance:
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IDEA Definition of
Emotional Disturbance
An inability to learn that cannot be
explained by intellectual, sensory, or health
factors.
(B) An inability to build or maintain satisfactory
interpersonal relationships with peers and
teachers.
(C) Inappropriate types of behavior or feelings
under normal circumstances
(A)
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IDEA Definition of
Emotional Disturbance
(D) A general pervasive mood of unhappiness or
depression.
(E) A tendency to develop physical symptoms or fears
associated with personal or school problems.
(ii) Emotional disturbance includes schizophrenia.
The term does not apply to children who are socially
maladjusted, unless it is determined that they have
an emotional disturbance
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Definition of Emotional Disturbance
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Emotional disturbance means a condition exhibiting one or
more of the following characteristics
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In determining eligibility of Emotional
Disturbance under IDEA, it must be
determined if the student has an emotional
condition that is manifested by one or more
of the five characteristics listed in the
definition of emotional disturbance.
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What is
“Over a Long Period of Time”?

Long Period of Time: The standard for duration is
not precisely specified.
 The literature frequently makes reference to
several months (normally at least 6) as an
appropriate standard.
 The intention is to avoid labeling a student who is
temporarily reacting to a situational trauma. The
characteristic(s) must also be evident over time
and situations.
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(end lecture #1)
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What is a “Marked Degree”?

Marked Degree: The problems are
significant and apparent to school staff
members who observe the student in a
variety of settings and situations.
 the problems must be more severe or
frequent than the normally expected range
of behavior for individuals of the same age,
gender and cultural group.
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What is “Adversely Affects a Child’s
Educational Performance”?

Indicators of educational performance
include present and past grades,
achievement test scores and measures of
ongoing classroom performance
 Adverse effect on educational performance
implies a marked difference between the
student’s academic performance and
reasonable (not optimal) expectations of
performance.
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A. What is “an inability to learn that cannot be
explained by intellectual, sensory, or health factors”?

This means that reduced intellect or sensory
or health impairment cannot be the primary
cause of the behavioral/emotional problem.
 The language “an inability to learn that
cannot be explained by intellectual, sensory,
or health factors” serves as an exclusion
factor
 All other possible causes for why the child is
unable to learn must be excluded
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A. What is “an inability to learn that cannot be
explained by intellectual, sensory, or health factors”?

There are problems inherent in the use of
the phrase “inability to learn”
 Inability to learn is inconsistent with a
philosophy that all children can be
characterized as learners.
 Therefore, the “inability to learn”
characteristic should be appropriately
interpreted as serious difficulties in
learning.
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B. What is “an inability to build or maintain
satisfactory interpersonal relationships with peers
and teachers”?
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This characteristic requires documentation that the
student is unable to initiate or to maintain satisfactory
interpersonal relationships with peers and teachers.
Satisfactory interpersonal relationships include the ability
to demonstrate sympathy, warmth and empathy toward
others; establish and maintain friendships; be
constructively assertive; and work and play independently.
This characteristic does not refer to the student who has
conflict with only one teacher or with certain peers. Rather
it is a pervasive inability to develop relationships with
others across settings and situations.
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B.
What is “an inability to build or maintain
satisfactory interpersonal relationships with
peers and teachers”?
Examples of unsatisfactory student
characteristics include:
 physical or verbal aggression when others
approach him or her;
 lack of affect or disorganized/distorted
emotions toward others;
 demands for constant attention from others;
and
 withdrawal from all social interactions
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C. What is “inappropriate types of behavior or
feelings under normal circumstances”?

This characteristic requires documentation that the
student’s inappropriate behavior or feelings deviate
significantly from expectations for the student’s age,
gender and culture across different environments.
 Verbal threats of physical harm to people or animals
 Fighting for the sake of fighting
 Making loud or distracting noises in class for attention
 Wanting to hurt someone badly when not given his/her
way
 rapid changes in behavior or mood
 low frustration tolerance, emotional overreactions, and
impulsivity
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C. What is “inappropriate types of behavior or
feelings under normal circumstances”?
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When considering “normal circumstances,”
the IEP Team should take into account
whether a student’s home or school
situation is disrupted by stress, recent
changes, or unexpected events.
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D.
What is “a general pervasive mood
of unhappiness or depression”?
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This characteristic requires documentation
that the student’s unhappiness or depression
is occurring across most, if not all, of the
student’s life situations.
 The student must demonstrate a consistent
pattern of depression or unhappiness in
keeping with the criterion, “long period of
time” (i.e., several months).
 In other words, this pattern is not a
temporary response to situational factors or
to a medical condition.
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What is “a general pervasive mood
of unhappiness or depression”?
Examples of characteristics associated with
depression or unhappiness are:
 persistent feelings of sadness
 feeling hopeless or helpless
 suicidal thoughts
 having low self-esteem and feeling inadequate
 excessive guilt
 feelings of wanting to die
 anhedonia
 difficulty with relationships
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E.
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What is “a tendency to develop physical
symptoms or fears associated
with personal or school problems”?
This characteristic requires documentation that
the student exhibits physical symptoms or fears
associated with his or her personal or school life.
Persistent physical symptoms must have a
negative impact on learning.
Data needs to be obtained across settings and over
time, and medical evidence needs to be obtained to
document that the problem does not have a
physical origin
E.g., headaches, panic attacks, stomach pains,
separation anxiety
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What is “Schizophrenia”?
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The federal definition of emotional disturbance under
IDEA includes students with schizophrenia
Schizophrenia is a severe mental disorder characterized by
psychotic symptoms - thought disorder, hallucinations,
delusions, paranoia - and impairment in job/school and
social functioning.
Contrary to the common misconception, schizophrenia
does not mean "split or multiple personality." And,
although people with schizophrenia often are portrayed as
violent on television and in movies, that is seldom the case.
Schizophrenia is one of the most disabling and puzzling
mental disorders. It is a very rare childhood disorder
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What is “Social Maladjustment“?

The federal definition of emotional
disturbance under IDEA does not include
students with social maladjustment.
 "social maladjustment"—a term that is not
specifically defined under IDEA .
 Under IDEA, one category receives special
education services (emotional disturbance),
while the other (socially maladjusted)
receives none.
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Social Maladjustment
IDEA implies that “socially maladjusted” students
“choose” to break societal rules but that students
that students with ED break those rules because of
their disability
 In other words, IDEA regards students with
emotional or behavioral disorders as victims of
their impairments (they have a disability), but
considers socially maladjusted students those who
consciously choose to make these destructive
decisions
 Obviously, this is a very controversial issue
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Final Point on Definition
of Emotional Disturbance
Since the passage of P.L. 94-142 (Education for All
Handicapped Children’s Act) in 1975**, only 2 changes
have been made to the definition of emotional disturbance:
1.
Autism, originally included in this category, became a
separate disability category in 1990
2. Prior to 1997, the term used was “Serious Emotional
Disturbance” Under IDEA ’97, the name was changed to
“Emotional Disturbance”
** note--Public Law 94-142 became known as IDEA in 1990.
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