Emotional and Behavioral Disorders

Teachers have historically recognized the presence of troubled students in their classrooms. The stress these children are under, if sustained, intensifies their anxiety and thus negatively affects teacher performance. Eventually, the negative effect pervades the entire educational program. Troubled students fall generally into three categories:

those who experience stress primarily in school;
those who experience stress at home or in the community but not in school; and
those who experience stress both within and out of school

Emotional and Behavioral Disorders (EBD) is defined by the law as:

The term means 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
The term includes children who are schizophrenic. The term does not include children who are socially maladjusted, unless it is determined that they are seriously emotionally distrubed.

Characteristics

Behaviors that raise concern can be manifested as either internalizing or externalizing.

Internalizing behaviors: These behaviors reflect a pattern of avoidance of social contact, depressed behavior, and/or preoccupation with self. Examples include:
- depression and feelings of worthlessness
- auditory and visual hallucinations
- sudden cries
- suicidal thoughts and/or preoccupied with death
- excessively teased, verbally/physically abused, or avoided by peers
- severely restricted activity levels
Externalizing behaviors: These behaviors indicate a pattern of acting out against external factors. Examples include:
- argues excessively
- forces the submission of others through physical and/or verbal abuse
- noncompliant with reasonable request
- persistent pattern of tantrums
- persistent patterns of stealing, lying, and cheating
- exhibits lack of control and acting out behaviors

Some of the characteristics and behaviors seen in children who have emotional disturbances include:

Hyperactivity (short attention span, impulsiveness);
Aggression/self-injurious behavior (acting out, fighting);
Withdrawal (failure to initiate interaction with others; retreat from exchanges of social interaction, 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 and are sometimes identified as children who have a severe psychosis or schizophrenia. 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 serious emotional disturbances, these behaviors continue over long periods of time. Their behavior thus signals that they are not coping with their environment or peers.

Causes

The causes of emotional disturbance have not been adequately determined. Although various factors such as heredity, brain disorder, diet, stress, and family functioning have been suggested as possible causes, research has not shown any of these factors to be the direct cause of behavior problems. However, the following have been broadly accepted as contributing to emotional disturbance:

Neurological functioning
Psychological processes
A history of maladaptations
Self-concept
Lack of social acceptance
Changes in family structure resulting from divorce, relocation to a new community, addition of a sibling or step-parent, or the death or serious illness of a family member.

EBD - Subtypes

Because of the seemingly carefree nature of their lives, children have been thought not to suffer from mental and emotional disorders. However, studies have indicated that children do, in fact, suffer from disorders typically thought to occur only in adults. Learning and conduct disorders, substance abuse, conditions such as autism and depression, and suicide are common in our young population. When children develop mental or emotional disorders, parents often blame themselves. But childhood disorders are likely caused by a combination of many factors. It is important to recognize the problem and seek treatment as soon as possible. Often these conditions can be treated effectively, allowing our children to grow into happy, productive adults.

Anxiety Disorders: includes disorders such as separation anxiety, social phobia, selective mutism, obsessive compulsive disorder (OCD), posttraumatic stress disorder, panic disorder
Attachment Disorders: An attachment disorder is a mental and emotional condition occurring in the first two years of life that causes a child not to attach, to bond, or to trust his/her primary caretaker.
Attention Deficit Disorders: with and without hyperactivity.
Disruptive Behavior Disorders: such as oppositional defiant disorder, conduct disorder, or impulse control disorders.
Mood Disorders: such as bipolar disorder or depressive disorder.
Pervasive Developmental Disorders: such as autistic disorder, Asperger's disorder, Rett's disorder, or childhood disintegrative disorder.

EBD - Assessments

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 (FBA).

Click here for a comprehensive list of tools used in the assessment of EBD.