Emotional and Behavioral Disabilities (EBD)
IDEA Definition:
(i) Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:
(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.
(ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section
(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.
(ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section
http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CA%2C300%252E8%2Cc%2C4%2C
Characteristics:
Tic Disorder
Tic disorder is movement or vocalizations that are involuntary rapid and recurrent over time.
Symptoms:
Schizophrenia
Mental disorder involving a breakdown in the relation between thought, emotion, and behavior. It leads to wrong perception, inappropriate actions and feelings, withdrawal from reality and personal relationships, and delusions.
Symptoms:
Elimination Disorders
Two types of elimination disorders: Encopresis and enuresis
Encopresis: the repeated passing of feces into places other than the toilet. This behavior may or may not be done on purpose.
Enuresis: the repeated passing of urine in places other than the toilet. When this happens at night it is commonly known as bed wetting, which is the most common type of elimination disorder.
Symptoms:
Anxiety
Symptoms:
Depression and Irritable moods
Symptoms:
Attention deficit hyperactivity disorder (ADHD)
Characteristics:
These problems can result from temporary stressors in the child’s life, or they might represent more enduring disorders.
Other Disorders include:
and treatment for associated problems.
Tic Disorder
Tic disorder is movement or vocalizations that are involuntary rapid and recurrent over time.
Symptoms:
- Eye blinking
- Facial gestures
- Sniffing
- Snorting
- Certain repeat of word or sound
Schizophrenia
Mental disorder involving a breakdown in the relation between thought, emotion, and behavior. It leads to wrong perception, inappropriate actions and feelings, withdrawal from reality and personal relationships, and delusions.
Symptoms:
- Delusions
- Hallucinations
- Irrational behavior
- Bizarre thoughts and ideas
- Severe anxiety and fears
- Can’t maintain relationships
Elimination Disorders
Two types of elimination disorders: Encopresis and enuresis
Encopresis: the repeated passing of feces into places other than the toilet. This behavior may or may not be done on purpose.
Enuresis: the repeated passing of urine in places other than the toilet. When this happens at night it is commonly known as bed wetting, which is the most common type of elimination disorder.
Symptoms:
- Loss of appetite
- Abdominal pain Loose bowel movements
- Scratching or rubbing the anal area
- Decreased interest in physical activity
- Withdrawal from friends and family
- Secretive behavior with bowel movements
Anxiety
Symptoms:
- Irritability/ tiredness
- Absenteeism
- Frequent somatic complaints
- Decline of grades
- Withdrawal from peer group
- Poor coping with everyday stress
- Calling home frequently
- Angry outbursts/suicidal ideation
Depression and Irritable moods
Symptoms:
- Depressed mood more than 2 weeks
- Loss of interest in activities
- Changes in appetite or weight
- Sleeping in class or skipping school
- Decreased energy or physical activity
- Feelings of worthlessness
- Difficulty learning, making decisions, doing assignments
- Negative thoughts of oneself, low self-esteem
- Possible thoughts of suicide
- Tiredness
Attention deficit hyperactivity disorder (ADHD)
Characteristics:
- Inattention – difficulty concentrating, forgetting instructions, moving from one task to another without completing anything.
- Impulsivity – talking over the top of others, having a ‘short fuse’, being accident-prone.
- Over activity – constant restlessness and fidgeting.
- Some children have extremely difficult and challenging behaviors that are outside the norm for their age.
These problems can result from temporary stressors in the child’s life, or they might represent more enduring disorders.
Other Disorders include:
- Oppositional defiant disorder (ODD)
- Conduct disorder (CD)
and treatment for associated problems.
Strategies and Resources:
Tic Disorders
Accommodations:
It is important to remember that tics worsen in stressful situations. When they are relaxed or focused on an activity they like, their tics decrease. Have a cue that both you and the student know if they need to leave the classroom. Find a place where they can go or know where they are going if this happens.
First day of School: (knowing you have permission from the family and the student with tic disorder feels comfortable)
Behaviors:
Handwriting can be a problem so minimize writing for homework.You can allow the student to copy another student’s notes at home or provide a printout of what is written on the board. When watching a moving providing a printed outline will help and if possible allow a computer for that student to write notes.
Math:
Reading:
Schizophrenia
Accommodations:
In school they may have trouble concentrating or paying attention. Their behavior and performance will change from day to day. They may have issues with thinking problems, acting out, and withdrawing themselves. They may show little to no emotional reaction and their emotional responses may be inappropriate. As a teacher it is important to get a lot of background information about this disorder and the symptoms about this particular student so you can create a better learning environment.
In the Classroom:
Elimination Disorders
Accommodations:
The child may be at risk for emotional and social problems related to this condition. They could develop self-esteem problems, depression, and do poorly in school. Notice if they are having troubles eating or going to the bathroom. Try and do the best you can to prevent constipation.
Anxiety
Accommodations:
Encourage them to take one step at a time and accomplish what is needed. Reward them often when they do something good.
In the Classroom:
Depression and Irritable moods
In the Classroom:
Attention deficit hyperactivity disorder (ADHD)
Accommodations:
Provide exercise ball or fidget toys, allow the student to daydream if needed for 5-10 minutes after completing an assignment. Involve the child in the problem-solving process: “How can we solve the problem of…” Identify learning problems the child might have. Match the difficulty of an assignment with the skill level of the student. Sympathize -- “Maybe you can help me understand some things. I think you would like to do well in school. Yet you seem to be avoiding your schoolwork. You must have a good reason. Let’s talk.”
In the Classroom:
Late to class:
BLURTING OUT IN CLASS:
Children with ADD/ADHD may act before thinking, creating difficult social situations in addition to problems in the classroom. Kids who have trouble with impulse control may come off as aggressive or unruly. This is perhaps the most disruptive symptom of ADD/ADHD, particularly at school.
Methods for managing impulsivity:
Fidgeting and hyperactivity:
Strategies for combating hyperactivity consist of creative ways to allow the child with ADD/ADHD to move in appropriate ways at appropriate times. Releasing energy this way may make it easier for the child to keep his or her body calmer during work time. Ask children with ADD/ADHD to run an errand or do a task for you, even if it just means walking across the room to sharpen pencils or put dishes away.Encourage the child to play a sport--or at least run around before and after school. .Make sure a child with ADD/ADHD never misses recess or P.E.
More in the classroom:
Helping children with ADD/ADHD follow directions means taking measures to break down and reinforce the steps involved in your instructions, and redirecting when necessary. Try being extremely brief when giving directions, allowing the child to do one step and then come back to find out what they should do next. If the child gets off track, give a calm reminder, redirecting in a calm but firm voice. Whenever possible, write directions down in a bold marker or in colored chalk on a blackboard.
Tic Disorders
Accommodations:
It is important to remember that tics worsen in stressful situations. When they are relaxed or focused on an activity they like, their tics decrease. Have a cue that both you and the student know if they need to leave the classroom. Find a place where they can go or know where they are going if this happens.
First day of School: (knowing you have permission from the family and the student with tic disorder feels comfortable)
- Introduce the student to the class
- The student can describe their condition to the class
- Explain that the tics will happen and that the student can’t help it
- Do not encourage to hold the tics in because it will only make it worst
- Make sure the class understand that just because the student swears doesn’t mean they are allowed to or copy what there tic is.
- Use as few words as necessary
- Check for understanding
- Have a syllabus
- Write the due date at the top of assignments
- Highlight/ use color coding/ be organized
- Simple classroom rules and always enforce them
- Use phrases like “this is important” and “listen carefully”
- Avoid visual distractions
- Do not sit them near a window or door and use a seating chart
- Keep the area around them clean and simple
- Provide a written schedule to have on their desk
- If ever in a line, have them be first
Behaviors:
- Sit the student with Tics next to a responsible student to limit distractions.
- Provide modifications for behaviors. (e.g. foam on desk or tennis ball on chair legs)
- Have a signal for the student to let them know their behavior is unacceptable.
- Ignore behaviors that give little distraction.
- Reward them for good behavior.
Handwriting can be a problem so minimize writing for homework.You can allow the student to copy another student’s notes at home or provide a printout of what is written on the board. When watching a moving providing a printed outline will help and if possible allow a computer for that student to write notes.
Math:
- Allow the use of a calculator
- Have a table of math facts
- Break story problems into shorter segments
- Use graph or notebook paper turned sideways to keep work in columns
Reading:
- Allow them to sit comfortably
- Use bookmark to follow along
- Read questions first before reading the story
- Use headphones to block out noise
- Have them read into a tape recorder so you can check their improvement
Schizophrenia
Accommodations:
In school they may have trouble concentrating or paying attention. Their behavior and performance will change from day to day. They may have issues with thinking problems, acting out, and withdrawing themselves. They may show little to no emotional reaction and their emotional responses may be inappropriate. As a teacher it is important to get a lot of background information about this disorder and the symptoms about this particular student so you can create a better learning environment.
In the Classroom:
- Reduce stress
- Go slowly especially with new things
- Set realistic goals for their achievement in school
- Establish meetings with the parents and medical professionals for feedback on their health and progress
- Encourage other students to be kind and to be their friend
Elimination Disorders
Accommodations:
The child may be at risk for emotional and social problems related to this condition. They could develop self-esteem problems, depression, and do poorly in school. Notice if they are having troubles eating or going to the bathroom. Try and do the best you can to prevent constipation.
Anxiety
Accommodations:
Encourage them to take one step at a time and accomplish what is needed. Reward them often when they do something good.
In the Classroom:
- Teach positive coping skills
- Allow students to have a coping skill such as going out of the classroom, having a stress ball, or putting on soothing music
- Praise their efforts and their accomplishments
- Teach them to visualize success
- Possibly teach them to focus on a possible object or sound to help them lessen their anxiety
- Model positive ways to manage anxiety
Depression and Irritable moods
In the Classroom:
- Give children more time to work on assignments
- Offer frequent help or guidance
- Pair students up with others so they can receive peer help
- Have fun activities in class Make the child feel accepted
- Do not use harsh punishment, or sarcasm
- Consult with counselor or psychologist if needed
- Provide students a “self- time out” to take a brea
- Teach the student how to be positive and how to handle frustration or sadness
- Help build their self-esteem, reward them when they do well
Attention deficit hyperactivity disorder (ADHD)
Accommodations:
Provide exercise ball or fidget toys, allow the student to daydream if needed for 5-10 minutes after completing an assignment. Involve the child in the problem-solving process: “How can we solve the problem of…” Identify learning problems the child might have. Match the difficulty of an assignment with the skill level of the student. Sympathize -- “Maybe you can help me understand some things. I think you would like to do well in school. Yet you seem to be avoiding your schoolwork. You must have a good reason. Let’s talk.”
In the Classroom:
- Be consistent
- Set limits and have clear consequences for your child's behavior
- Put together a daily routine for your child with clear expectations.
- Avoid multitasking talking with the child
- Make eye contact when giving instructions
- Praise the child as often as possible
- Work with parents and caregivers to identify problems early to try and decrease the impact of the condition on your child's life.
- Ignore minor mutterings
- Ask them to run a simple errand or do a task for you.
- Give them “special assignments” i.e. Door holder, or whiteboard cleaner.
Late to class:
- Ignore it if the student is only one or two minutes late and if lateness occurs rarely.
- A raised eyebrow or a statement of expectations may be more effective than sending the student to the office (“This is the first time you’ve been late.I expect you to be on time from now on”).
- Review the student’s routine between classes. He may be going to his locker too often.
BLURTING OUT IN CLASS:
- If the child takes medication, talk with his parents about making sure he doesn’t miss a dose (medication is helpful for blurting out).
- Give a child an alternative behavior to blurting -- have her raise her hand, and be sure to call on her immediately to reinforce it.
- Give the student a special pad for writing down her comment, and discuss it later with them
- Helping kids who distract easily involves physical placement, increased movement, and breaking long work into shorter chunks
- Seat the child with ADD/ADHD away from doors and windows.
- Put pets in another room or a corner while the student is working.
- Alternate seated activities with those that allow the child to move his or her body around the room.
- Whenever possible, incorporate physical movement into lessons.
- Write important information down where the child can easily read and reference it. Remind the student where the information can be found.
- Divide big assignments into smaller ones, and allow children frequent breaks.
Children with ADD/ADHD may act before thinking, creating difficult social situations in addition to problems in the classroom. Kids who have trouble with impulse control may come off as aggressive or unruly. This is perhaps the most disruptive symptom of ADD/ADHD, particularly at school.
Methods for managing impulsivity:
- Include behavior plans, immediate discipline for infractions, and ways to give children with ADD/ADHD a sense of control over their day.
- Make sure a written behavior plan is near the student. You can even tape it to the wall or the child’s desk.
- Give consequences immediately following misbehavior. Be specific in your explanation, making sure the child knows how they misbehaved.
- Recognize good behavior out loud. Be specific in your praise, making sure the child knows what they did right.
- Write the schedule for the day on the board or on a piece of paper and cross off each item as it is completed.
- Children with impulse problems may gain a sense of control and feel calmer when they know what to expect.
Fidgeting and hyperactivity:
Strategies for combating hyperactivity consist of creative ways to allow the child with ADD/ADHD to move in appropriate ways at appropriate times. Releasing energy this way may make it easier for the child to keep his or her body calmer during work time. Ask children with ADD/ADHD to run an errand or do a task for you, even if it just means walking across the room to sharpen pencils or put dishes away.Encourage the child to play a sport--or at least run around before and after school. .Make sure a child with ADD/ADHD never misses recess or P.E.
More in the classroom:
Helping children with ADD/ADHD follow directions means taking measures to break down and reinforce the steps involved in your instructions, and redirecting when necessary. Try being extremely brief when giving directions, allowing the child to do one step and then come back to find out what they should do next. If the child gets off track, give a calm reminder, redirecting in a calm but firm voice. Whenever possible, write directions down in a bold marker or in colored chalk on a blackboard.
Information Provided by:
Jazmin Bybee, Krystalyn Sloan, Amber Jones "EDUC 2010" Fall 2015
Work Cited:
Holtz, Rachel. “Teaching Student’s with Tourette’s Syndrome.”
http://www.cedu.niu.edu/~shumow/itt/Tourette's%20Syndrome.pdf
Minnesota association for Children’s Mental Health. “Children’s Mental Health Fact Sheet for
the classroom.” Schizophrenia.http://www.articlesforeducators.com/article.asp?aid=93#.VhMq8v3ltD8
Gasparovich, L. (2008). Positive Behavior Support: Learning to Prevent or Manage Anxiety in
the School Setting. Retrieved October 8, 2015, from http://www.sbbh.pitt.edu/files/other/Anxiety_LNG_newsletter.pdf
Bagnell, A. (2012, July 11). Dealing with Anxiety in the Classroom. Retrieved October 8, 2015, from http://www.slideshare.net/teenmentalhealth/dealing-with-anxiety-in-the-classroomDepression Center: Symptoms, Causes, Medications, and Therapies. (n.d.). Retrieved October 8, 2015.
http://www.webmd.com/depression/default.htm
Huberty, T. (2004). DEPRESSION: HELPING STUDENTS IN THE CLASSROOM. Retrieved October 8, 2015, from http://www.nasponline.org/communications/spawareness/depressclass_ho.pdf
http://www.helpguide.org/articles/add-adhd/attention-deficit-disorder-adhd-and-school.htm
http://epublications.regis.edu/cgi/viewcontent.cgi?article=1039&context=theses
http://www.additudemag.com/adhd/
http://www.additudemag.com/adhd/article/11577.html
http://www.webmd.com/add-adhd/childhood-adhd/preventing-adhd
http://www.webmd.com/add-adhd/childhood-adhd/preventing-adhd?page=2
http://www.childmind.org/en/clinics/centers/adhd-and-disruptive-behavior-disorders-center
https://www.healthychildren.org/English/health-issues/conditions/emotional-problems/Pages/Disruptive-Behavior-Disorders.aspx
Jazmin Bybee, Krystalyn Sloan, Amber Jones "EDUC 2010" Fall 2015
Work Cited:
Holtz, Rachel. “Teaching Student’s with Tourette’s Syndrome.”
http://www.cedu.niu.edu/~shumow/itt/Tourette's%20Syndrome.pdf
Minnesota association for Children’s Mental Health. “Children’s Mental Health Fact Sheet for
the classroom.” Schizophrenia.http://www.articlesforeducators.com/article.asp?aid=93#.VhMq8v3ltD8
Gasparovich, L. (2008). Positive Behavior Support: Learning to Prevent or Manage Anxiety in
the School Setting. Retrieved October 8, 2015, from http://www.sbbh.pitt.edu/files/other/Anxiety_LNG_newsletter.pdf
Bagnell, A. (2012, July 11). Dealing with Anxiety in the Classroom. Retrieved October 8, 2015, from http://www.slideshare.net/teenmentalhealth/dealing-with-anxiety-in-the-classroomDepression Center: Symptoms, Causes, Medications, and Therapies. (n.d.). Retrieved October 8, 2015.
http://www.webmd.com/depression/default.htm
Huberty, T. (2004). DEPRESSION: HELPING STUDENTS IN THE CLASSROOM. Retrieved October 8, 2015, from http://www.nasponline.org/communications/spawareness/depressclass_ho.pdf
http://www.helpguide.org/articles/add-adhd/attention-deficit-disorder-adhd-and-school.htm
http://epublications.regis.edu/cgi/viewcontent.cgi?article=1039&context=theses
http://www.additudemag.com/adhd/
http://www.additudemag.com/adhd/article/11577.html
http://www.webmd.com/add-adhd/childhood-adhd/preventing-adhd
http://www.webmd.com/add-adhd/childhood-adhd/preventing-adhd?page=2
http://www.childmind.org/en/clinics/centers/adhd-and-disruptive-behavior-disorders-center
https://www.healthychildren.org/English/health-issues/conditions/emotional-problems/Pages/Disruptive-Behavior-Disorders.aspx