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Students with Emotional and Behavior Disorders (Characteristics of…

- - - - 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: An inability to learn that cannot be explained by intellectual, sensory, or health factors. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Inappropriate types of behavior or feelings under normal circumstances. A general pervasive mood of unhappiness or depression. A tendency to develop physical symptoms or fears associated with personal or school problems.
      - issues with def: First, they argued that the five criteria in the definition were not supported by research. Second, they noted that the reference to educational performance too narrowly focused, exclusionary clause concerning social maladjustment was unnecessarily confusing and that the intent was to exclude only juvenile delinquents, not all students with this disorder.
      - conduct disorder is the most common type of social maladjustment
    - - The term emotional or behavioral disorder means a disability characterized by behavioral or emotional responses in school so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance. Educational performance includes academic, social, vocational, and personal skills. Such a disability is more than a temporary, expected response to stressful events in the environment; is consistently exhibited in two different settings, at least one of which is school-related; and is unresponsive to direct intervention in general education or the child’s condition is such that general education interventions would be insufficient. Emotional and behavioral disorders can co-exist with other disabilities. This category may include children or youth with schizophrenic disorders, affective disorders, anxiety disorders, or other sustained disorders of conduct or adjustment when they adversely affect educational performance in accordance with section (i).
  - - - more males than females
      - found in boys three or more times more often than in girls
  - - - genetics or interited
      - stress factors
      - brain injury
        
        environmental toxins
        
        diagnosed with lead poisoning or exposed over time to other chemicals in their homes and neighborhood
      - mothers smoked or abused drugs or alcohol
      - poor nutrition
      - neurologically based emotional disabilities as a result of an accident or illness
    - - chronic stress
      - stressful life events
      - childhood maltreatment
      - additional family factors
    - - ability to bounce back from adversity, frustration, and misfortune
      - 7 C's: Competence, confidence, connection, character, contribution, coping, control
- - - - withdrawn or directed inward
    - - directed toward others
      - aggressive, or acting out
- - - - rating scale
      - cognitive ability and achievement levels
        
        intelligence test
    - - Systematic observation
      - observe actual behavior
      - CBM
    - - parent interviews
      - psychologist or counselor
      - medical information
      - strengths-based assessment
    - - one or more of characteristics
      - affect educational performance
      - Can social maladjustment be eliminated as the sole cause of the student’s behavior problems
- - - - curriculm, social rejection, mental health treatment,
- - - - setting
      - Identify behavior
      - gather information using interviews, rating scales, observation,review of records, other techniques, review data, form hypothesis