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... ... middle of paper ... ...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: Pearson. Sabornie, E. J., Evans, C., & Cullinan, D. (2006). Comparing characteristics of high-incidence disability groups. Remedial and Special Education, 27(2), 95-104.
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.
EE105’s Externalizing Problems composite scale score is 95 and falls in the clinically significant classification range. EE105’s score on Hyperactivity falls in the at-risk classification range. Ms. Apple reports that EE105 often engages in a number of behaviors that may be adversely affecting other children in the classroom. EE105 is considered to be results and impulsive, and has difficulty maintaining her self-control. EE105’s score on Aggression falls in the clinically significant
Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2011). Educational psychology (5th ed.) Toronto: Pearson.
There are multiple answers as to why educators should consider how schools might be conducive to disordered behavior. Teacher reactions to student behavior and classroom conditions can be identified as explanations for externalized emotional and behavioral difficulties. However, Kauffman and Landrum (2013) the school might contribute to disordered behavior in one or more of the following ways:
Coon, D. & Mitterer, J. (2013) Introduction to Psychology Belmont CA. : Wadsworth Cengage Learning. Retrieved May 07, 2014
Santa Barbara, CA: Learning Works, 1996. Print. The. Girod, Christina M. Learning Disabilities. San Diego, CA: Lucent, 2001. Print.
Writing Assignment Two Introduction Special education includes addressing students’ academic needs as well as their behavioral needs. A student with a disability is not exempt from disciplinary measures, as students with can be suspended and even expelled from the school environment. More specifically, students with emotional disturbance can display maladaptive behaviors. These maladaptive behaviors can generate unsafe learning environments. More importantly, the creation of an effective behavior intervention plan (BIP) is imperative.
People are identified as having this disability when adults in authority say so (Hallahan & Kauffman, 2006). In other words, in many cases, the application of the definition is subjective. Students with EBD often have these characteristics: an inability to learn that cannot be explained by intellectual, sensory, or health factors, an inability to build or maintain satisfactory interpersonal relationships with peers and teachers, inappropriate types of behavior or feelings under normal circumstances, a general pervasive mood of unhappiness or depression, and a tendency to develop physical symptoms or fears associated with personal or school problems (Individuals with Disabilities Education Act, IDEA, 1997, CFR 300.7 (a) 9). In addition, students with EBD may display these characteristics during academic situations when teacher demands are consistently high and if they have a history of school failure (Jolivette et al
Learning disabilities are considered to be neurobehavioral disorders (Stewart 2002 p. 4). These disorders are classified as an abnormality in the way that the brain processes information (Stewart 2002 p. 4). It should be noted that neurobehavioral disorders are not considered intellectual disabilities, but rather a difference in cognition, as well as difficulties in the way an individual understands outside stimuli and how the person interacts with the world (Stewart 2002 p. 4). Though learning disorders have traditionally been defined as disorders that explain verbal deficits, recently, there has been a shift in changing the definition of learning disorders to neuropsychological disorders that affect learning and behavior (Grodzinsky et al., 2010 p. 435). Nonverbal Learning Disorder is an example of a disorder that is classified as a neurobehavioral disorder in which the right hemisphere of the brain is affected (Harendek & Rouke 1994 p. 144, Stewart 2002 p. 4). This paper contains a literature review of information pertaining to Nonverbal Learning Disorder.
Learning Characteristics – Explain the term Emotional and Behavioral Disorder (EBD). What are the social/behavioral and learning characteristics of students identified as having an emotional and behavioral disorder? Based on Jace’s learning/behavioral characteristics, would you classify him as having an EBD? Why or why not?
In reading chapter seven of the textbook, the education of students with emotional and behavior disorders was not common before the turn of the twentieth century. Before children were thought of as having mental illnesses, many researchers thought that this was only diagnosed in adults. For a child to be known to have a mental issue back in the nineteenth century was said to be evil or satanic. It was very challenging to study emotional behavior disorders in children. Unfortunately, there was no way to describe the disorder. Doctors and professional were terrified to admit that children could have mental illnesses. In the 1960’s, schools began to service students with emotional behavior disorders but they were generally still considered to be ill. Although students with emotional and behavior disorder were in school, it was still the responsibility of doctors and psychologist to service the needs of the students. During this time, there were three ways of identifying emotional behaviors. The first was called functional approach, the second was mental hygiene movement, and the third, behaviorism. There was a period from the 1930’s to the 1950’s were children were being observed to classify various types of emotional behavior disorders. By 1975, during the passing of public law 94-142, students with emotional behavior disorders were now being served in the public schools. Since the passing of the law, professionals have researched interventions and ways to treat children with emotional behavior disorders.
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.
Krause, K, Bochner, S, Duchesne, S & McNaugh, A 2010, Educational Psychology: for learning & teaching, 3rd edn, Cengage Learning Australia, Victoria
Emotional and behavioral disorders manifest from various sources. For some children, the core of these disorders is rooted in such factors as “family adversity...poverty, caregiving instability, maternal depression, family stress…marital discord…dysfunctional parenting patterns…abuse and neglect” (Fox, Dunlap & Cushing, 2002, p. 150). These factors are stressors that affect children both emotionally and behaviorally. Students have their educational performance and academic success impeded by such stressors once in school, which creates even more stress as they find themselves frustrated and failing. As a result, problem behaviors may manifest that can be described as disruptive, impulsive, pre-occupied, resistant to change, aggressive, intimidating, or dishonest. Such behaviors may also inflict self-harm.
U.S. Department of Education, (2014). Welcome to the U.S. Department of Education, Office of Special Education Programs’ (OSEP’s) IDEA website. Retrieved on January 12, 2014, from U.S. Department of Education: http://idea.ed.gov/explore/home