1. Read the Chapter in the textbook.
2. Review the Essential Concepts below.
3. Answer and submit the Chapter Outline and Objectives
Remember to include the assignment or question statement before you write your answer.
Essential Concepts
Rhode, Jenson, and Reavis (1999) describe children with emotional and behavioral problems as Òtough kids.Ó Perhaps no other label describes them so well. Many of them have few friends, and often behave in such a persistently obnoxious manner that they seem to invite negative responses from peers and adults. However, anyone who has ever taught Òtough kidsÓ will tell you that they can be bright, creative, energetic, and even fun to be around under the right circumstances.
This chapter begins with a discussion of the federal (IDEA) and alternate (CCBD) definitions of Emotional and Behavioral Disorders. Although the IDEA definition provides the foundation for receiving specialized services there are many troubling aspects of the definition. Not the least of which is that the definition disqualifies many of the children that would benefit from special education. In response, the Council for Children with Behavior Disorders (CCBD) proposed an alternate definition of emotional and behavioral disorders as a disability characterized by "behavioral or emotional responses in school programs so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance."
Boys are as much as four times more likely to be given the label of EBD than girls. Most children with EBD exhibit externalizing behaviors (e.g., noncompliance, aggression, tantrums), but many exhibit internalizing behaviors (e.g., excessive shyness, depression). Because children who manifest internalizing behaviors may be less disturbing to others than children who emit externalizing behaviors, they are in danger of under-identification.
The causes of EBD are poorly understood, and estimates of the number of children with EBD vary widely. Nevertheless, explanations for the causes of EBD generally tend to fall into two categories, biological or environmental. Biological factors may include heredity and temperament. Environmental factors include home, community, peers, and school.
Identification and assessment should be conducted as early as possible. Most screening devices usually consist of behavioral rating scales and teacher checklists. However, with the renewal of IDEA (1997), increased emphasis has been placed on direct measurement of behavior as exemplified by functional behavioral assessment (
In order for children with EBD to become productive members of society, curriculum and instruction must focus primarily on academics and self-management skills. Research indicates that improving academic performance also has collateral effects on social skills. However, improvements in social skills do not usually correlate with improved academic performance. Whatever the focus, teachers should remember to concentrate on alterable variables, aspects of the environment that make a difference in the studentÕs life and can be affected by teaching practices.
Effective teaching practices for students with EBD include a positive proactive approach to classroom management, clear rules and behavioral expectations, the systematic use of teacher praise, and high levels of active student responding (ASR). Recent efforts aimed at school-wide positive behavioral support may also help to remediate many behavioral problems.
Chapter Outline and Objectives
DEFINITIONS
1. List the components of the federal (IDEA) definition of Emotional Disturbance.
2. List the components of the proposed (CCBD) definition of Emotional and Behavior Disorders.
3. Compare (similarities) and contrast (differences) between the two definitions.
4. Describe the problems with both the federal and proposed definition.
CHARACTERISTICS
1. Define and provide examples of externalizing behaviors.
2. Define and provide examples of internalizing behaviors.
3. Describe the academic and social prognosis of children with EBD.
PREVALENCE
1. List the prevalence figures for children with EBD.
2. In relation to the definition of EBD, discuss why prevalence data are difficult to determine and the impact on children in need of specialized services.
CAUSES
1. Identify and provide examples of the two likely causes of EBD.
2. Describe the factors that place a student at risk for being identified with EBD.
IDENTIFICATION AND ASSESSMENT
1. Compare and contrast the various types of assessment for EBD.
2. Define and provide examples of five measurable dimensions of behavior.
3. Discuss the advantages of assessment based on direct observation of measurable behavior.
4. Describe the process of Functional Behavioral Assessment.
EDUCATIONAL APPROACHES
1. Discuss the curriculum goals for children with EBD.
2. Discuss the importance of reinforcement based, proactive, classroom management strategies.
3. Describe the components of a school-wide system of positive behavioral support.
4. Discuss the importance of teaching self-management skills.
5. Define and describe peer-mediated support.
6. Define and describe alterable variables in relation to teaching students with EBD.
7. Describe the affective traits of good teachers.
EDUCATIONAL PLACEMENT ALTERNATIVES
1. Describe the continuum of educational placements for students with EBD.
CURRENT ISSUS AND FUTURE TRENDS
1. Discuss five problem areas for providing effective appropriate educational services for students with EBD.