Emotional Behavioral Disorder
Karen Rochon
The Exceptional Child and Inclusion
Fall 2009
What is Emotional Behavior
Disorder?
Behavior that goes to an extreme-not just
slightly different from the usual.
A problem that is chronic-one that does
not quickly disappear.
Behavior that is unacceptable because of
social or cultural expectations.
Problems with definition.
(Exceptional Learners, p. 266)
Classification
Externalizing-acting
out behavior;
aggressive or
disruptive behavior
that is observable as
behavior directed
toward others.
Exceptional Learners p. 268
Internalizing-acting in
behavior; anxiety,
fearfulness,
withdrawal, and other
indications of an
individual’s mood or
internal state.
Prevalence
Credible studies world wide have
consistently indicated that at least 6 to 10
% of children of school age exhibit serious
and persistent emotional/behavioral
disorders.
Less than 1% of schoolchildren in the U.S.
are identified as emotionally disturbed for
special education purposes.
Exceptional Learners p.269
External Behavioral Characteristics
of EBD
Exposure to family,
neighborhood school
and community risk
factors.
Leads to antisocial
behavior.
Exceptional Learners p. 271
Produces negative
short-term outcomes.
Leads to negative,
destructive, long-term
outcomes.
Internal Characteristics of EBD
Students with internalizing problems (anxiety,
fearfulness, withdrawal) might be less obvious,
but they aren’t difficult to recognize.
Teachers tend to under-refer students with
internalizing problems.
Not motivating to screen for these problems
when there are not the services to treat them.
Exceptional Learners p. 275
Educational Considerations
Classroom Structure
APPENDIX D
Evidence-Based Behavior-Management Strategies for K-3 Teachers Working With
Students With Emotional and Behavioral Disorders in the General Education
Classroom
__________________________________________________________________
Behavior Management Strategies
1. Establish positively stated rules regarding observable behavior.
2. Post, teach, and review rules periodically.
3. Post and review daily schedules, routines, and transitions.
4. Alert students to any changes in routine.
5. Model and provide explicit practice for classroom procedures.
6. Schedule a quiet activity between recess and independent seatwork.
7. Alternate between passive and active activities.
8. Deliver high-probability directives (ones that students will most likely comply
with) before delivering low-probability directives.
• Niesyn, Mary E., Strategies for Success: Evidence-Based Instruction Practices for
Students With Emotional and Behavioral Disorders. Preventing School Failure, v53 n4
p227-233 Summer (2009)
Educational Considerations
Classroom Management
Appendix C
Evidence-Based Instructional Practices for K-3 Teachers With Students
With Emotional and Behavioral Disorders in the General Education
Classroom
_______________________________________________________________________
Instructional practices
1.Give frequent, immediate, and specific praise (could be subtle).
2.Present materials individually, shorten assignments, and reveal few problems
at a time.
3.Interact with student during independent seatwork.
4.Implement peer-tutoring opportunities.
5.Frontload questions with required information to increase correct responses.
6.Delay independent seatwork until student can perform task with 90% accuracy.
7.Embed student interests into curricular activities.
8.Allow student to choose from a few academic activities during independent seatwork.
9.Teach new concepts using explicit direct instruction method.
•
Niesyn, Mary E., Strategies for Success: Evidence-Based Instruction Practices for Students
With Emotional and Behavioral Disorders. Preventing School Failure, v53 n4 p227-233
Summer (2009)
I.E.P Requirements
Development and implementation of positive behavioral
intervention plans with students who have emotional and/or
behavioral disorders.


1.
2.
3.
4.
•
Emphasis should be on the use of positive behavioral
intervention plans and supports as encouraged by the 1997
Amendments to the Individuals With Disabilities Education Act.
Four Key points to consider:
Develop and implement a behavioral intervention plan (B.I.P.)
including plan elements, strategies to address behavior functions,
student supports and reinforcements.
Monitor faithfulness of implementation of the plan.
Evaluate effectiveness of the B.I.P.
Modify the B.I.P.
Gayle, Robert A., Quinn, Mary Magee, Rutherford, Robert B. Jr., Addressing
Student Problem Behavior Part III Creating Positive Behavioral Intervention Plans
and Supports 1st Edition. (2000) pp. 62
Strategies and Interventions
different needs require different placements
Specialized environment for students
with the most severe emotional or
behavioral disorders
 Intensive
 Individualized
 Highly structured
 Very high adult-student ratios
Exceptional Learners p. 287-289
Regular education classroom environment
1. Know prevention and intervention strategies
for individuals who are at risk of emotional
or behavioral disorders.
2. Use a variety of nonaversive techniques to
control targeted behavior and maintain
attention of individuals with emotional or
behavioral disorders.
3. Establish a consistent classroom routine,
and use skills in problem solving and
conflict resolution.
4. Plan and implement individualized
reinforcement systems and environment
modifications at levels equal to the intensity
of the behavior.
5. Integrate academic instruction, affective
education, and behavior management for
individuals and groups.
6. Assess appropriate and problematic social
behaviors of individuals.
Strategies and Interventions
 Early intervention holds particular promise.
1. Children and their families who access mental
and physical care are less likely to have
behavioral and social problems.
2. Nurturing and positive parenting is associated
with children who have healthy relationships
and reduced challenging behavior.
3. High quality early education environments and
caregiver interactions are associated with fewer
behavior problems and the development of
social competence.
Exceptional Learners p. 295
Strategies and Interventions
Visual and Oral Feedback
Data suggest that the combination of oral and visual feedback improved the student’s
appropriate behavior better than did oral feedback alone.
APPENDIX B
Tips on Giving Verbal and Visual Feedback (From J. Hattie & H. Timperley, 2007)
Teacher should:
 Clarify goals with student.
 Provide immediate feedback.
 Use behavior-specific or task-related
feedback.
 Conduct private feedback conferences, use
data to provide feedback, monitor progress,
and refine interventions as needed.
•
Lingo, Amy S., Jolivette, Kristine, & Barton-Arwood,
Sally M. Visual and Oral Feedback to Promote
Appropriate Social Behavior for a Student With
Emotional and Behavioral Disorders. Preventing
School Failure, v54 n1 p.24-29 Fall (2009)
Teacher should avoid:
 Unrealistic goals.
 Generic praise or personal feedback.
 Delays in feedback.
Assessment of Progress
Progress Monitoring and Outcome Measures
should measure students with EBD interpersonal
skills, study skills, motivation, and engagement.
Rating scales (Formal)
Direct observation
FBA’s (Functional Behavioral Assessments).
Evaluation that consists of finding out the consequences (what
purpose the behavior serves), antecedents (what triggers the
behavior), and setting events (contextual factors) that maintain
inappropriate behaviors.
Exceptional Learners p. 291
Majority of FBA/BIPs exhibit
serious flaws
1. Failure to identify specific target behaviors
2. Failure to verify the hypothesized function of
the behavior (why).
3. Failure to connect the function of the behavior
to the specific interventions identified in the
BIP. (If a student skipped class to avoid the
work, the student would be suspended).
Exceptional Learners p. 292-293
References
• Gayle, Robert A., Quinn, Mary Magee, Rutherford, Robert B. Jr.,
Addressing Student Problem Behavior Part III Creating Positive
Behavioral Intervention Plans and Supports 1st Edition. (2000) pp.
62
• Hallahan, Daniel P., Kauffman, James M., & Pullen, Paige C. (2009)
Exceptional Learners An Introduction to Special Education. Boston:
Pearson
• Lingo, Amy S., Jolivette, Kristine, & Barton-Arwood, Sally M. Visual
and Oral Feedback to Promote Appropriate Social Behavior for a
Student With Emotional and Behavioral Disorders. Preventing
School Failure, v54 n1 p.24-29 Fall (2009)
• Niesyn, Mary E., Strategies for Success: Evidence-Based Instruction
Practices for Students With Emotional and Behavioral Disorders.
Preventing School Failure, v53 n4 p227-233 Summer (2009)