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Instructor’s Manual 8-1

8

EMOTIONAL/BEHAVIORAL DISORDERS

INSTRUCTOR OVERVIEW

Chapter 8, “Emotional/Behavioral Disorders,” introduces people with emotional disturbance and

behavior disorders, described as “emotional disturbance” in federal law under IDEA. These

students face many behavioral challenges in educational, family, and community settings,

including being able to adapt to school and community behavioral standards, social relationships,

as well as emotional difficulties with anxiety or depression. The various definitions and

classifications, and characteristics and prevalence of children and youth with

CHAPTER-AT-A-GLANCE

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

8-1 A CHANGING

ERA IN THE LIVES

OF PEOPLE WITH

EMOTIONAL

/BEHAVIORAL

DISORDERS p. 172

Learning Objectives:

8-1

Snapshot:

Jennifer and Linea

PowerPoint Slides:

Ch. 8

Test Bank:

Ch. 8

MindTap for Human

Exceptionality

• Chapter 8 Quiz: Did You Get It?

• Chapter 8 Quiz: Wrapping It Up

8-2 DEFINITIONS

AND

CLASSIFICATIONS

OF EMOTIONAL/

BEHAVIORAL

DISORDERS p. 178–

182

8-2a Classification

Systems / 8–2b A

Statistically Derived

Classification System /

8-2c Clinically Derived

Classification Systems

Learning Objectives:

8-2

Learning Through

Social Media:

Bring Change 2 Mind

PowerPoint Slides:

Ch. 8

Test Bank:

Ch. 8

MindTap for Human

Exceptionality

• Chapter 8 Quiz: Did You Get It?

• Chapter 8 Quiz: Wrapping It Up

1 Learner

Development

and Individual

Learner

Differences

Instructor’s Manual 8-2

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

8-3

CHARACTERISTICS

AND PREVALENCE

OF EMOTIONAL/

BEHAVIORAL

DISORDERS p. 183–

186

8-3a Intelligence / 8–3b

Social–Adaptive

Behavior / 8–3c

Academic Achievement

Learning Objectives:

8-3

PowerPoint Slides:

Ch. 8

Test Bank:

Ch. 8

MindTap for Human

Exceptionality

• Chapter 8 Video Case: Handling

a Student with Behavior

Problems

• Chapter 8 Quiz: Did You Get It?

• Chapter 8 Scenario (6 options):

o Pre–K Carlos A

o Pre–K Carlos B

o Pre–K Carlos C

o Grades K–3 Gabriel A

o Grades K–3 Gabriel B

o Grades K–3 Gabriel C

Chapter 8 Quiz: Wrapping It Up

1 Learner

Development

and Individual

Learner

Differences

6 Collaboration

8-4 CAUSES OF

EMOTIONAL/

BEHAVIORAL

DISORDERS p. 187

Learning Objectives:

8-4

PowerPoint Slides:

Ch. 8

Test Bank:

Ch. 8

MindTap for Human

Exceptionality

• Chapter 8 Quiz: Did You Get It?

• Chapter 8 Quiz: Wrapping It Up

8-5

IDENTIFICATION

AND ASSESSMENT

OF EMOTIONAL/

BEHAVIORAL

DISORDERS P. 188–

192

8-5a Screening, Pre–

Referral Interventions,

and Referral for

Assessment

Learning Objectives:

8-5

Case Study on

Embracing Diversity:

Leon

PowerPoint Slides:

Ch. 8

Test Bank:

Ch. 8

MindTap for Human

Exceptionality

• Chapter 8 Video Case: Handling

a Student with Behavior

Problems

• Chapter 8 Quiz: Did You Get It?

• Chapter 8 Quiz: Wrapping It Up

1 Learner

Development

and Individual

Learner

Differences

2 Learning

Environments

4 Assessment

5 Instructional

Planning and

Strategies

7 Collaboration

Instructor’s Manual 8-3

DETAILED

OUTLINE

TRADITIONAL

LEARNING

ONLINE

LEARNING

CEC

STANDARDS

8-6 INTERVENTIONS

AND TREATMENTS

FOR EMOTIONAL/

BEHAVIORAL

DISORDERS p. 193–

201

8-6a Multidisciplinary

Collaboration: Systems

of Care / 8–6b Early

Childhood Education /

8-6c Elementary

Education /

8-6d Adolescent

Education and

Transition to Adulthood

Learning Objectives:

8-6

Assistive Technology:

SymTrend ADL Activities

for Daily Living

Community Support for

Lifelong Inclusion:

People with Emotional/

Behavioral Disorders

Collaboration: Wraparound Services

Reflect on This:

Henry: Wraparound

PowerPoint Slides:

Ch. 8

Test Bank:

Ch. 8

MindTap for Human

Exceptionality

• Chapter 8 Quiz: Did You Get It?

• Chapter 8 Scenario (6 options):

o Pre–K Carlos A

o Pre–K Carlos B

o Pre–K Carlos C

o Grades K–3 Gabriel A

o Grades K–3 Gabriel B

o Grades K–3 Gabriel C

• Chapter 8 Quiz: Wrapping It Up

• Chapter 8 Professional Resource

Downloads

o Figure 8.7 Point Card for IEP

Goals

o Blank Point Card for IEP

Goals

1 Learner

Development

and Individual

Learner

Differences

2 Learning

Environments

4 Assessment

5 Instructional

Planning and

Strategies

7 Collaboration

LOOKING TOWARD

A BRIGHT FUTURE

p. 202

PowerPoint Slides:

Ch. 8

Test Bank: Ch. 8

LEARNING OBJECTIVES

After completing this chapter, your students should be able to:

8-1 Describe how the lives of people with emotional and behavioral disorders (EBD) have

changed since the advent of IDEA.

8-2 Explain the various definitions and classifications of EBD.

8-3 Describe the characteristics and prevalence of children and youth with EBD.

8-4 List the causes and risk factors associated with EBD.

8-5 Describe the assessment procedures used to identify EBD in children and youth.

8-6 Describe the different interventions for children and youth with EBD from early childhood

through adulthood.

CHAPTER/LECTURE OUTLINE

o There is now a much greater focus on supporting children and youth who appear

Instructor’s Manual 8-4

Instructor’s Manual 8-5

• Internalizing behaviors, or those behaviors directed at the self

o 8-2c Clinically Derived Classification Systems

! Although several clinically derived classification systems have been

professionals is that contained in the Diagnostic and Statistical Manual of

Mental Disorders (DSM-5). The DSM-5 identifies seven major groups of

childhood disorders under the general heading of neurodevelopmental

disorders that may be exhibited by infants, children, or adolescents. Again,

not all of these disorders are included within the IDEA definition of EBD.

! Attention Deficit/Hyperactivity Disorder (ADHD): ADHD!disorder is

characterized by “a persistent pattern of inattention and/or hyperactivity-

impulsivity that interferes with functioning or development.”

! Disruptive, Impulse Control, and Conduct Disorders: These disorders are

manifested in individuals who have difficulty regulating their emotions

and behaviors, resulting in conflict with other people in the learning or

social environment, or with those in authority.

• Oppositional defiant disorder

• Intermittent explosive disorder

• Conduct disorder

! Feeding and Eating Disorders: Behaviors that interfere with normal eating

and digestion, resulting in health or psychosocial functioning.

! Tic Disorders: Involve movements or vocalizations that are involuntary,

8-3 CHARACTERISTICS AND PREVALENCE OF EMOTIONAL/BEHAVIORAL

DISORDERS

o 8-3a Intelligence

! Research suggests that children and youth with EBD tend to have average

o 8-3b Social–Adaptive Behavior

! Children and youth with EBD exhibit a variety of problems in adapting to

their home, school, and community environments. They usually exhibit

difficulties in relating socially and responsibly.

Instructor’s Manual 8-6

o 8-3c Academic Achievement

! Students with EBD experience significant difficulties and deficits in

8-4 CAUSES OF EMOTIONAL/BEHAVIORAL DISORDERS

o Clearly, many factors contribute to the emergence of EBD. Family and home

environments play critical roles. Economic stress, involvement of primary

8-5 IDENTIFICATION AND ASSESSMENT OF EMOTIONAL/BEHAVIORAL

DISORDERS

o The contexts in which behaviors occur dramatically influences our views of their

appropriateness.

o 8-5a Screening, Pre-Referral Interventions, and Referral for Assessment

! Interventions are designed to address the presenting problems, often using

positive behavior support (PBS) strategies without formally labeling the

child or youth as having EBD.

! Collaborative Teams: Pre-referral interventions are designed to address

students’ identified behavioral and academic problems and to reduce the

environment events—may contribute to a child’s or youth’s problems. If a

child or youth is showing behaviors that are highly problematic, teachers

and other professionals have an obligation to look at them from a

functional point of view—to see what purposes these behaviors serve and

what conditions give rise to them.

• Functional behavioral assessments: Gather information about a

Instructor’s Manual 8-7

8-6 INTERVENTIONS AND TREATMENTS FOR EMOTIONAL/BEHAVIORAL

DISORDERS

o Historically, most children and youth with EBD received treatments and

o 8-6a Multidisciplinary Collaboration: Systems of Care

! Wraparound is not a set of services, but a collaborative planning process.

It is rooted in a certain idea of how services should be provided to students

o 8-6b Early Childhood Education

! Interventions for young children with EBD are child-, family-, and home-

centered.

o 8-6c Elementary Education

! Elementary children with EBD often present overlapping behavioral

problems. These problems center on accepting appropriate consequences,

building appropriate academic skills, interacting successfully with others,

o 8-6d Adolescent Education and Transition to Adulthood

! Individually and collectively, adolescents with EBD pose significant

challenges for parents, teachers, and other care providers. These problems

include violent exchanges with parents and others, delinquency, school

refusal, bullying, fighting, withdrawal, substance abuse, and other difficult

LOOKING TOWARD A BRIGHT FUTURE

Instructor’s Manual 8-8

o As we anticipate the future for children and youth with EBD and their families,

there is room for optimism. This optimism is centered in having professionals and

others actively apply evidenced-based practices—practices that are supported by

rigorous research. Systems of care—often delivered in the form of wraparound

programs—are being embraced by communities, schools, and other mental health

agencies. Systems of care—often delivered in the form of wraparound

programs—are being embraced by communities, schools, and other mental health

agencies.

DISCUSSION QUESTION STARTERS

1. What are some of the factors that influence perceptions of behavior?

2. How are your experiences similar to those revealed by Jennifer’s mother and Linea?

3. Why are the definitions of emotional disturbance in IDEA and the National Special

Education and Mental Health Coalition not seen as the same? Which definition do you

believe is better?

4. Why is the pathway to behavioral disorders multidimensional?

5. The placement of students with EBD in the general education classrooms present

overlapping problems. How could improper placement result in formal or informal

segregation?

6. If you had to describe children or youth with EBD, what would you say about their

IN-CLASS OR ONLINE ACTIVITY SUGGESTIONS

ACTIVITY 1

INTRODUCTION: Individuals vary in their tolerance of behaviors. As a future teacher or service

provider, each class member has his or her own perception of what constitutes appropriate and

inappropriate behavior. These perceptions are influenced by personal beliefs, standards, and

values about what constitutes normal behavior.

ACTIVITY: Assign class members to identify behaviors they do not tolerate in their friendships

and then determine which behaviors they would not tolerate in a classroom or work setting. For

Instructor’s Manual 8-9

Alternatively, have students reflect on their perceptions of behaviors in their service-

learning journals. Ask them to write an entry describing some of the factors that influence their

perceptions of the behaviors that they observe at their service-learning placement.

ACTIVITY 2

INTRODUCTION: Emotional/behavioral disorders may appear in mild to severe forms. At the

university/college level, young adults dealing with the stress of college life may experience

emotional distress or some type of behavioral disorder (e.g., anxiety disorder, eating disorder).

ACTIVITY: Assign several class members to gather information about available resources on

campus. After this information has been presented, ask class members to discuss what services

they believe should be available. Discuss why the pathway to behavioral disorders is

multidimensional.

ACTIVITY 3

INTRODUCTION: One advantage of the Diagnostic and Statistical Manual-5 is that it provides a

concise set of characteristics for classification purposes.

ACTIVITY: Show the class examples of classification systems from the DSM-5 and discuss the

uses and limitations of such systems. For example, fitting students into classification systems

provides little information to aid in individual education program (IEP) development, but it can

provide information about characteristics that affect the way a child learns or behaves.

ACTIVITY 4

INTRODUCTION: Certain contributing factors to behavior disorders can be altered specifically by

the teacher.

ACTIVITY: Discuss with the students how a teacher’s behavior and classroom adaptations could

assist individuals with EBD to cope with their classroom environments. If a student is easily

distracted, how can the physical environment help or hinder attention?

Alternatively, ask students to reflect in their journals about whether or not their service-

learning site has any promising practices for the future. Look for things like a school-wide

behavior system or a multidisciplinary/multiagency system of care approach. Do you think the

ACTIVITY 5

INTRODUCTION: Direct observation can be used to count and record a variety of behaviors that

may be of concern to parents and teachers. Although an observation form may clearly define the

behaviors to be observed, it is often difficult for multiple evaluators to reach the same conclusion

Instructor’s Manual 8–10

ACTIVITY: Present a video of a subject and have class members identify an observable and

measurable behavior, or have class members observe a specific behavior that you perform

throughout the class period. Using an observation form, instruct students to count either the

frequency or duration of the behavior. After observing the behavior and calculating the results,

discuss what was observed as well as the difficulties of reaching complete agreement about

observations.

ACTIVITY 6

INTRODUCTION: Current practices in the field of special education support educating students in

the least restrictive environment (LRE). However, individuals with moderate or severe behavior

disorders are often educated in special classes.

ACTIVITY: Lead class members in a discussion about the continuum of educational placements

for students with behavior disorders, specifically in relation to the LRE mandate of IDEA. Pose

the following questions:

• How can teachers use these strategies in restricted settings? Or can they?

VIDEO ACTIVITIES

ACTIVITY 1

VIDEO: Allies for Student Success: Making a Difference

VIDEO URL: https://www.youtube.com/watch?v=PayHMqH5cIU

ACTIVITY 2

VIDEO: Surviving Anxiety

VIDEO URL: https://youtu.be/8PcdRyB8YJY

Instructor’s Manual 8–11

ACTIVITY: Watch the TEDx Talk Surviving Anxiety with Solome Tibebu. Solome talks about the

fears from teen anxiety. Afterward, discuss with students what they learned about the stresses of

adolescence. How will this understanding impact their classroom practice?

DEBATE FORUM

Emergency Rooms: The Best Place for Routine Care of Children and Youth with Mental

Illnesses?

Estimates of hospital emergency department use by children and youth with mental health

problems range from 200,000 to over 825,000 visits annually. Mental health–related emergency

department visits range from 2 percent to 5 percent of all pediatric hospital emergency

department visits. In rural areas, 5 percent of all pediatric emergency department visits and 10

percent of all psychiatric-related emergency department visits are from children and youth with

POINT

Affordable, community-based, mental health care should be available to all children and youth.

The emergency room should not be the primary or sole option for mental health care. Children,

youth, and families experiencing profound needs for mental health care and services should not

be pushed to emergency rooms for needed care. Access to quality mental health care should be

COUNTERPOINT

Universal health care, including mental health care, is not a fundamental right. It is a personal

responsibility of each family to provide. Establishing a universal health care system would

reward individuals who are unwilling to take responsibility for their own well-being and would

undermine self-reliance. Also, government-run systems are far less effective financially than

private-sector systems in delivering quality care. The focus on mental health care ought to be

prevention not treatment.

Instructor’s Manual 8–12

TAKE A STAND

1. Do you think that there should be a universal healthcare system? How should it be

funded? Explain your answer.

CASE STUDY FEEDBACK

Leon

1. What would you do as a teacher for and with Leon, if he were in your classroom?

Consider Leon’s strengths when implementing interventions that develop social

competence, academic skills and promote achievement. Use Positive Behavior Support

2. How could the wraparound approach be used in Leon’s case?

First, Leon’s family is introduced to the wraparound program. Second, carefully

conducted assessments should be completed, with his family’s consent and

3. Given what you have learned in this chapter, what are some recommendations that you

would make to Leon’s parents?

Provide suggestions to help Leon develop new behaviors, grow academically, achieve

worthwhile goals, and learn how to deal with their thoughts and feelings in positive

ways. Suggestions include providing structure and support. In other words, rules are