Transcript Learners with Emotional or Behavioral Disorders

Learners with Emotional or
Behavioral Disorders
Topics
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Terminology
Definition
Classification
Prevalence
Causes
Identification
Topics (cont’d)
• Psychological and behavioral
characteristics
• Educational considerations
• Assessment of progress
• Early intervention
• Transition to adulthood
• People with emotional or behavioral
disorders are not good at making friends.
• They fail to establish good, close,
satisfying relationships with other people.
• Deviant friendship
• They are isolated not because they are
withdrawn, but because they are abusive,
destructive, unpredictable, irresponsible,
irritable, jealous, defiant….
• Where does the problem start?
• Does it start with the behavior that
frustrates, irritates other people?
• Does it start with an inappropriate social
environment that the child can only
withdrawn or attack?
• Not just the behavior or environment…
Terminology
• Emotionally disturbed – as used in the
Individuals with Disabilities Act (IDEA)
• Behaviorally disordered – used by many
professionals and Council for Exceptional
Children
• Emotional or behavior disorder – introduced
in 1990 by National Mental Health and Special
Educational Coalition; generally accepted
terminology of the field
Definition
• Definitional problems
 Lack of precise definitions of mental health and
normal behavior
 Differences among conceptual models
 Imprecise measurement of emotion and
behavior
 Emotional or behavioral disorders often overlap
other disabilities
 Differences in the professionals who diagnose
and serve children and youths
Possible
combinations
of terms.
Choose one or
more in set A
combined with
one in set B.
Fig. 8.1
Definition (cont’d)
• Current definitions
 Behavior is extreme
 Problem is chronic
 Behavior unacceptable because of social or
cultural expectations
Definition (cont’d)
• Federal definition
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Long period of time, to a marked extent
Adversely affects education
Includes schizophrenia
Excludes social maladjustment which some states interpret as
conduct disorder-aggressive, disruptive, antisocial behavior
 An inability to learn cannot be explained by intellectual, sensory, heath
factors
 An inability to build or maintain relationship
 Inappropriate behaviors/feelings under normal circumstances
 A pervasive mood of unhappiness/depression
 A tendency to develop physical symptoms or fears associated with
personal or school problems
• National Mental Health and Special Education
Coalition definition
 A disability characterized by behavioral or emotional
responses that adversely affect educational
performance
 Acknowledges multiple disabilities
 Does not have arbitrary exclusions
 Exhibited in two different settings
 Unresponsive to direct intervention
 Can co-exist with other disabilities
 Includes affective/anxiety disorder
Classification
• Two broad dimensions of disordered
behavior
 Externalizing
 Internalizing
• Co-morbidity – the occurrence of two or more
conditions in the same individual
• Schizophrenia
Examples of motional and Behavior
Disorders from a Medical Perspective
• Schizophrenia
• Anxiety Disorders: Cannot stop worrying about a
specific concern (e.g., germs)
– Obsessive Compulsive Disorders (OCD)
– Phobias
– Post Traumatic Disorder
• Disruptive Behavior Disorders:
– Attention Deficit-Hyperactivity Disorder
– Oppositional Defiant Disorder:
– Conduct Disorder
• Eating Disorders:
– Anorexia Nervosa
– Bulimia
• Mood Disorders
– Bipolar Disorder (manic depressive)
– Depression
• Tic Disorder
– Tourette’s Syndrome (TS)
• Schizophrenia:
– Have delusions (Bizarre ideas), hallucinations
(seeing or hearing imaginary things)
– Severe disorder of thinking
– Inappropriate emotions
– Tend to withdraw
• Children with autism do not have delusions,
hallucinations, etc…
• Children with schizophrenia tend to have
psychotic episodes, then periods of near-normal
behavior.
• Autistic children tend to have more constant
behaviors
• 25% of autistic children have seizures,
schizophrenic children seldom have seizures.
Obsessive Compulsive Disorders
(OCD)
• Obsessions
Obsessions are thoughts, images, or impulses that occur
over and over again and feel out of your control.
• The person does not want to have these ideas.
• He finds them disturbing and intrusive, and usually
recognizes that they don't really make sense.
• People with OCD worry excessively about dirt and germs
and become obsessed with the idea that they are
contaminated or contaminate others.
obsessions
• They may have obsessive fears of having
inadvertently harmed someone else even
though they usually know this is not
realistic.
• Obsessions are accompanied by
uncomfortable feelings, such as fear,
disgust, doubt, or a sensation that things
have to be done in a way that is "just so."
Compulsions
• People with OCD try to make their obsessions
go away by performing compulsions.
• Compulsions are acts the person performs over
and over again, often according to certain
"rules."
• People with an obsession about contamination
may wash constantly to the point that their
hands become raw and inflamed.
• A person may repeatedly check that she has
turned off the stove or iron because of an
obsessive fear of burning the house down.
• She may have to count certain objects over and
over because of an obsession about losing
them.
• Unlike compulsive drinking or gambling, OCD
compulsions do not give the person pleasure.
• Rather, the rituals are performed to obtain relief
from the discomfort caused by the obsessions.
– My 11-year-old daughter got a diagnosis of
obsessive-compulsive disorder (OCD) about six
months ago.
– She is not currently on any medication but has
been regularly seeing a therapist.
– While she does have compulsive routines, which
we have been successfully working on with
exposure and response prevention therapy (ERP)
(very long showers, bedtime routines, etc.), these
routines do not appear to be compulsions to
relieve anxiety.
– And when they are focused on, it is fairly easy to
change them.
cases
– However, the bigger problems crop up over
decision-making.
– When there are two options of equal weight in her
mind (buy or pack lunch, flip-flops or sneakers) it
can, on occasion, cause a massive panic attack
and major tantrums.
– However, this does not happen consistently.
– Additionally, some serious anxiety-ridden
episodes can occur when something doesn't
happen the way she wants it to or thinks it should.
– Again, there does not appear to be any
specific obsession or thoughts relating to
bad or harmful things that might happen if
the wrong decision is made.
– Just an extreme need to make sure she
makes the right decision and a lack of
control to move beyond the issue at that
time.
– She often asks for help in making
decisions but doesn't want someone else
to make the decision for her.
cases
• I couldn’t do anything without rituals.
• They invaded every aspect of my life. Counting
really bogged me down.
• I would wash my hair three times as opposed to
once because three was a good luck number
and one wasn’t.
• It took me longer to read because I’d count the
lines in a paragraph.
• When I set my alarm at night, I had to set it to a
number that wouldn’t add up to a ’bad’ number.”
• “I knew the rituals didn’t make sense, and I was deeply
ashamed of them, but I couldn’t seem to overcome them
until I had therapy.”
• “Getting dressed in the morning was tough, because I
had a routine, and if I didn’t follow the routine, I’d get
anxious and would have to get dressed again. I always
worried that if I didn’t do something, my parents were
going to die.
• I’d have these terrible thoughts of harming my parents.
That was completely irrational, but the thoughts triggered
more anxiety and more senseless behavior. Because of
the time I spent on rituals, I was unable to do a lot of
things that were important to me.”
http://www.cnn.com/2009/HEALTH/expert.q.a/10/27/ocd.decision.making.raison/
• many people with OCD do primarily manifest
classic symptoms such as fear of contamination,
• a need to count or a need for things to be
symmetrical, it is just as common for individuals
with OCD to suffer most from symptoms that are
less well-known, none of which is more common
than indecision.
• And indecision is always at its worst when the
patient is presented with two options that are
equally desirable.
• Obsessive-Compulsive Disorder, OCD, is an
anxiety disorder and is characterized by
recurrent, unwanted thoughts (obsessions)
and/or repetitive behaviors (compulsions).
• Repetitive behaviors such as handwashing,
counting, checking, or cleaning are often
performed with the hope of preventing obsessive
thoughts or making them go away.
• Performing these so-called "rituals," however,
provides only temporary relief, and not
performing them markedly increases anxiety
• Healthy people also have rituals, such as
checking to see if the stove is off several times
before leaving the house.
• The difference is that people with OCD perform
their rituals even though doing so interferes with
daily life and they find the repetition distressing.
• Although most adults with OCD recognize that
what they are doing is senseless, some adults
and most children may not realize that their
behavior is out of the ordinary.
• It strikes men and women in roughly equal
numbers and usually appears in
childhood, adolescence, or early
adulthood.
• One-third of adults with OCD develop
symptoms as children, and research
indicates that OCD might run in families.
• The course of the disease is quite varied.
Symptoms may come and go, ease over time, or
get worse.
• If OCD becomes severe, it can keep a person
from working or carrying out normal
responsibilities at home.
• People with OCD may try to help themselves by
avoiding situations that trigger their obsessions,
or they may use alcohol or drugs to calm
themselves.4
• OCD usually responds well to treatment
with certain medications and/or exposurebased psychotherapy, in which people
face situations that cause fear or anxiety
and become less sensitive (desensitized)
to them
Phobias
http://www.phobics-awareness.org/schoolphobia.htm
• School phobia (known to professionals as
school refusal), a complex and extreme
form of anxiety about going to school (but
not of the school itself as the name
suggests.
• Symptoms include stomachaches, nausea,
fatigue, shaking, a racing heart and frequent
trips to the toilet.
• Young children (up to age 7 or 8) with school
phobia experience separation anxiety and
cannot easily contemplate being parted from
their main care giver,
• whereas older children (8 plus) are
more likely to have it take the form of
social phobia where they are anxious
about their performance in school
(such as in games or in having to
read aloud or answer questions in
class).
• Children with anxieties about going to
school may suffer a panic attack if
forced which then makes them fear
having another panic attack and there
is an increasing spiral of worry with
which parents often do not know how
to deal.
School phobias
• Possible triggers for school phobia
include:
• 1. Being bullied.
2. Starting school for the first time.
3. Moving to a new area and having to
start at a new school and make new
friends or just changing schools.
4. Being off school for a long time through
illness or because of a holiday.
• 5. Bereavement (of a person or pet).
6. Feeling threatened by the arrival of
a new baby.
7. Having a traumatic experience
such as being abused, being raped,
having witnessed a tragic event.
• 8. Problems
at home such as a member of the
family being very ill.
9. Problems at home such as marital rows,
separation and divorce.
10. Violence in the home or any kind of abuse; of
the child or of another parent.
• 11. Not having good friends (or any friends
at all).
12. Being unpopular, being chosen last for
teams and feeling a physical failure (in
games and gymnastics).
13. Feeling an academic failure.
• How Does School Phobia Start?
• Going to school for the first time is a period of great
anxiety for very young children.
• Many will be separated from their parents for the first
time, or will be separated all day for the first time.
• This sudden change can make them anxious and they
may suffer from separation anxiety.
• They are also probably unused to having the entire day
organized for them and may be very tired by the end of
the day, causing further stress and making them feel
very vulnerable.
• For older children who are not new to the school, who
have had a long summer break or have had time off
because of illness, returning to school can be quite
traumatic.
• They may no longer feel at home there. Their friendships
might have changed.
• Their teacher and classroom might have changed.
• They may have got used to being at home and closely
looked after by a parent, suddenly feeling insecure when
all this attention is removed; and suddenly they are
under the scrutiny of their teachers again.
• Other children may have felt unwell on the
school bus or in school and associate these
places with further illness and symptoms of
panic, and so want to avoid them in order to
avoid panicky symptoms and panic attacks
fearing, for example, vomiting, fainting or having
diarrhea.
• Other children may have experienced stressful
events.
Post Traumatic Stress Disorder
(PTSD)
http://www.nimh.nih.gov/health/publications/post-traumatic-stress-disorder-easy-to-read/index.shtml
• What is Post-Traumatic Stress Disorder?
• Post-Traumatic Stress Disorder, PTSD, is an
anxiety disorder that can develop after exposure
to a terrifying event or ordeal in which grave
physical harm occurred or was threatened.
• Traumatic events that may trigger PTSD include
violent personal assaults, natural or humancaused disasters, accidents, or military combat.
What Causes PTSD
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Being a victim of or seeing violence
The death or serious illness of a loved one
War or combat
Car accidents and plane crashes
Hurricanes, tornadoes, and fires
Violent crimes, like a robbery or shooting.
• Signs & Symptoms
• People with PTSD have persistent
frightening thoughts and memories of their
ordeal and feel emotionally numb,
especially with people they were once
close to. They may experience sleep
problems, feel detached or numb, or be
easily startled.
• Treatment
• Effective treatments for post-traumatic
stress disorder are available, and research
is yielding new, improved therapies that
can help most people with PTSD and
other anxiety disorders lead productive,
fulfilling lives
If you have PTSD
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Bad dreams
Flashbacks, or feeling like the scary event is happening again
Scary thoughts you can't control
Staying away from places and things that remind you of what
happened
Feeling worried, guilty, or sad
Feeling alone
Trouble sleeping
Feeling on edge
Angry outbursts
Thoughts of hurting yourself or others.
• Children who have PTSD may show other
types of problems.
• These can include:
– Behaving like they did when they were
younger
– Being unable to talk
– Complaining of stomach problems or
headaches a lot
– Refusing to go places or play with friends.
• Attention Deficit-Hyperactivity Disorder
– Oppositional Defiant Disorder (ODD):
– Conduct Disorder
Oppositional Defiant Disorder (ODD):
http://www.aacap.org/cs/root/facts_for_families/children_with_oppositional_defiant_disorder
• persistent pattern of tantrums, arguing, and angry or
disruptive behaviors toward you and other authority
figures,
• The symptoms are usually seen in multiple settings, but
may be more noticeable at home or at school.
• One to sixteen percent of all school-age children and
adolescents have ODD.
• The causes of ODD are unknown, but many parents
report that their child with ODD was more rigid and
demanding that the child’s siblings from an early age.
• Biological, psychological and social factors may have a
role.
Symptoms
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Frequent temper tantrums
Excessive arguing with adults
Often questioning rules
Active defiance and refusal to comply with
adult requests and rules
• Deliberate attempts to annoy or upset
people
Cont’d
• Blaming others for his or her mistakes or
misbehavior
• Often being touchy or easily annoyed by
others
• Frequent anger and resentment
• Mean and hateful talking when upset
• Spiteful attitude and revenge seeking
Conduct Disorder
http://www.aacap.org/cs/root/facts_for_families/conduct_disorder
• Conduct disorder" refers to a group of behavioral
and emotional problems in youngsters.
• Children and adolescents with this disorder have
great difficulty following rules and behaving in a
socially acceptable way.
• They are often viewed by other children, adults
and social agencies as "bad" or delinquent,
rather than mentally ill.
Aggression to people and animals
http://www.aacap.org/cs/root/facts_for_families/conduct_disorder
• Bullies, threatens or intimidates others
• often initiates physical fights
• has used a weapon that could cause serious
physical harm to others (e.g. a bat, brick, broken
bottle, knife or gun)
• is physically cruel to people or animals
• steals from a victim while confronting them (e.g.
assault)
• forces someone into sexual activity
Destruction of Property
• Deliberately engaged in fire setting with
the intention to cause damage
• deliberately destroys other's property
Deceitfulness, lying, or stealing
• has broken into someone else's building,
house, or car
• Lies to obtain goods, or favors or to avoid
obligations
• steals items without confronting a victim
(e.g. shoplifting, but without breaking and
entering)
Serious violations of rules
• often stays out at night despite parental
objections
• runs away from home
• often truant from school
• Eating Disorders:
– Anorexia Nervosa
– Bulimia
Anorexia Nervosa
• Eating disorder, psychological
• Begins with dieting to lose weight
• Endless cycle of restrictive eating,
excessive exercising, overuse of diuretics,
laxatives
• Females are at risk,
• Males can develop this disorder as well.
• No definite causes
• Demands from families and society
• Poor self-image
Bulimia
• Eating disorder
• Binging (eating a lot), purging (get rid of
food)
• Unhappy with body size and figure
• Mood Disorders
– Bipolar Disorder (manic depressive)
– Depression
Bipolar Disorder (manic depressive)
• Manic depressive, unusual shift in energy,
mood, activity levels
• Damaged relationships, poor job, schools
performance
• Develops in late teens or young adults
Symptoms
http://www.nimh.nih.gov/health/publications/bipolar-disorder/completeindex.shtml
• Mood Changes
• A long period of feeling "high," or an overly
happy or outgoing mood
• Extremely irritable mood, agitation, feeling
"jumpy" or "wired."
Behavioral Changes
• Talking very fast, jumping from one idea to another, having racing
thoughts
• Being easily distracted
• Increasing goal-directed activities, such as taking on new projects
• Being restless
• Sleeping little
• Having an unrealistic belief in one's abilities
• Behaving impulsively and taking part in a lot of pleasurable,
high-risk behaviors, such as spending sprees, impulsive sex, and
impulsive business investments.
Depression
http://www.nimh.nih.gov/health/publications/depression/completeindex.shtml
• it interferes with daily life, normal
functioning, and causes pain for both the
person with the disorder and those who
care about him or her.
• Depression is a common but serious
illness, and most who experience it need
treatment to get better.
Symptoms
• Persistent sad, anxious or "empty" feelings
• Feelings of hopelessness and/or pessimism
• Feelings of guilt, worthlessness and/or
helplessness
• Irritability, restlessness
• Loss of interest in activities or hobbies once
pleasurable, including sex
• Fatigue and decreased energy
• Difficulty concentrating, remembering details
and making decisions
• Insomnia, early–morning wakefulness, or
excessive sleeping
• Overeating, or appetite loss
• Thoughts of suicide, suicide attempts
• Persistent aches or pains, headaches, cramps
or digestive problems that do not ease even with
treatment
Depression
• Mood Changes
• A long period of feeling worried or empty
• Loss of interest in activities once enjoyed, including sex.
• Behavioral Changes
• Feeling tired or "slowed down"
• Having problems concentrating, remembering, and making
decisions
• Being restless or irritable
• Changing eating, sleeping, or other habits
• Thinking of death or suicide, or attempting suicide.
Tourette’s Syndrome (TS)
– A disturbance in the balance of
neurotransmitters — chemicals in the brain
that carry nerve signals from cell to cell —
may play a role in TS.
– Tourette syndrome is not contagious.
– The tics associated with Tourette Syndrome
tend to get milder or go away entirely as kids
grow into adulthood
http://www.ninds.nih.gov/disorders/tourette/detail_tourette.h
tm
• average onset between the ages of 7 and
10 years
• Males are more affected than females
• Some of the more common simple tics include eye
blinking and other vision irregularities, facial grimacing,
shoulder shrugging, and head or shoulder jerking.
• Simple vocalizations might include repetitive throatclearing, sniffing, or grunting sounds.
• Complex tics are distinct, coordinated patterns of
movements involving several muscle groups.
• Complex motor tics might include facial grimacing
combined with a head twist and a shoulder shrug.
• Other complex motor tics may actually appear
purposeful, including sniffing or touching objects,
hopping, jumping, bending, or twisting.
• Simple vocal tics may include throat-clearing,
sniffing/snorting, grunting, or barking.
• More complex vocal tics include words or phrases.
• Perhaps the most dramatic and disabling tics include
motor movements that result in self-harm such as
punching oneself in the face or vocal tics including
coprolalia (uttering swear words) or echolalia (repeating
the words or phrases of others).
Prevalence
• Estimates of 6 to 10 percent of schoolage population
• Less than 1 percent identified as
emotionally disturbed
 Most identified students exhibit
externalizing behavior
 Boys outnumber girls about 5 to 1
 Juvenile delinquency
Causes
• Some physiological factors
• Biological disorders and diseases
 Medication helpful but not the only intervention
needed
 genetics,
 temperament,
 malnutrition,
 brain trauma,
 substance abuse,
 poorly understood medical intervention,
• Undesirable experiences at school
 Spiral of negative interactions
• insensitivity to individuality, inappropriate
expectations, inconsistent or inappropriate
discipline, unintentional rewards for
misbehavior, and undesirable models of
conduct,
• Pathological family relationships
 Parents need positive support resources
• disorganization, parental abuse, and nconsistent
discipline)
• affect individual family members in different
ways. Very good parents sometimes have
children with serious emotional or behavioral
disorders, and incompetent, abusive parents
sometimes have children with no signification
emotional or behv.diff.,
• Negative cultural influences
 Increase in level of violence, drug abuse, and
changing social standards
• influences of the media, values, and
standards of the community and peer
group, and social services available to
children and their families).
• One of the myths surrounding students with emotional or
behavioral disorders is that they are usually very bright.
Are they?
• * In fact, most children with emotional or behavioral
disorders score in the dull-normal range of IQ tests and
achieve below their age level on standardized tests.
• * How emotional or behavioral disorders may affect
learning, others’ expectations, and testing rsults?
• What is “comorbidity”?
• Two or more disorders exist
simultaneously in an individual. Recent
research indicates that comorbidity is
extremely common; single disorders may
in fact be the exception rather than the
rule.
Path to Success at School
Fig. 8.3
Source: Reprinted
with the permission of
Merrill Prentice Hall
from An introduction
to students with high
incidence disabilities,
by J. P. Stichter, M. A.
Conroy, & J. M.
Kauffman. Copyright
© 2008 by Pearson
Education, Inc.
EDUCATIONAL
CONSIDERATIONS
• No consensus on the type of the educational
program for children and youths with emotional
or behavioral disorders.
• For youngers: early identification and
prevention,
• For adolescents: individualized intervention to
meet the differences in intelligence, behavioral
characteristics, achievement, and circumstances
of the students.
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They typically
- have low grades and other unsatisfactory academic outcomes,
- have higher dropout and lower graduation rates,
- and are frequently involved with the juvenile justice system.
• Credible conceptual models that guide most educational programs
today have two objectives:
• 1) controlling misbehavior,
• 2) and teaching students the academic and social skills they need.
• DISCUSSION:
• During their elementary and high school years, have you
encountered students or teachers whom you believed
had emotional or behavioral disorders?
• Why did you believe these individuals had emotional or
behavioral disorders?
• How would you describe these people’s behavior?
Identification
• Difficult to identify
 When the child is young, problems may be
undetected
 When there is an error in teacher judgment
 When the child does not exhibit problems at
school
• Importance of teacher’s informal judgment
Identification (cont’d)
• Three step screening system for
elementary schools
 Teacher lists and ranks students
 Completes two checklists for three highest
ranked pupils
 Pupils whose scores exceed norms are
observed by other professionals
Psychological and Behavioral
Characteristics
• Intelligence and achievement
 Typically, below average IQ (less than 90)
• Social and emotional characteristics
 Aggressive, acting-out behavior
(externalizing)
 Immature, withdrawn behavior and
depression (internalizing)
Hypothetical frequency distribution of IQ for
students with emotional or behavioral disorders as
compared to a normal frequency distribution.
Fig. 8.4 Source: Reprinted with permission of Merrill Prentice Hall from Characteristics of
emotional and behavioral disorders of children and youth (9th ed.) by James M. Kauffman
and Timothy J. Landrum. Copyright © 2009 by Pearson Education, Inc.
Educational Considerations
• Objectives:
 Controlling misbehavior
 Teaching academic and social skills
• Balancing behavioral control with
academic and social learning
• Importance of integrated services
Educational Considerations (cont’d)
• Strategies that work
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Systematic, data-based interventions
Continuous assessment and progress monitoring
Provision for practice of new skills
Treatment matched to the problem
Multicomponent treatment
Programming for transfer and maintenance
Commitment to sustained intervention
Educational Considerations (cont’d)
• Service delivery
 Trend toward inclusion
 Different needs require different placements
• Instructional considerations
 Need for social skills
 Needs of juvenile delinquents
 Special challenges for teachers
Educational Considerations (cont’d)
• Disciplinary considerations
 Functional behavioral assessment (FBA)
 Positive behavioral supports and behavioral
intervention plans
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Moreover,they tend to have multiple and complex needs, a variety of services
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- family-oriented services, counseling,
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- successful strategies include:
(1) systematic, data-based interventions,
(2) continuous assessment and monitoring of progress,
(3) provision for practice of new skills,
(4) treatment matched to the problem,
(5) multicomponent treatment,
(6) programming for transfer and maintenance,
(7) commitment to sustained intervention.
•
FIRST STEP TO SUCCESS- BAŞARIYA İLK ADIM: İBRAHİM DİKEN, ANADOLU
UNIVERSITY, ESKISEHIR.
Assessment of Progress
• Progress monitoring and outcome
measures
 Evaluating the progress and outcomes of
behavioral interventions
 Measuring progress and outcomes in
academic skills
• Testing accommodations
Early Intervention
• Identification
 Diagnosis in very young children challenging
 Children’s behavior responsive to social conditions
• Prevention problems
 Parents and teachers trained in behavior
management
 Costliness of programs and personnel needed
 Professionals do not always agree upon the
behaviors that should be prevented
Transition to Adulthood
• Programs available
 Regular public high school classes
 Consultant teachers who provide individualized
work and behavior management
 Resource rooms and self-contained classes
 Work-study programs
 Special private schools, alternative schools,
private or public residential schools
Transition to Adulthood (cont’d)
• Incarcerated youth neglected
• Employment difficulty due to academic
skills
• May require intervention throughout life
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* The programs designed for adolescents with EBD are varied and must be
highly individualized to meet the differences in
- students’ intelligence,
- behavioral characteristics,
- achievement,
- and circumstances.
•
* Students with EBD are among those most likely to drop out of school, yet
many of them lack the basic academic and social skills necessary for
successful employment.
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* Many individuals grow up to be adults who have difficulty leading
independent, productive lives and many require intervention throughout
their
lives.
•