INTRODUCTION TO EXCEPTIONALITIESSPED 23000

INSTRUCTOR: BRIAN FRIEDT

Students with EBD

This week

Back to equal balanceNo guest speaker this weekMidterm is next week!

Definitional clarity

Severe, chronic

Negatively influence academic and social abilities

Abnormal for given environment

Highly dependent on professional judgment

As with SLD, manifestation is critical

Definitional clarity

Chart on p. 265Ohio’s definition for emotional disturbance: 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:(a) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (c) Inappropriate types of behavior or feelings under normal circumstances. (d) A general pervasive mood of unhappiness or depression. (e) A tendency to develop physical symptoms or fears associated with personal or school problems. (f) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under 3301-51-01 of the Administrative Code, paragraph (B)(10)(d)(v).

Long term outlook

Prevalence

Prevalence

Outside general education less than 21% of the day: 35%

Outside general education between 21% and 60% of the day: 22%

Outside general education more than 60% of the day: 27%

Separate facility: apx. 14%

Identification

Identification and characteristics are intertwined

Externalizing disordersInternalizing disordersMultidisciplinary/multifactored evaluation

No “cut-off” score of EBD Checklists, records, observations, assessments...

Characteristics - internalizing

Low activity levelWithdrawnAvoidancePhysical symptoms due to anxietyDisengagement

Characteristics - externalizing

AggressivenessNoncomplianceArgumentativeAbusiveDifficulty with interpersonal relationshipsLack of control

Early childhood

Awareness of atypical behavior patterns

Developmental appropriateness

Proactive early intervention

School age notes

Comorbidity/misidentification

Chronic, persistent problem behaviors

Extremity in externalizing or internalizing behaviors

Peer relationships

Transition

Instructional approaches

ABAFBAPBSSocial competenceWraparoundPsychopharmacologyP. 289