HELPING CHILDREN WITH COMMON EMOTIONAL
AND BEHAVIORAL PROBLEMS
Introduction
At a basic level, the good news is that the 1997 reauthorization of the
individuals with disabilities education act( IDEA) has addressed many
classroom concerns that have arisen over the years .The new statute in fact,
includes provisions designed to;
*Improve services for all students with disabilities , including these with
emotional disturbance and behavioral problems.
*Address their problem behaviors.
*Foster and effective learning environment for all students.
PROVISION OF THE IDEA
Provision of the IDEA include
*Increased
involvement by general education teachers in planning
educational programs.
*The use of a variety of services, supplemental aids and services , and other
accommodation and modification s that must be in place for children with
disabilities to succeed.
*The use of functional behavioral assessment to identify the appropriate
positive behavioral supports and strategies.
*Provisions for training personnel (both) special and general educators to
appropriate provide services to children with disabilities consistent with the
requirements of the IDEA.
BULIDING A KNOWLEDGE BASE
Understanding the nature of students emotional and behavioral problems
assists teachers and paraprofessionals in planning instructional programs
that better meet student needs .working on teams and in collaborative
partnerships means that all members must share a basic understanding of
the characteristics and educational challenges confronting these students.
CHILDREN WITH EMOTIONAL DISTURBANCE AND BEHAVIORAL PROBLEMS
Students with emotional disturbance and behavioral problems exhibit a
wide range of characteristics. The intensity of the disorder varies, as does
the manner in which a disability or problem presents itself. while some
students have mood, disorders, such as depression , other may experience
intense feelings of anger or frustration. Further, individual students react to
feelings of depression, anger or frustration in very different ways. For
examples, some students internalize these feelings, acting, shy and
withdrawn; other may externalize their feeling, becoming violent and
aggressive toward others.
CAUSES OF EMOTIONAL DISTURBANCE AND BEHAVIORAL PROBLEMS
A brief description of contributing factor
 BIOLOGICAL FACTORS: Certain biological conditions have been
associated with emotional disturbance and behavioral problems , as
there appear to be genetic links to depression and schizophrenia, as
well as nutritional deficits certain physical illnesses and injuries , and
some neurological conditions.
 FAMILY FACTORS : The environment in which children live can either
help or hurt healthy development , just as a child’s behavior may have
both negative and positive influences upon other family members .
certain elements , too within a child’s family may increase his or her
risk for developing emotional disturbance or behavioral problems.
(Physical abuse, child neglect , sexual abuse , and emotional
maltreatment have all been associated with troubling behaviors” in
children).
 SCHOOL FACTORS: Generally students with emotional disturbance and
behavioral problems tend to ”underachieve ” , in school. Learning
problems put them at a disadvantages in any school environment ,
particularly since many of these students have not developed
adequate social skills by the time they enter school , and poor social
skills may result in social rejection by both peers and teachers. This
rejection leads to further disinterest in school and even greater
underachievement and failure.
 COMMON FACTORS: Children are often exposed to stressors within
their communities. Exposure to crime and gang violence has often
been linked to a tendency to behave in ways associated with
emotional disturbance and behavioral problems.
THE EDUCATOR’S ROLE IN IDENTIFYING AND REFERRING STUDENTS
School personnel , especially teachers and paraprofessional , serve a
critical role in referral , diagnosis , and program planning . In fact , it is
often the classroom teacher ‘ and sometimes the paraprofessional ,
who begins the process of getting help for a students.
IDENTIFYING BEHAVIOR THAT IS INTERFERING WITH LEARNING
Teachers and paraprofessionals often are the first to recognize a
student’s lack of success with assignments , and his or her continuous
problems with peer or adult relationships. While this fact may
eventually result in a formal referral , a teacher’s primary goal is to
identify interfering behaviors and help students to overcome them.
Teachers and paraprofessionals begin this process by analyzing the
kinds of behaviors that but students at risk. While some emotional
and behavioral problems lend themselves to relatively simple
classroom intervention , other may require an adjustment of the
Child’s entire instructional program. When the latter is necessary ,
the first point of inquiry is with other who know the child well. It is a
good idea to consult with administrators , school psychologists , social
worker , school counselors , other staff and family members whenever
problems disrupt teaching and learning.
COMMON OBSERVATIONAL STRATEGIES
 IDENTIFYING PATTERNS: This technique is used to identify
possible patterns of behavior by pinpointing the specific events
that precede (also called antecedents) or follow (also called
consequences) the problems behavior that may serve to maintain
it. Observers keep a written record of everything they see and
hear , and note the entire content in which the target behavior
occurs during those time period .
 MEASURING FREQUENCY: This technique is used to number of
time a behavior occurs during a designated period. The teacher
defines the behavior , observes the student at specified times ,
and notes how often the behavior occurs (e.g. , the number of
times a student uses profanity during class lecture).
 MEASURING DURATION: This techniques is used to measure the
length of time that a student engages in the particular behavior
of interest (e.g. , the amount of time a student engages in day
dreaming , behavior during mathematics activities.)
Akansha Paul
Christ Convent School