Emotional Disturbance
Definition
IDEA defines emotional disturbance as follows:
“…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:
(A) 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.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.”
As defined by IDEA, emotional disturbance includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.
Retrieved from: http://community.cec.sped.org/ccbd/about/ebddefintion
Characteristics
As is evident in IDEA’s definition, emotional disturbances can affect an individual in areas beyond the emotional. Depending on the specific mental disorder involved, a person’s physical, social, or cognitive skills may also be affected. The National Alliance on Mental Illness (NAMI) puts this very well:
Mental illnesses are medical conditions that disrupt a person’s thinking, feeling, mood, ability to relate to others and daily functioning. Just as diabetes is a disorder of the pancreas, mental illnesses are medical conditions that often result in a diminished capacity for coping with the ordinary demands of life.
Some of the characteristics and behaviors seen in children who have an emotional disturbance include:
◾Hyperactivity (short attention span, impulsiveness);
◾Aggression or self-injurious behavior (acting out, fighting);
◾Withdrawal (not interacting socially with others, excessive fear or anxiety);
◾Immaturity (inappropriate crying, temper tantrums, poor coping skills); and
◾Learning difficulties (academically performing below grade level).
Children with the most serious emotional disturbances may exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings. Many children who do not have emotional disturbances may display some of these same behaviors at various times during their development. However, when children have an emotional disturbance, these behaviors continue over long periods of time. Their behavior signals that they are not coping with their environment or peers.
Retrieved from: http://community.cec.sped.org/ccbd/about/ebddefintion
Accommodations and Modifications- Students with multiple disabilities often need substantial modifications and accommodations in the classroom. This will help them access the general education curriculum at a grade-appropriate level. More infomation on accommodations and modifications for specific needs can be found on the Accommodations and Modifications page on this site: https://budlongbeautifuldiverselearners.weebly.com/accommodations-and-modifications.html
Educational Approach
The best approach for a student with emotional disturbances is to conduct a Functional Behavioral Assessment (FBA) and develop a Behavior Intervention Plan (BIP). The assessment of problem behavior is generally referred to as a FBA, Functional Behavioral Assessment. Functional Behavioral Assessments:
- are measures to determine the function or purpose of a child’s behavior
- seeks to answer the question of why the inappropriate behavior is occurring.
- defines the target behavior, determines when the behavior occurs and when it does not occur, and generates hypotheses about the possible function of the behavior
Information for an FBA can be obtained through three methods of assessment:
- Indirect assessment includes techniques such as interviewing the classroom teacher and parents, reviewing data in school records, and completing behavioral rating scales and checklists
- Direct observation of the student in the environment in which the behaviors are occurring
- Functional assessment interviews with teachers, parents, and the target student to obtain information that will assist in formulating a hypothesis about the function of the target behavior
Once a FBA is concluded a Behavior Intervention Plan (BIP) is developed. The BIP describes the problem behavior, the reasons the behavior occurs and the intervention strategies that will address the problem behavior. The purpose of a BIP is to teach and reward positive behaviors. The goal of a BIP is to teach the student problem-solving skills and better ways to respond to specific situations. A BIP is expected to detail who is responsible for helping with each aspect of the plan. Additionally, a BIP must be implemented with consistency in order for it to be effective.
Reference: https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/behavior-intervention-plans-what-you-need-to-know
Resources
Council for Children with Behavior Disorders (CCBD) is an international community of educators which is the voice and vision of special education for children and youth with or at risk of emotional and behavioral disorders. Article: Behavior Disorders: Definitions, Characteristics & Related Information http://community.cec.sped.org/ccbd/about/ebddefintion
Project IDEAL (Informing and Designing Education for All Learners) is a project of the Texas Council for Developmental Disabilities. This site includes teaching modules, videos, articles, and activities as part of a teacher preparation program intended to better prepare teachers to work with students with disabilities. Webpage: Emotional Disturbance http://www.projectidealonline.org/v/emotional-disturbance/
The site, Understood for Learning and Attention Issues, contains an abundance of information on learning and attention issues.
Articles:
The Difference between Disruptive Behavior Disorders and ADHD, https://www.understood.org/en/learning-attention-issues/getting-started/what-you-need-to-know/the-difference-between-disruptive-behavior-disorders-and-adhd;
Talking to Your Child About Social and Emotional Issues https://www.understood.org/en/learning-attention-issues/understanding-childs-challenges/talking-with-your-child/talking-to-your-child-about-social-and-emotional-issues
Edutopia: Article, Reaching Students with Emotional Disturbances
“A seasoned educator shares four ideas for supporting students who have suffered emotional trauma.”
https://www.edutopia.org/article/reaching-students-emotional-disturbances-lori-desautels
FBA – BIP. School Psychologist Files, Retrieved from: https://schoolpsychologistfiles.com/fba_bip/
Fader, S. (2019). Understanding the Antecedent Behavior Consequence Model. Better Help, Retrieved from: https://www.betterhelp.com/advice/behavior/understanding-the-antecedent-behavior-consequence-model/https://www.betterhelp.com/advice/behavior/understanding-the-antecedent-behavior-consequence-model/
Gilmore, H. (2017) ABC’s of Behavior (Antecedent-Behavior-Consequence). Psych Central, Retrieved from: https://pro.psychcentral.com/child-therapist/2017/07/abcs-of-behavior-antecedent-behavior-consequence/
Overton, T. (2016) Assessing Learners with Special Needs. Pearson Education. Kindle
Edition.
Tucker, G., Behavior Intervention Plans: What You Need to Know, Retrieved from: https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/behavior-intervention-plans-what-you-need-to-know