Kimberly Barnett #2

SPED 5360
Emotional Disturbance (ED)
Chapter 6
1. IDEA definition - you may include others, but are not required to do so b/c schools use IDEA
The IDEA states that an emotional disturbance (ED) is when a child processes one or more of the
following criteria:
The child cannot learn, but is not a result of having an intellectual disability, sensory
issues, or other health factors.
The child struggles with interpersonal relationships. This include developing and
maintaining relationships with peers and/or teachers.
The child may display behavior that is inappropriate, or have display inappropriate
feelings under normal circumstances.
The child has chronic feelings of sadness and/or depression
In response to being at school, the child may experience physical issues (e.g., chronic
headaches) or fears.
Schizophrenia is classified as ED under IDEA.
The IDEA is specific in stating that three criteria must be met in order for the child to meet the
IDEA requirements for ED, these include chronicity, severity, and difficulty in school.
The symptoms must be present over a long period of time (chronicity) and the symptoms must be
severe enough (severity) that it interferes with the childs academic performance (difficulty in
school).
2. Characteristics of an Emotional Disturbance are identified and explained as:
Behaviors:
Children with ED may display externalizing behaviors and/or internalizing behaviors. These
behaviors impact the childs academic performance in a negative way.
Externalizing Behaviors: this is when the child directs their behavior outwardly. This can includes
aggression, violence, and distracting property.
Some examples of externalization may include:
When the child disturbs peers in the classroom by leaving their seat, yelling/talking out of
turn/or cursing.
When a child displays aggressive behaviors such as hitting or fighting with others.
When the child talks back, complains, does not follow direction (non-compliance), and/or
ignores the teacher during class.
Other more serious offenses could include stealing or destroying property.
- Externalizing behaviors do occur in children who do not have ED, what makes those children
different than children with ED, is that children with ED display those behaviors more often
and with more intensity.
The main characteristic most commonly seen in the classroom with a child who has ED is noncompliance. Other externalizing behaviors tend to follow non-compliance.

Internalizing Behaviors: this is the opposite of externalizing behaviors. Children who rarely
interact with peers or teachers are said to be displaying internalizing behaviors. Some behaviors
include
Not playing with children their own age
Frequent daydreaming and/or fantasies.
Poor social skills
Get scared for no apparent reason (e.g., develop phobias)
Suffer from depression
High risk behaviors such as self-injury, suicidal behaviors, and/or substance abuse
Children who display internalizing behaviors tend to be overlooked by teachers. Children who display
externalizing behaviors are easy to spot and implement plan to address those behaviors. Children who
display internalizing behaviors tend not to draw attention and therefore some teachers do not even know
a child may be struggling with ED. If teachers can identify the warning sign then interventions can be
put in place.
Academic Performance:
Academic achievement is impacted when a child has an ED. Children who have ED are on average not
at current grade level, but tend to score at a lower grade level.
Studies looked at the educational performance of children with ED and some common characteristics
arose
Children with ED struggled to pass competency exam at their current grade level
Children tended to get grades of D or below
Academic performance did not improve as the child go older, but actually go worse.
Children with ED tend to miss more school
Children sometimes do not graduate high school and are more likely to drop out of school
Poor academic performance is thought to be the result of inappropriate and disruptive behaviors in the
classroom. When I child is engaging in behaviors they are unable to focus on what is being taught, they
tend to not participate in class, and do not complete assignment. All these tendencies result in poor
grades and lower scores on competency tests.
Although engaging in behaviors results in lower academic performance, it is true that some children
with ED also may have a learning disability. When a child has a learning disability and ED, they can get
frustrated easily and act out because they have a hard time learning the material.
Intelligence:
Although children with EBD tend to have a lower IQ, it is not clear whether students with EBD are
actually less intelligent than students without an ED. A students low score on an IQ test could be the
result of past behavioral problems that interfered with the childs ability to focus and learn the material
in class. If a student is off task most of the class period, it is not surprising that they would have a harder
time learning.
Social Skills and Interpersonal Relationships:
Children with ED struggle with appropriate social skills and have a hard time making friends. Children
with EBD are subject to isolation, rejection, and teasing by peers. Studies have revealed that children
with EBD have a hard time with empathy, tend to not participate in activities outside of school, and have

poor relationships.
Juvenile Delinquency:
Children with EBD tend to have issues with the law more than children without EBD. Children,
primarily older children, with EBD are more prone to getting arrested and incarcerated.
3. Explain the identification and assessment process for determining eligibility of EBD
Identifying students who may have emotional or behavioral disorder can be hard. Unless the student is
displaying obvious behavioral issues in the classroom (e.g., students with antisocial behavior) it is hard
to pinpoint students who have EBD. Students who display internalizing behaviors are likely to be
overlooked because they are not displaying behaviors that draw attention to themselves.
There are two ways to determine if a child may have an emotional or behavior problem, those include
screenings and assessments.
Screenings:
There are 3 screening tests that have been shown effective in identifying students with EBD: Child
Behavior Checklist (CBCL), Behavioral and Emotional Rating Scale (BERS), and the Systematic
Screening for Behavioral Disorders (SSBD).
Child Behavior Checklist (CBCL): is an empirical based assessment that consists of checklists and
devices to determine if a student has an emotional or behavioral disorder. The assessment has 112
behaviors listed, and the teachers rates each behavior. The teacher either gives a rating of not true,
sometimes true, or very true for each behavior (also known as the 3 point scale). This screening
looks at both maladaptive behaviors present and how the child interacts socially with others.
Behavioral and Emotional Rating Scale (BERS): is an assessment that looks at how well the child
functions in domains such as, interpersonal skills, intrapersonal strengths, how involved the child is with
their family, how the child functions at school, and lastly the childs affective strengths. The BERS
focuses only on the childs strengths as opposed to their weaknesses. The results of the assessment will
help teachers write IEPs and measure progress in meeting those IEP goals and objectives.
Systematic Screening for Behavioral Disorders (SSBD): is a screening that is a three step process that
looks at whether a child demonstrates internalizing or externalizing behaviors in the classroom. What
makes this screening unique, is that a teacher is screening every child in the classroom, and looks for the
3 students who display the most behaviors. Those 3 students are further assessed using the Critical
Events Index, which identify behaviors that are most severe. Behaviors that would be found on the index
would be physical aggression, cursing, inappropriate gestures, auditory and/or visual hallucinations,
disordered eating (purging) etcIf a child displays these kinds of behaviors then they will be closely
monitored in the classroom while doing independent seat work. Children who continue to progress in
behaviors are then referred to get more evaluation to determine whether they can receive special
education services.
Assessments:
Direct Observation and Measurement of Behavior:
With direct observation, the child is observed in settings in which the behavior usually occurs (e.g.,
classroom). The childs behaviors are measured based on how often they occur, how long they occur, the
time between the trigger and the response to that trigger, description of environment in which behavior
occurs, and the severity of the behaviors.

Functional Behavioral Assessment (FBA): is an assessment that looks at why the child engages in that
behavior, more specifically, what does engaging in that behavior do for the child (e.g., does it decrease
the childs anxiety?)? Problem behaviors tend to be a way for the child to get what they want or the child
engages in the behaviors as a way to avoid doing something the child does not want to do. Once the
reason for a childs behavior is established, then a behavioral intervention plan (BIP) can be
developed to address the issue.
Indirect Functional Behavior Assessment (FBA): is an assessment method where all individuals who
work closely with the child (e.g., teachers and parents) are interviewed. The individuals are asked
questions about what usually happens before the problem behavior occurs (e.g., circumstances
surrounding the behavior) as well as how others react when the behavior occurs. FBA also uses input
from the child who engages in problem behaviors to uncover what they believe are the problem
behaviors they display and how it affects their school performance. The child is asked to identify when
behaviors occur, how severe the behaviors are throughout the day, and what triggers the behaviors.
Descriptive Functional Behavior Assessment: is an assessment in which the observer takes note of
three things; what triggers the behavior, information about the behavior (e.g., intensity, how long it lasts
etc...), and what makes the child continue to engage in behaviors (e.g., do they receive more attention?).
This method of data collection is also referred to as ABC recording (A) Antecedent (B) Behavior (C)
Consequence. With this data, the childs IEP team can determine the function of the behavior.
Example of ABC recording:
(A): Child is asked to complete an assignment that the child feels is too hard.
(B): Child engages in disruptive behaviors
(C): As a result of the childs disruptive behaviors, the teacher tells the child they do not have to
complete the assignment.
(F): The child then realized that by engaging in those behaviors, they do not have to do the assignment
Functional Analysis: is a method used to determine whether the function of the behavior that was
originally hypothesized is actually the real reason the behavior occurs. This is determined by
manipulating two variables; antecedents and consequences.
Example: Varying the level of difficulty of an assignment to determine if a childs aggressive behaviors
are triggered by assignments that are too hard for the child.
4. Research-based educational approaches that are most beneficial for students with emotional or
behavioral disorders
Research based instructional practices are essential in helping students with EBD succeed in the
classroom. Research based instruction practices such as Schoolwide Positive Behavioral Support
(SWPBS), self-management strategies, positive classroom management, and peer mediated groups.
Schoolwide Positive Behavioral Support (SWPBS): is an evidenced and preventive based intervention
that is not focused on punishing problem behaviors, but instead provides the child with appropriate
replacement behaviors that will help the child succeed academically and socially. SWPBS consists of
three tiers of supports; Tier 1: Primary Prevention-Universal Supports for All Students, Tier 2:
Secondary Prevention-Targeted Interventions for Students with At-Risk Behavior, Tier 3: Tertiary
Prevention-Intensive, Individualized Interventions for Students with High-Risk Behavior.
Tier 1- Primary Prevention: Universal Supports for All Students: is an intervention where all of the
staff at the school work together to teach appropriate behaviors to every student in all settings. There are
four strategies the school as a whole will implement to obtain this goal
Behavioral expectations are stated and defined: this means that the staff develop a list of
behavioral expectation that all students are required to understand and follow. The rules are
specific and each rules has an example so that the students understand what the expectation
means.

For example:
Behavioral Expectation #1: Be Respectful
Example: Being respectful means do not talk while the teacher is talking.
Behavioral expectations are explicitly taught: this means that each expectation is taught to all the
students in a specific format that helps the students understand. First the rule is stated, then the
reasoning behind why the rule is explained, followed by examples. The students are provided
with both the right and wrong way. The wrong way is first modeled for them and then the
children get to practice the right way.
Appropriate behaviors are acknowledged and rewarded: each time a student is seen following an
expectation, the student is praised and given some sort of tangible reward (e.g., tickets).
Behavioral errors are corrected: if a student does not follow the listed behavioral expectations,
then the student is informed that the behavior was a violation and are told what the appropriate
behavior is.
Tier 2: Secondary Prevention: Targeted Interventions for Students with At-Risk Behavior
Students who repeatedly violate the rules are provided more individualized interventions.
Students receive support in a small group, and one of the main interventions used that has been
shown to be effective is the Check In/Check Out (CICO) strategy.
CICO: this is behavioral intervention that is composed of four parts
1. Behavioral goals are explained to the student at the beginning of the class
2. The student receives a point card and each time the student is observed meeting those
behavioral goals, the student receives a point. The student is given feedback throughout the
day.
3. At the end of the day, the teacher and student meet to discuss how the day went
4. Rewards are given based on how many points the child received throughout the day
Tier 3: Tertiary Prevention: Intensive, Individualized Interventions for Students with HighRisk Behavior
Students who do not respond to Tier 2 interventions are then moved to Tier 3. Tier 3 is
individualized and are for students who display behaviors that could endanger those around them or are
students who continue to violate rules despite Tier 2 support. Students at Tier 3 will receive wrap around
services and each student has an IEP and well as an individualized BIP.
Self-Management Strategies
Students are provided with strategies to help them learn responsibility, promote self-determination,
and give them a sense of control over their lives. The two main strategies used in the school are selfmonitoring and self-evaluation techniques.
Self-Monitoring: a student observes their own behaviors and writes down when the behavior occurs
or does not occur (both positive and negative behaviors). One self-management tool a child can use to
record their behaviors is Countoons. The student also can write down the consequences that will occur
if they engage in problem behaviors.
Self-Evaluation: a student bases how well they behaved against a goal that was already
predetermined.
Students may receive rewards based on how well they behaved.
Proactive Positive Classroom Management:
Teachers can implement various classroom management strategies to help their students with EBD
succeed in the classroom. Some classroom management strategies include:
Proactive Strategies: a teacher must determine how to structure their classroom (e.g., have students
who are disruptive sit at the front of the class), identify and clearly explain appropriate classroom
behaviors and rules, plan their lessons in a way that will limit the amount of downtime the students

receive, provide students with the chance to make their own decisions, make their instruction appealing
to students so that the students are interested and remain focused, ensure that students remain engaged
during the class time, and make sure to praise students for positive behaviors when they occur to help
students want to repeat that behavior.
Other strategies include ignoring negative behaviors (extinction), taking away rewards /reinforcers when
negative behavior occurs (response lost), as well as implementing the token economy.
All classroom management strategies must not be punitive in nature, but should focus more on provide
positive proactive approaches to changing behaviors.
Peer Mediation and Support:
Using other peers as supports for students with EBD has been shown to be effective. Common peer
support strategies include, peer monitoring, positive peer reporting, peer tutoring, peer support and
confirmation, and group contingencies.
Peer monitoring: the student is responsible for taking note of their peers behavior, documenting
behavior, and provide feedback.
Positive peer reporting: when students report the positive behaviors of their peers, they are
rewarded, and are encouraged to continue.
Peer tutoring: students tutoring students. This is a technique where one student with EBD provides
both academic and social skills tutoring to another student with EBD. As a result, students with EBD
show progress in learning appropriate social skills.
Peer support and conformation: this technique is involves both positive affirmations of positive
behaviors as well as contrastive feedback when negative behaviors are observed. Students are trained to
recognize when a peer is displaying positive behaviors. The students are also trained to inform a peer
when problem behaviors occur, as well as provide an explanation as to why the behaviors is
inappropriate, and provide peer with a more appropriate alternative behavior.
Group contingencies: this is strategy where if certain predetermined behaviors are met, the entire
group receives a reward. Rewards can be in the form of certain privileges.
Strong Teacher-Student Relationships:
Teachers must build positive rapport with their students. A strong teacher-student relationship
develops trust and is important for children with EBD. Ways in which a teacher can build rapport is
through differential acceptance and developing an empathic relationships. Teachers of students with
EBD are going to have to encounter problem behaviors on a daily basis, but is up to the teacher to not
change how they interact with the child. The teacher must always be sensitive to the child and try and
understand and attend to that childs individual needs.
5. What are the Educational Placement Alternatives:
Determining where a student with EBD should be placed is determined by each students unique
needs. Including the student in a general education classroom is not effective unless the student is
provided with the necessary supports while in the classroom. General education teachers need to be
provided with classroom management strategies, information on the students individual needs, and
training in behavioral management, in order to make the transition into the general education setting
successful for the student. Once the child is placed in the general education classroom, there needs to be
a crisis intervention support plan established, as well as informative trainings about intervention
techniques facilitated by a special education teacher.
Although inclusion is shown to be most beneficial for a student with EBD, if it is determined that the
child would suffer instead of benefit from a least restrictive setting, then the child may be better served
in a special education classroom alone.
Each student with EBD is different, and therefore for successful placement in the general education

classroom, teachers must be informed and properly trained.

6. Provide information about an agency in Texas available to assist teachers, students, or families
dealing with ED:
(a) Name: Austin Child Guidance Center
(b) Services:
Individual and family therapy
Group therapy
Assessments/screening for ED
Psychiatric services (e.g., medications)
Trauma Informed Services (e.g., Trauma focused CBT, DBT, and parent-child interaction
therapy (PCIT)).
Trauma-Informed Care Consortium of Central Texas (TICC)- there are monthly meeting
where teachers, medical professionals, parents, law enforcement, and therapist come
together get information about ED, go to trainings about ED, and gives members a
chance to network
(c) Location and contact information:
Address:
810 W. 45th St
Austin, TX 78751
Phone:
512-451-2242
(d) Website: https://www.austinchildguidance.org/
7. Find a National Organization:
(a) For Parents
Name: Center for Parent Information and Resources
Website: http://www.parentcenterhub.org/repository/emotionaldisturbance/
Resources available:
Information about the characteristic of ED
The different kinds of disorders associated with ED (e.g., eating disorders, depression,
anxiety disorder etc)
Information about supports that can be used in the schools to help children with ED
Information on how to get a child with an ED into the right school
Additional resources for parents to access
(e) For Educators
Name: National Association of Special Education Teachers
Website: https://www.naset.org/emotionaldisturbance2.0.html
Resources available:
Types of accommodations and modifications available that teachers can use in the
classroom
Types of mental disorders a child may have
Information how assessments available for ED
Classroom management strategies
Information about treatment, diagnostic criteria, advocacy, and characteristics of ED

8. Find a peer-reviewed or evidence-based article regarding emotional disturbance or behavioral

disorders as it relates to your major (early childhood, secondary education, therapeutic recreation,
and/or instructional strategies). ** READ the article and highlight critical/interesting information to
share with class. Attach the complete article with highlights of what you found important or
interesting. Upload the article to TRACS Drop Box.
9. Provide the article citation in APA format and a brief 2-3sentence summary.
Article: The Value of a Dog in a Classroom of Children with Severe Emotional Disorders:
Summary: A poodle was placed in a self-contained classroom with students who had severe emotional
disorders to determine if the animal would improve negative behaviors in the classroom. The study
revealed that the presence of the dog in the classroom improved the students behavior, decreased the
severity and amount of tantrums, helped the students understand emotional triggers, improved
emotional stability, and promoted bonding. The students also showed improvements in their social
skills as evidenced by improved social interactions with their teacher, family members, and peers.
Anderson, K. L., & Olson, M. R. (2006). The value of a dog in a classroom of children with severe
emotional disorders. Anthrozoos, 19(1), 35-49.
10. Website with helpful academic (i.e., science, reading, math, organization, socialization)
Information for students with emotional/behavioral disabilities:
1. Parents
Name: Childrens Mental Health and Emotional or Behavioral Disorders Project
Website: http://www.pacer.org/cmh/about-us/inspiring-opportunities-project/
Resources:
Provide strategies that family can use at home to support their child
Education on how to become advocates for their child
Tips on how to find professional assistance
Behavioral supports they can use at home
Tips on managing problem behaviors
2. Teachers
Name: National Science Teachers Association
Website: http://www.nsta.org/disabilities/behavioral.aspx
Resources:
Definition of EBD
General Characteristics
Signs that a student might have EBD
Teaching strategies (e.g., behavior specific praise, token system etc)
Classroom management techniques
3. Youth:
Name: Strength of Us-online support for youth with mental health issues
Website: http://strengthofus.org/
Resources:
Tips on how to manage anxiety
Information on relationships
Tips on how to succeed in school (e.g., strategies, emotional regulation etc.)

How to express feelings through art

Links to support groups
Blogs about mental health where individuals can share their experience with mental health
issues

11. Find and share a fact about students with Emotional & Behavioral Disorders in other
countries/cultures. For example: Are they recognized? Are they served in schools (segregated or
inclusion?)? How do families deal with the knowledge their child has a learning challenge? Could be
a personal story if you wish.
Article: Understanding Behavior Disorders: Their Perception, Acceptance, and Treatment- A CrossCultural Comparison Between India and the United States.
EBD in India:

In India, behavior disorders and emotional problems do not exist. Teachers in India believe that
children are not born with behavioral problems, but that it is a result of the environment in which
they are raised (e.g., poverty).
India views special education as a privilege not a right
The childs family issues are believed to be a major contributor to behavior problems. As a result,
the child is nurtured in order to improve their academic performance. There are no IEPs or
behavior modification in the classroom, it is strictly nurturing. Teachers are more concerned with
providing the children with food for survival then addressing behavior problems.
Addressing behavior problems is not the responsibility of the schools.
Behavior problems are not considered a disability

Chakraborti-Ghosh (2008). Understanding behavior disorders: Their perception, acceptance, and

treatment a cross-cultural comparison between india and the united states. International Journal
of Special Education, 23(1), 136-14