Emotional/Behavioral Disabilities
emotional disorder - any mental disorder not caused by detectable organic abnormalities of the brain and in which a major disturbance of emotions is predominant --some examples of this are:
- ODD
- Affective disorder
- Depression
- Manic disorder
- Anxiety
- Bipolar disorder
- PTSD (Post traumatic stress disorder)
- Eating Disorders
- Tic Disorder
- Mutes
These are classified as Emotional Disturbances
An Emotional Disturbance is: 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
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Characteristics
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 or emotional problems. Some of the characteristics and behaviors seen in children who have emotional disturbances include:
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 or emotional problems. 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)
- Learning difficulties (academically performing below grade level)
There are also two polar opposite characteristics that are associated with emotional disorders and these are internalizing and externalizing. Internalizing are behaviors that are directed more at self than others. Like depression, shyness, and phobias. Externalizing are behaviors that are directed more at others than self. Like aggression, noncompliant, defiant, resistive, disruptive, and dangerous.
Prevalence Only 1% are identified and being served as exhibiting Emotional Disturbance. More are unidentified and do not receive Special education services that they need. 1/3 are receiving special education services while another 2/3 need the assistance but don’t receive it. Statistics about emotional disorders Usually have above average intelligence --Hard time adapting to home, school, and community Don’t relate to peers, parents, teachers, and authority 13% more likely to be arrested in school 42% of all children in detention centers have EBD 70% have ADHD and/or conduct disorder--EBD students engage in behaviors that draw attention to themselves, cruel to others, illegal activities like drug trafficking. Experience a delay in academic subject areas --Don’t do well on state and national tests 70% drop out of high school, 50% before 10th grade --25% actually receive a high school diploma 41% exit high school and have a job two years later 42% exit high school and have a job five years later. |
ODD
Five behaviors that characterize ODD using the description from the Diagnostic and Statistical Manual of Mental Disorders -4th edition which are:
Five behaviors that characterize ODD using the description from the Diagnostic and Statistical Manual of Mental Disorders -4th edition which are:
- Persistent stubbornness and refusal to comply with instructions or unwillingness to compromise with adults or peers.
- Deliberate and persistent testing of the limits
- Failing to accept responsibility for one's own actions and blaming others for one's own mistakes
- Deliberately annoying others
- Frequently losing one's temper.
Children that may have this disorder exhibit this behavior at home and with people they know very well, so to a complete stranger there appears to be no evidence of a disorder unless a child is acting out with one of his/her family in a public setting. The behaviors of the child become more evident once they start going to school where they start to develop relationships with teachers and classmates, this is where the symptoms of a child’s oppositional defiant disorder becomes evident in a public setting rather than at home.
These symptoms though are commonly displayed by all preschool and adolescent age children in some form or another, because children like all humans are not perfect. A child will need to be examined for oppositional defiant disorder when these behaviors become constant and persistent because these behaviors cause a strain on family relationships and inhibit the learning and social development of the child at school. Examiners should look also for ADHD in examining the child; the author discussed a study that found that 65% of children diagnosed with ADHD also have ODD. Both disorders usually go hand in hand, this explains in part why children have a hard time following the directions of their parents because it is either because of oppositional defiance or because of hyper activity that they just can’t concentrate enough to follow through with the instructions given to them.
There are two different pathways that lead to children developing oppositional defiance disorder. The first pathway has been described as the symptoms are developed before preschool and can lead to more serious disorders latter on in life. The second pathway happens latter on into adolescence; the symptoms are present in early childhood but not seriously until early adolescence. This is caused usually by family problems such as unemployment or divorce; these stresses cause the onset of oppositional defiance in the child.
Treatment of this disorder for parents, the directions given to help manage the ODD and reduce the family stress are to improve positive parenting skills as well as better problem solving skills, conflict resolution and communication. For the family would be to receive family counseling in order to deal with the family stresses. For the school would be to have the teacher and school counselor to work with the child to improve peer relationships. For the child the directions are to develop better communication skills as well as problem solving and anger management skills as well.
The strategies that teachers can take in order to deal with students with ODD is to not play into their hands or behaviors, when you send them out into the hall that is exactly what they want. Teachers should not budge when it comes to these behaviors but should send them to do their work in the office if they don't want to do it in class, either way the student will have to do the work. Since children with ODD usually have ADHD the same type of technologies used to help those with ADHD such as audio tapes and interactive math programs and other technology like those can help students who suffer from
These symptoms though are commonly displayed by all preschool and adolescent age children in some form or another, because children like all humans are not perfect. A child will need to be examined for oppositional defiant disorder when these behaviors become constant and persistent because these behaviors cause a strain on family relationships and inhibit the learning and social development of the child at school. Examiners should look also for ADHD in examining the child; the author discussed a study that found that 65% of children diagnosed with ADHD also have ODD. Both disorders usually go hand in hand, this explains in part why children have a hard time following the directions of their parents because it is either because of oppositional defiance or because of hyper activity that they just can’t concentrate enough to follow through with the instructions given to them.
There are two different pathways that lead to children developing oppositional defiance disorder. The first pathway has been described as the symptoms are developed before preschool and can lead to more serious disorders latter on in life. The second pathway happens latter on into adolescence; the symptoms are present in early childhood but not seriously until early adolescence. This is caused usually by family problems such as unemployment or divorce; these stresses cause the onset of oppositional defiance in the child.
Treatment of this disorder for parents, the directions given to help manage the ODD and reduce the family stress are to improve positive parenting skills as well as better problem solving skills, conflict resolution and communication. For the family would be to receive family counseling in order to deal with the family stresses. For the school would be to have the teacher and school counselor to work with the child to improve peer relationships. For the child the directions are to develop better communication skills as well as problem solving and anger management skills as well.
The strategies that teachers can take in order to deal with students with ODD is to not play into their hands or behaviors, when you send them out into the hall that is exactly what they want. Teachers should not budge when it comes to these behaviors but should send them to do their work in the office if they don't want to do it in class, either way the student will have to do the work. Since children with ODD usually have ADHD the same type of technologies used to help those with ADHD such as audio tapes and interactive math programs and other technology like those can help students who suffer from
Eating Disorders:
Pica is a condition where people will eat things that would not be considered food and example could be glass, or toilet paper. Anorexia is a condition where the perception of one's self is distorted and one does not see one self as they truly are. The person will stop eating because they think that they are overweight even when they are not. Bulimia is a condition where the perception of one's self is also distorted but will instead of stop eating all together, will binge eat and then throw it up afterwards allowing the person to eat whatever they want but not get "fat." This type of disorder is very delicate and the person with the disorder should be loved and encouraged. Teachers can be a support and positive enforcement for the student but there isn't a lot more other than that which a teacher can do in a classroom setting for the student. |
Tic Disorders:
Stereotyped movements or vocalizations that are rapid, recurrent, and involuntary. The most known of these disorders is turrets syndrome. Since these movements are involuntary but could be triggered by stress and other factors. If these factors are known then it would be good for teachers to stay away from those. Teachers can help these students by making accommodations for the student in anyway that they need. |
Selective Mutism:
Able to speak but do not in specific social situations. Usually speak at home but are verbally silent in school and social settings. The disturbance interferes with educational or occupational achievement or with social communication. --The duration of the disturbance is at least 1 month (not limited to the first month of school). --The failure to speak is not due to a lack of knowledge of, or comfort with, the spoken language required in the social situation. --The disturbance is not better accounted for by a communication disorder (e.g., stuttering) and does not occur exclusively during the course of a pervasive developmental disorder, schizophrenia, or other psychotic disorder. |
Post Traumatic Stress Disorder:
While some stressors are a predictable part of most people's lives - for example, bereavement or chronic illness others lie outside the range of these common experiences. These include hurricanes, floods and other natural disasters; airplane accidents and car crashes where considerable injury occurs; rape and assault; and armed combat, torture, and existence in a death camp. Such traumatic events would produce distress in almost everyone at any age. In some, they give rise to PTSD. Post-Traumatic Stress Disorder(PTSD) is a specific form of anxiety that comes on after a stressful or frightening event.
While some stressors are a predictable part of most people's lives - for example, bereavement or chronic illness others lie outside the range of these common experiences. These include hurricanes, floods and other natural disasters; airplane accidents and car crashes where considerable injury occurs; rape and assault; and armed combat, torture, and existence in a death camp. Such traumatic events would produce distress in almost everyone at any age. In some, they give rise to PTSD. Post-Traumatic Stress Disorder(PTSD) is a specific form of anxiety that comes on after a stressful or frightening event.
Bipolar Disorder:
Bipolar disorder (BD) is a type of mood disorder. Bipolar disorder was called manic depression in the past, and that term is still used by some people. It is a psychiatric illness that causes major disruptions in lifestyle and health. Everyone has occasional highs and lows in their moods. But people with bipolar disorder have extreme mood swings. They can go from feeling very sad, despairing, helpless, worthless, and hopeless (depression) to feeling as if they are on top of the world, hyperactive, creative, and grandiose (mania). This disease is called bipolar disorder because the mood of a person with bipolar disorder can alternate between two completely opposite poles, euphoric happiness and extreme sadness. |
Depression:
- Loss of interest in normal daily activities --
- Feeling sad or down
- Feeling hopeless
- Crying spells for no apparent reason
- Problems sleeping
- Trouble focusing or concentrating
- Difficulty making decisions
- Unintentional weight gain or loss
- Irritability
- Restlessness
- Being easily annoyed
- Feeling fatigued or weak
- Feeling worthless
- Loss of interest in sex
- Thoughts of suicide or suicidal behavior
- Unexplained physical problems, such as back pain or headaches
Panic Disorder:
People with panic disorder have feelings of terror that strike suddenly and repeatedly with no warning. They can't predict when an attack will occur, and many develop intense anxiety between episodes, worrying when and where the next one will strike. In between times there is a persistent, lingering worry that another attack could come any minute.
People with panic disorder have feelings of terror that strike suddenly and repeatedly with no warning. They can't predict when an attack will occur, and many develop intense anxiety between episodes, worrying when and where the next one will strike. In between times there is a persistent, lingering worry that another attack could come any minute.
Strategies for students with an emotional disability.
Inclusive Education
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Variables that affect compliance
- Distance
- Eye contact
- Only ask twice
- Use a quiet voice
- Give one step directions
- Give them time
- Give a specific request
- Be non-emotional
- Be positive
Accommodations/Environmental resources:
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Tips for General Ed Teachers:
- Provide a positive, structured classroom environment
- Teach social skills to all children
- Teach self-management skills to all children
- Use cooperative learning strategies and peer tutoring to promote the learning of all children
- Ask for help from members of the teacher assistance team.
Technology
For students with emotional disorders technology can be useful to help them complete with homework at home or when it is possible depending on the severity of their disorder. Also technology could be very useful for a person with turrets for example to give a presentation.
For students with emotional disorders technology can be useful to help them complete with homework at home or when it is possible depending on the severity of their disorder. Also technology could be very useful for a person with turrets for example to give a presentation.