Emotional behavioral disorders, EBD, affect many children. This article will give you the basics to understanding emotional disabilities.

EBD refers to a wide range of disorders and as such is hard to define in one single sentence with one single thought. EBD can co-exist with other disorders and can include disorders such as, schizophrenia, affective disorders, anxiety disorders, or individuals who have other sustained disturbances of behavior, emotions, attention, or adjustment (NASP, 2005). It is defined as “An emotional disability characterized by one or more of the following: Displayed pervasive mood of unhappiness or depression, consistent or chronic inappropriate type of behavior or feelings under normal conditions, inability to learn that cannot be adequately explained by intellectual, sensory, or health factors, displayed tendency to develop physical symptoms, pains, or fears associated with personal or school problems, inability to build or maintain interpersonal relationships with peers and/or teachers” (Georgia Department of Education, 2002). EBD can affect the child’s relationships, attention, goals, development level, maturity, self-care, academic progress, and social adjustment.

As the definition is flexible, the history within emotional and behavioral disorders has also fluctuated in ways to deal with emotional and behavioral disorders, as well as, what is included within the definition of emotional behavioral disorders. There has been development on the causes of EBD. The child’s emotional and behavioral health may have links with the genetical make up, their temperament, brain disorders, the community, the school, and/or the home. Children with emotional behavioral disorders have found education in a variety of places. For example, there are boarding schools, mental health hospitals, home schooling, and options within the public school system (Heward, 2003).

Each child is different and as such the disability will effect them differently. Some children become introverted while others lash out. It is important to watch for warning signs that something is wrong with your child. If you have questions, as other caregivers, teachers, and your doctor. Once diagnosis is given individual plans can be worked with your child’s specific needs in order to help them be successful.

References:

Georgia Department of Education. (2002). Retrieved September 11, 2006 from http://www.glc.k12.ga.us/builderv03/lptools/lpshared/pdf/comp_ebd.pdf

NASP. (2005). Retrieved September 10, 2006 from http://www.nasponline.org/information/pospaper_sebd.html

Wikipedia. (2006). Mental Illness. Retrieved September 10, 2006 from http://en.wikipedia.org/wiki/Mental_illness

Behavior and cognitive interventions can be used to help all children succeed. The following are activities, strategies, and methods for teaching appropriate behavior and cognitive skills to students with Emotional Behavior Disorders. Although these tools are primarily for those with Emotional Behavior Disorders, they can be applied to all children learning these skills.

Behavior Interventions

Behavior interventions can be necessary for children who act out in class and have difficulty following along. These children may need extra guidelines and assistance to stay attentive in class with appropriate behaviors. They also may assistance in forming a positive self-value and learn new coping skill(Watson, 2003) .

• Set up minimal, concise, and clear rules
• Get on the same page as parents, therapists, and other professionals
• Reinforce positive behaviors
• Stay patient and remain objective
• Establish routines so that children know what to expect
• Allow times for children to practice their responsibility
• Concisely identify the behavior that needs to be changed

Cognitive Interventions

Students with Emotional Behavior Disorders are often challenged throughout school in a variety of academic skills and as a result may need some cognitive interventions. These interventions can help to challenge them and encourage them to become successful in the classroom. Cognitive interventions can also apply to helping children’s mental health. The following ideas are strategies that can be used to encourage cognitive development:(Watson, 2003), (Heward, 2003)

• Direct families to seek professional psychological help if necessary.
• Keep children challenged and push them without being scared of their outburst and/or other reactions .
• Set up appropriate academic goals, which challenge the child’s academic skills and cognitive development.
• Assess the child to see where they currently are psychological and developmentally.
• Set up a plan to help children cope independently as well as facilitated.
• Have children as part of the IEP team to set up goals, which can focus on academic and psychological health.

Functional Behavioral Assessments

Functional assessments are a tool used to help the IEP team understand the triggers, factors, and purpose around a student’s Behavioral Disorder. There are two key reasons a child uses their behavior to manipulate a situation. One is to avoid something and the other reason is to get something they desire. Part of the Functional Behavior Assessment is to get a hypothesis about the child’s behavior, which can be used to set up a plan to address and overcome the behavior. By knowing the triggers of a child’s behavior and the purpose behind the behavior, it is easier to know appropriate interventions (Heward, 2003).

References

Heward, William L. (2003). Exceptional Children: An Introduction to Special Education (7^th ed.).Ohio: Merrill Prentice Hall.

Watson, Sue. (2003). Best Practices for Behavior Disorders. Retrieved September 21, 2006 from http://specialed.about.com/cs/behaviordisorders/a/Behavior.htm

Turnbull, Rud, Ann Turnbull, Marilyn Shank, Sean Smith, & Dorthy Leal (2002). Exceptional Lives: Special Education in Today’s Schools(3^rd ed.). Upper Saddle River, New Jersey: Merrill Prentice Hall.

IDEA (federal law), defines serious emotional disabilities as:

a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects educational performance: An inability to learn which 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

Considering this definition, there are many aspects of behavioral disorders and a multitude of areas that they can effect.

Within the classroom, behavioral disorders (also can be referred to as emotional disability) become apparent when a student displays a repetitive and impact persistent pattern of behavior that results in the significant disruption in other students. Such disturbances may cause significant impairments in academic, social, and or occupational functioning. Such a behavior pattern is consistent throughout the individual’s life. There can be difficulty with these children and sometimes the classroom can only provide services to a limited area where the child can get help. Often more support is needed, but it can be difficult finding a balance between getting the child help and the teacher properly communicating with the parent.

Some characteristics of emotional disturbances include: bullying, exhibiting lots of physical aggression, showing little remorse and compassion, destruction of others property, blame others for wrong doings, and physical abuse of others. Disruptive behavioural disorders are complicated and may include many different factors working in combination. For example, a child who exhibits the delinquent behaviours of CD may also have ADHD, anxiety, depression, a drug abuse problem and a difficult home life. This can make working with it difficult as it takes patience and understanding. These students can also be disruptive to other children in the classroom making it even more difficult.

Emotional disabilities can also affect a child inwardly, so that although they might not appear behavioral they can greatly impact the child’s education. The emotional disability may provide limited distractions to others, but the child cannot find it within themselves to focus and learn.

In all the above cases, it is important to get the child help both within the classroom and outside counseling. It is also important to follow through with doctor instructions to allow the child the best opportunities available to succeed. It can also be rewarding watching the children succeed and get beyond the disability.