DID YOU KNOW? Incidence of mental illness was

1/5 (NIMH, 2004)

Varying definitions and

diagnostic criteria

Words like mental illness have

had negative connotations in the

past…

Reduce confusion by using

accepted Federal Law terminology

Emotional Disturbance

http://www.ccsd.ca/factsheets/demographics/; Sherrill, 2004, 6e

EMOTIONAL DISTURBANCE DEFINITION CONTINUED:

Federal Law defines Emotional Disturbance as:

i. 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 which 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 behaviors or feelings

under normal circumstances;

D. A general pervasive mood of unhappiness or

depression; or

E. A tendency to develop physical symptoms or

fears associated with personal or school

problems

ii. The term includes schizophrenia. The term does not

necessarily apply to children who are socially

maladapted, unless it is determined that they have a

serious emotional disturbance.

EMOTIONAL DISTURBANCE DOES NOT HAVE A FACE…

More than just skin deep

Many individuals who DO NOT

have emotional disturbance

may display some of the

same behaviors at certain

times during development.

ED characteristic behaviors

continue over long periods of

time...

Signals not coping with their

environment or peers.

E.g. Statements may not necessarily reflect an emotional disturbance…

SO WHAT ARE THE CAUSES?

NOT adequately

determined (Notice a theme

in this class...)

Following factors plausible:

Heredity

Brain chemistry

Personality

Diet

Stress

Family functioning and

overall environment

http://www.childpsychologist.com/mod/resource/view.php?id=11

IMPORTANT TO CONSIDER ENVIRONMENT…

Environment = One of the

most significant contributing

factors may lead to:

Instability

Inconsistency

Lack of fundamental and

meaningful relationships

Identity crisis

Self-esteem issues

Feelings of neglect, anger,

and abandonment.

ENVIRONMENT: WHO IS @ INCREASED RISK? Any of the following increase risk of

emotional disturbance:

Male (Marder & Cox, 1991)

Multiple out-of-home placements

(Foster Care System)/Homeless

Family history of mental illness

Exposure to domestic

violence/alcohol, physical and/or

sexual abuse

Neglect

Poverty (See figure 1)

Race: Black students 59% more

likely to be identified as emotionally

disturbed than white students

(CCRE, 1998).

Foster care: Figure 2: Onset and

Prevalence of emotional

disturbance

CHARACTERISTICS MAY INCLUDE….

Hyperactivity (short attention

span, impulsiveness);

Aggression/self-injurious behavior

(acting out, fighting);

Withdrawal

Difficulty establishing

relationships (Hardman, 1990)

Self-esteem issues

Immaturity (inappropriate crying,

temper tantrums, poor coping skills);

and

Learning difficulties (academically

performing below grade level).

Children may exhibit distorted

thinking, excessive anxiety, bizarre

motor acts, and abnormal mood

swings

INTERVENTIONS

Individual Education Plan

Psychological Services ad

Counseling

Behavior modification

Life Space Intervention

Conflict Resolution

Medication or Drug

Therapy

Cooperative Home-School-

Community Programs

POSITIVE EFFECTS OF PHYSICAL ACTIVITY.... Reduces depression, anger, disruptive

behaviors, and stereotypes (Hassmen et al.,

2002; Bartholomew et al., 2005)

Aerobic activity tends to yield better results

than less vigorous activity (Tzack et al., 2005)

Perceived as pleasant and enjoyable (Lavay

et al., 1990)

Exercise should be:

Noncompetitive (Some exceptions when

one-on-one)

Nonthreatening

Moderate intensity for 20-30 min.

Used 2 or 3 times a day or as often as daily

as seen beneficial for the child

Serves as a voluntary time-out or time of

reflection and relaxation

Wanting to exercise is most important -

Therefore it should not be used as a

mandatory part of intervention

CONSIDERATIONS FOR PHYSICAL ACTIVITY Change environment and be

prepared it is “extremely”

demanding

Families may need help in

understanding child's condition and

learning how to work effectively

with him/her

Services based on individual needs

–change curriculum if necessary

Open communication &

collaboration crucial.

Extended support system necessary

Careful Transitions from one part of

lesson plan to another

More time on each activity.

Specific instruction on getting into game formations

Specific Instruction on changing game formations

Illustrative changes: (1) Modifying difficulty (2) Offering choices (3) Field trips to activities “Just for Kicks”

Detailed IEPS Smaller class sizes

Sherrill, 2004, 6e, Chapter 22 Serious Emotional Disturbance and Autism