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Chapter 2 - Coggle Diagram
Chapter 2
Common Terminology and Definition
Emotional and behavioral disorders (EBD) are difficult to define; definitions depend on societal rules.
Purpose of Definitions
Different groups (courts, schools, clinics, families) rely on definitions that serve their needs.
Connection: Reminds me that an IEP team and a clinician might describe the same student differently.
Reflection: Teachers need to be aware of multiple perspectives to avoid misunderstandings.
Reflection: Definitions aren’t fixed—they reflect the culture and context in which they’re used.
Question: How might my own assumptions affect how I label a student’s behavior?
Complexities in Measuring Emotions and Behaviors
Emotions and behavior are hard to quantify and can vary from day to day.
Reminder: Observations should be systematic and based on specific, measurable behaviors.
Range and Variability of Normal and Deviant Behavior
Behavior exists on a continuum; what is “normal” varies by context, age, and culture.
Reflection: A behavior seen as deviant in one classroom may be typical in another.
Developmental Norms and Sociocultural Expectations: Ecology
Behavior must be interpreted in light of developmental stage and cultural norms.
Connection: Echoes the ecological model from Chapter 1—fit between student and environment matters.
Transience of Many Emotional Behavioral Problems
Many problems are temporary; labeling can be misleading.
Reminder: Avoid assuming early behavioral issues predict lifelong problems.
Disadvantages of Labeling Deviance
Labels can stigmatize or limit opportunities.
Question: How do we balance the need for identification with the risk of stigma?
Importance of Definition & Current Federal Definition
Federal definitions provide legal guidance for eligibility in schools.
Connection: IDEA definitions shape who receives services but may not capture all students who need support.
Perspectives of Definition & Emerging Alternative Definitions
New definitions emphasize function and context rather than static categories.
Reflection: Understanding why a student behaves a certain way is often more important than the label itself.
Prevalence
Meaning: Prevalence = proportion of a population with a condition; incidence = new cases.
Factors Affecting Prevalence: Assessment methods, societal awareness, environmental changes.
Question: How reliable are prevalence statistics given differences in definitions and reporting?
Prevalence and Incidence of Specific Disorders: Varies widely; some disorders under-identified in schools.
Reminder: Be cautious interpreting statistics—they don’t always reflect the individual experience of students.