Students with emotional and behavioral disorder (EBD) exhibit various characteristics relevant to their identified diagnosis. The primary characteristic of students with EBD is problem behaviors are displayed at school, home, community, and other social settings. These problem behaviors are described professionally as externalizing and internalizing behaviors that students with EBD often engage in regularly. Externalizing behaviors are described as acting-out behaviors that are aggressive and/or disruptive that is observable as behaviors directed towards others. Internalizing behaviors are behaviors that are construed as acting-in behaviors such as anxiety, fearfulness, withdrawal, and other indications of an individual's mood or internal condition. The purpose of this paper is to compare and contrast the characteristics associated with internalized and externalized behaviors.
Externalizing and internalizing behaviors of students with EBD have numerous comparisons, beginning with the display of both dimensions in individual students. Many students may show behavior characteristics of both externalized and internalized nature as neither is exclusive to problem behaviors exhibited by those with the condition. Comorbidity is not unusual in students with EBD as a student may display multiple behaviors associated with internalizing problems, such as a short attention span or a lack of concentration, and those associated with externalized problems such as physical and verbal disputes; rarely does an individual student with EBD exhibit only one type of maladaptive behavior. Students may display characteristics of behavior with various degrees of severity or intensity, which is either externalized or internalized behaviors may be exhibit...
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...Practical social-emotional learning tools for students with specific learning disabilities in the United States of America. The Journal of International Association of Special Education, 10(1), 21-26.
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Learners with Emotional or Behavioral Disorders. In V. Lanigan, A. Reilly, & G. Erb (Eds.), Exceptional Learners: An Introduction to Special Education (pp. 264-297). Boston, MA: Allyn & Bacon.
Kauffman, J. M., & Landrum, T. J. (2013). Attention and Activity Disorders and Conduct Disorder. In S. D. Dragin & M. B. Finch (Eds.), Characteristics of Emotional and Behavioral Disorders of Children and Youth (pp. 180-270). Upper Saddle River, NJ:
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...tor positive growth, just as they would in real-world situations. Students must be taught social skills in areas they lack appropriate behavior. These social skill lesson may include the following: Getting the teacher's attention, accepting decisions for authority, accepting criticism or consequences, choosing appropriate words to say, listening to others, and expressing empathy and understanding, etc. All of these social skills topic are necessary to efficiently function in society. Although, many research studies mentioned developed, well-thought out strategies to utilize in the classroom for students with EBD, few presented ways to incorporate self-management elements in student's long-term success. Instruction that revolves around behavior modification, social skills is truly what students classified as EBD need to increase success through primary years.
Taylor, Steven J. "The continuum and current controversies in the USA." Journal of Intellectual & Developmental Disability 26.1 (2001): 15-33. Academic Search Premier. EBSCO. Web. 5 Apr. 2011.
Attention deficit disorder, with or without hyperactivity, is frequently misunderstood, but it affects college students' academic and social success, as well as their emotional development. Attention deficit disorders are the second most common disability among college students, and it is classified as a psychiatric disorder, rather than a learning disability, in the fourth edition of the Diagnostic and Statistical Manual of the American Psychiatric Association, DSM-IV. Characterized by attention difficulties, specifically short attention spans, as well as impulsivity, distractibility, and restlessness, attention deficit disorders can adversely affect the performance capabilities of college students. Individuals report "drifting" during classroom lectures or social conversations, as well as difficulties focusing in noisy environments.
Will, M. (1986, November). Educating students with learning problems-a shared responsibility. Washington, DC: Department of Education, Office of Special Education and Rehabilitative Services.
Students who exhibit inappropriate, disruptive behaviors may do so for various reasons. The variety of explanations for problem behavior can cause confusion as to what specific interventions are best suitable for the individual student. There are frequent assumptions that knowing the cause of problematic behavior will assist with the best way to handle it. However, finding an effective intervention does not necessarily indicate the origin of cause for troublesome behavior. In fact, multiple causal factors are interrelated with the most common causal factors being family, school, biological, and culture. In consideration of a previous analysis on biological and family causal factors, this paper is intended to answer the following questions on the potential impact of school and cultural influences on emotional or behavioral disorders (EBD):
The classroom is a diverse place where learners from all different genres of life meet. Included in these learners are those that display learning disabilities. According to the British Columbia School Superintendent’s Association, ‘learning disabilities refer to a number of conditions that might affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning’. They also posit that ‘learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to language processing,
Finding reliable sources of information for learning disabilities is difficult. The subject is broad and many of the individuals offering information on the subject are doctors or professionals within the field of education. Similarly to the medical field, the opinions and research findings of the educational field very greatly between the researchers and what those researchers are attempting to discover or reveal.
Journal of Intellectual & Developmental Disability, by Dillenburger, K., and Keenan M., published in 2009, summarized Nov 19, 2009
Students with emotional and behavioral disorders (E/BD) frequently exhibit academic deficits alongside their behavioral deficits, particularly in the area of reading; however, there are very few studies examining ways to address the reading problems of this population of students at the middle and high school level. The academic deficits exhibited by students with emotional and behavioral disorders (E/BD) are well documented in research literature. As outlined in the federal definition of emotional disturbance, students with this disorder demonstrate an inability to learn and, as a result, pose instructional challenges alongside the behavioral problems that they exhibit in the school environment.
More methods have been developed to assist in the identification and diagnosis of disabilities. Professionals are beginning to understand what might have caused a child to develop their disability. The more that is learned, the better I can help m y students with these disabilities. Knowledge helps create strategies individualized to the student. Even in the past ten years, there has been much advancement in the assessment and monitoring of these students. They are being seen as people and not their diagnosis. Many are held at the same stan...
Goldstein, S. and Mather, N. (2001). Learning Disabilities and Challenging Behaviors. Baltimore, MD: Paul H. Brookes.
During the late 1980’s and 1990’s the number of children with learning disabilities receiving special education services grew rapidly, but during 1998 and 2007 the number of children classified as having a LD has declined by 7% (Cortiella, 2009). “In 2007, 59% of students with LD spent 80% or more of their in-school time in general education classrooms. In 2000, that figure was just 40%” (Cortiella, 2009). In addition, students with disabilities are spending more time with students in traditional classroom settings. According to the Department of Education, “approximately 6 million children (roughly 10 percent of all school-aged children) receive special education services” (Pardini, 2011).
Students suffering emotional and behavioral disorders can benefit from a variety of classroom accommodations that may help lessen the severity of their behaviors and/or reactions to external stimuli. Stress reduction is also extremely important for children suffering emotional and behavioral disorders as it could help them relax, which would contribute to diminishing such...
Emotional Disturbance is a condition where a student/person has an inability to learn through intellectual, sensory, or health factors. It is commonly referred to as ED. These individuals are also unable to maintain relationships with peers and teachers, and because of this they can develop a tendency to demonstrate physical symptoms or fears associated with personal or school related problems. They can also display inappropriate types of behavior or feelings under normal circumstances. Emotional Disturbance is very hard to identify because of all the other disorders classified in Emotional Disturbance such as: Autism Spectrum Disorder, Schizophrenia, Anxiety Disorder, Mood Disorder, Psychosis and Psychotic Disorder, Obsessive Compulsive Disorder
In society today, there are many children and parents who face the diagnosis of having a developmental disability that would qualify them for special education and needs. This time can come with many questions for the parents when they realize the specialized care and education their child will need. Most often, questions arise about their schooling and how they will be included with other children, as well as what services are available to their child. How their disability impacts their life is a very valid concern because their education will be impacted. When a disability is discovered, it effects trickle down from the child to the parents, to the teachers and finally the medical and educational specialists.