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Emotional &Behavioral Disorders EBDs. – The condition persists – An inability to learn – Poor...
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Transcript of Emotional &Behavioral Disorders EBDs. – The condition persists – An inability to learn – Poor...
Emotional &Behavioral Disorders
EBDs
– The condition persists–An inability to learn–Poor interpersonal behaviors and
inappropriate behaviors
IDEA Definition
– The condition persists–An inability to learn–Poor interpersonal behaviors and
inappropriate behaviors• IDEA is criticized because it - – Leads to under-identification–Narrowly interprets school performance as
academic– Emphasizes emotional problems, and
underemphasizes behavioral problems
IDEA Definition
– responses in school different from appropriate age, cultural, or ethnic norms– School performance is affected adversely
Broad Definition
– responses in school different from appropriate age, cultural, or ethnic norms– School performance is affected adversely– It is not temporary or an expected response– in two different settings
Broad Definition
– responses in school different from appropriate age, cultural, or ethnic norms– School performance is affected adversely– It is not temporary or an expected response– in two different settings– Is unresponsive to direct intervention
Broad Definition
• oppositional defiant disorder as at least 4 of…
• disruptive behavior disorder not otherwise specified
Related Definitions
Categories
Prevalence
0
50000
100000
150000
200000
250000
300000
350000
(DB) (TBI) (DEAF) (VI) (MD) (HH) (OI) (ED) (AUT) (OHI) (MR) (SLI) (SLD)
African American Boys are Overrepresented in EBD
Why?
Why?
• Cultural traits
Why?
• Cultural traits
• Bias
Why?
• Cultural traits
• Bias
• SES / Poverty
Solutions
• Multiple sources of data
• Early intervention, not early labels
• Better awareness of cultural perspective
• Students with EBD have lower grades• Often experience retention
Impact in School
• Students with EBD have lower grades• Often experience retention• Tend to miss more school • ½ drop out of school by the tenth grade
Impact in School
• Students with EBD have lower grades• Often experience retention• Tend to miss more school • ½ drop out of school by the tenth grade• high probability of encountering the juvenile
justice system
Impact in School
–½ don’t graduate
–½ get arrested after high age school
Poor outcomes
Types of EBD
• Externalizing Behaviors (common in boys)
Types of EBD
• Externalizing Behaviors (common in boys)
• Internalizing Behaviors (common in girls)
Types of EBD
• Externalizing Behaviors (common in boys)
• Internalizing Behaviors (common in girls)
• Low Incidence
Types of EBD
• Many have social skill deficits
Characteristics
• Many have social skill deficits
• excessive behavior problems begin by age 4
Characteristics
• Difficult to identify• Hill Walker focuses on three general areas– Biology– Home– School
Etiology
• Medical management • Early interventions– Parent involvement– Explicit teaching– Modeling
Treatment
• Functional Behavioral Assessments (FBA)What Works?
• Functional Behavioral Assessments (FBA)
– reducing inappropriate behaviors and increasing positive ones
What Works?
• Functional Behavioral Assessments (FBA)
– reducing inappropriate behaviors and increasing positive ones
– Increasing positives (10) and avoiding negatives (1)
What Works?
Family Impact
• Children with emotional or behavioral problems often respond to computer based instruction– immediate attention and feedback– Is individualized– students to work at their own pace– Ignores inappropriate behavior
Technology
• Segregation
–1 in 4 attend general education classes
–Most are in self-contained classes
–1 in 5 attend separate schools or facilities
Placement
• "in the case of a child whose behavior impedes his or her learning or that of others, consider, when appropriate, strategies, including positive behavior interventions, strategies, and supports to address that behavior"
IDEA again…