ppt1

Course title: Education of

persons with Emotional and
Behavioral Problems

 Course Code :SNIE3062

CHrs : 3
 Emotional and Behavioral
Problems
There is a disagreement among professionals in the
field of special needs education regarding B/D,
because of:

 Lack of standardized measurement,

 Theories use their own terminology and definition.

 The expectations and norms for appropriate

behavior are often quite different across ethnic and
cultural groups;
Definitions
of Emotional and Behavioral Disorders
 Emotional and behavioral disorders is an
umbrella term that includes psychological
disorders impacting students’
behavior, emotions, and moods.

The term emotional disturbance is used

in the Individuals with Disabilities
Education Act (IDEA).

Illinois
uses the term emotional disability,
and other states use various terms.
 Cont…

However, many professionals

advocate using the term emotional or
behavioral disorders
Behavioral/Emotional disordered
children are said :
emotional distributed,
socially maladjusted,
psychologically disordered,
emotionally handicapped
 The IDEA Definition
a condition exhibiting one or more of the following
characteristics over a long period of time and to a
marked degree that adversely affects educational
performance.

A. An inability to learn that cannot be explained by

intellectual, sensory, or health factors;

B. An inability to build and maintain satisfactory

interpersonal relationships with peers and teachers;
C. Inappropriate types of behaviors or feelings under
normal circumstances;

D. A general pervasive mood of unhappiness or

depression; or
E. A tendency to develop physical symptoms or
fears associated with personal or school problems.
 The Council for Children with Behavioral
Disorders Definition ( CCBD)

uses the following characteristics to

define students with emotional
disturbance:
Hyperactivity (short attention span,
impulsiveness)
Aggression or self-injurious behavior
(acting out, fighting)
Withdrawal (not interacting socially with
others, excessive fear or anxiety)
Immaturity (inappropriate crying, temper
tantrums, poor coping skills)
Learning difficulties (academically
 Cont…

psychological disorders. The CCBD

also points to general categories of
psychological disorders, including
schizophrenia spectrum disorder,
bipolar disorder, depressive disorders,
anxiety disorders, obsessive–
compulsive disorders, eating
disorders, and disruptive, impulse-
control, and conduct disorders as
causes of this disability category.
 The APA Definition
The Diagnostic and Statistical Manual of
Mental Disorders (DSM) of the APA defines
each of the psychological disorders
associated with the term emotional and
behavioral disorders. This includes
schizophrenia spectrum,
bipolar and ,
depressive disorders,
anxiety disorders,
obsessive–compulsive disorders,
feeding and eating disorders, and
disruptive, impulse-control, and conduct
 In a nut shell , the definition of EBD
A child with EBD is a child who exhibits one or
more of the IDEA emotionally based
characteristics of sufficient duration,
frequency and intensity that interferes
significantly with educational performance to
the degree that provision of special educational
service is necessary.

 EBDis an emotional disorder characterized by

excesses, deficits or disturbances of behavior.

 The child's difficulty is emotionally based and

cannot be adequately explained by intellectual,
cultural, sensory general health factors, or
other additional exclusionary factors
Measuring behavioral and emotional
disorder
Dimensions to label children as behaviorally
disordered or emotionally disturbed,
there are some criteria:

 Rate. It refers to how often a particular behavior

is performed and how it is severe.

 Duration. Duration is a measure of how long a

child engages in a given activity.
 Topography. It refers to the physical shape or
form
of an action.

 Magnitude (or force). Behavior is sometimes

characterized by its magnitude or force. It may be
either too soft
Characteristics
of Students with Emotional and
Behavioral Disorders
Students with emotional and behavioral
disorders exhibit a wide range of
characteristics. This has important
implications for educators and clinicians,
Most of these characteristics fall into the
following categories.

1. Based on broad pattern of behavior;

and
2. Based on analysis of the behavior
disorder
1. Based on broad pattern of behavior

A. Externalizing behavior – also sometimes

called under controlled, conduct disorder, or acting
out.
 This includes :
 disobedience,
 disruptiveness,
 fighting, destructiveness,
 temper tantrums,
 irresponsibility,
 impertinence,
 jealousy, anger,
 bossiness,
 profanity,
 Cont…

attention seeking,
 boisterousness,
truancy, stealing,
 delinquency,
defiance of authority,
irritability and troublesomeness, and
hostile aggression.
 social aggression, socially
disapproved, or delinquent behavior.
 Cont…

 Internalizing behavior – sometimes called

over controlled, anxiety withdrawal, or acting
in. This includes social
can simply be defined as a set of negative
behaviors that are directed towards oneself
internally in order to cope with varying
stressful situations and circumstances
withdrawal,
anxiety,
feeling of inadequacy [or inferiority],
guilt, shyness, depression,
hypersensitivity,
chewing finger nails,
seclusion, infrequent smiling, chronic sadness,
 Cont…

 immaturity which includes a short

attention span, preoccupation,
clumsiness,
passivity,
daydreaming,
sluggishness,
drowsiness, giggling, preference for
younger play master, chewing
objects, and a feeling of being
„picked on‟ by others.
 Classification based on analysis of
the behavior disorder
A. Oppositional Defiant Disorder (ODD): This is a
type of behavior problem in which
 children are openly hostile, uncooperative and
irritable. They lose their tempers and are mean
and spiteful towards others.

 Mostof their defiant behavior is directed at

authority figures, but they also sometimes
behave the same way towards their siblings,
playmates, or classmates.

 Theirhome life, school life, and peer relationships

are seriously affected negatively because of the way
they think and behave.
 Cont…
Signs and Symptoms of ODD
1. Frequent temper tantrums.
2. Excessive argument with adults.
3. Refusing to comply with adult requests.
4. Always questioning rules.
5. Refusing to follow rules.
6. Behavior intended to annoy or upset
others.
7. Blaming others for misbehavior or
mistakes.
8. Frequently demonstrating an angry
attitude.
10. Speaking harshly or unkindly to others.
11. Behavior designed to seek revenge.
 Conduct disorder is sometimes a later,(CD)
more
B. CONDUCT DISORDER
serious, phase of ODD. They often have
trouble understanding how other people
think.
 A child with CD is not just being 'bad; CD
is a serious psychiatric disorder that
requires professional help.

 They may think that other people are being

mean to them or wish them harm when that is
not the case at all.

 Their
language skills may be impaired, which
means they have trouble using words and
may act out instead.
 Symptoms of Conduct Disorder

1. Aggressive behaviors toward others,

including bullying or making threats.
2. Misinterpreting others behaviors as
threatening.
3. Inability to tolerate frustration,
restrictions or rules (either at home
or at school).
4. Chronic lying without remorse.
5. Stealing or destroying property.
6. Fighting
7. Substance abuse.
8. Violate the right of others
C. ADHD (Attention deficit hyper
disorder)
 Attention deficient
(Inattention )
 Hyperactivity / Impulsivity
Types: Predominantly a) Attention
deficient,
 b) hyperactive & impulsive or
 c) combined
 …… ADHD

Incidence: 3 - 5 % of all kids, boys 3

times more frequent than girls
Attention! Is it really so common??!!
 Linguistic developmental delays
and/or learning difficulties comorbid
 Neurological origin
 Social problems, which may
increase in adolescence
 Inattention (the symptoms
according to
DSM IV)
Often fails to give attention to details,
makes careless mistakes in
schoolwork

Often has difficulty sustaining

attention in tasks
Often does not seem to listen when
spoken to directly

Often does not follow rules, fails to

finish work
 Cont…

Often has difficulty organizing tasks

and activities
 Often avoids tasks that require
mental effort
 Often loses things necessary for tasks

 Is often easily distracted by

extraneous stimuli

 Is often forgetful in daily activities

 Cont…
Hyperactivity (the symptoms
according to DSM IV)
 often fidgets with hands or feet or
squirms in seat
often has difficulty playing/engaging
quietly

 often leaves seat in classroom /

other situations in which remaining
seated is expected
 often runs about or climbs excessively
 CONT…

 is often ”on the go” or often acts

as if ”driven by a motor”
 often talks excessively
Impulsivity (the symptoms
according to DSM IV)
often blurts out answers before
questions have been completed
 often has difficulty awaiting turn
 often interrupts or intrudes on
others
D. Mental health and psychic balance

Mental health and psychic balance

– anxiety, depression, bipolar
disorder, other severe
disturbances (schitzophrenia,
personality disorders), PTSD =
posttraumatic stress disorder
 Anxiety Disorder
 Isa disorder that involves excessive,
irrational fear or anxiety.

 The occurrence of anxiety without an obvious

external cause that affect daily functioning.
 are the most common of mental disorders and
affect nearly 30% of adults

 Anxiety
is a normal reaction to stress and
can be beneficial in some situations

 People with this disorder may respond to the

anxiety by avoiding situations( Job
performance, School work and personal
relationship)
 Obsessive-Compulsive
Disorder (OCD)
 Characterizedby obsessions (thoughts
which seem uncontrollable) and
compulsions (behaviors which act to
reduce the obsession)

 These obsessions and compulsions are

disruptive to the person's everyday life,
with sometimes hours being spent
each day repeating things, such as
checking, counting, cleaning, or
bathing.
Posttraumatic Stress Disorder (PTSD)

Occurs only after a person is exposed to a

traumatic event where their life or someone
else's life is threatened. The most common
examples are war, natural disasters, major
accidents, and severe child abuse

 The disorder develops into an intense fear

of related situations, avoidance of these
situations, reoccurring nightmares,
flashbacks, and heightened anxiety to the
point that it significantly disrupts their
everyday life.
 Depression

is characterized by diminished
interest in activities , difficulty
concentrating, feelings of
hopelessness and thoughts of suicide

Bipolar Disorder
is characterized by periods of
extreme highs (called mania) and
extreme lows.
Schizophrenia
Schizophrenia is a serious mental illness
that affects how a person thinks, feels,
and behaves.

People with schizophrenia may seem like

they have lost touch with reality, which
can be distressing for them and for their
family and friends.

Itmay result in a mix of hallucinations,

delusions, and disorganized thinking and
behavior
Psychological characteristics of
children ED/B D
A. Intelligence
The idea that ED/BD children tend to be
brighter youngsters is a myth.

Research clearly show that the average

mildly and moderately ED/BD has an IQ
in the dull normal range (around 90) and
very few score above the average.
Below average intellectual functioning
 IQ test is standardize measurement of
intelligence test
 Cont…

B. Academic Achievement
Most students with emotional
and behavioral disorders perform
one or more years below grade
level academically. Many of these
students exhibit significant
deficiencies in reading and in
math achievement.
 Cont…

C. Social Skills and Interpersonal

Relationships
 The ability to develop and maintain
interpersonal relationships during
childhood and adolescence is an important
predictor of present and future
adjustment.

 Asmight be expected, many students with

emotional and behavioral disorders
experience great difficulty in making and
keeping friends.
 Cont…
 Comparing the social relationships of
secondary students with behavioral
disorders with those of same-age peers
without disabilities, the students with
behavioral disorders reported:
• lower levels of empathy toward others,

• participation in fewer curricular activities,

• less frequent contacts with friends, and

lower-quality relationships than were
reported by their peers without
disabilities.
Examples of neurodevelopmental
disorders in children include
attention-deficit/hyperactivity
disorder (ADHD), autism, learning
disabilities, intellectual disability
(also known as mental
retardation), conduct disorders,
cerebral palsy, and impairments
in vision and hearing
Causes of EBD
The causes of emotional or
behavioral disorders have been
attributed to four major factors:
Biological Factor
family Factor,
School Factor and
cultural Factor
Biological factors
Behavior and emotions may be
influenced by genetic, neurological,
or biochemical factors, or by
combination of these.

Certainly there is a relationship

between body and behavior, and it
would, therefore, seem reasonable
to look for a biological causal factor
of some kind or certain BE/ED
 Cont…

Therefore Biological factors

includes:
genetic disorders,
brain damage or dysfunction,
malnutrition, and allergies,
temperament, or physical illness.
Family Factors
Mental health specialists have been
tempted to blame behavioral difficulties
primarily on parent- child relationships
because the nuclear family- father,
mother, and children- has a profound
influence on early development.

Infact, some advocates of

psychoanalysis believe that almost all
severe problems of children stem from
early negative interactions between
mother and child.
 Cont…

 Therefore, the parent’s influences

play a role in emotional disorders. We
should know that some types of
family environments (abuse,
neglectful, rejecting and in consistent,
for example) are destructive.

We must also remember that each

child will experience and react to
family relationships in his or her
unique ways.
C. School Factors
Some children already have EBD when
they begin school where as others
develop behavioral or emotional
disorders during their school years,
perhaps in part because of damaging
experiences in the classroom itself.

Children who exhibit disorder when

they are entering school may become
better or worse according to how they
are managed in the classroom.
 Cont…

A child's temperament and social

competence may interact with
classmates' and teachers' behavior in
contributing to emotional or behavioral
problems.

When a child with already difficult
temperament enters school lacking the
skills for academic and social success,
he/she is likely to get negative
responses from peers and teachers.
 Cont…

 School factors such as

◦ poor administration,
◦ teachers insensitive to children's
individuality,
◦ mindless conformity to the rules and
routines, teachers and parents
◦ communication that disappoint the child,
◦ the regulation of the school may be too
lax, too rigid or inconsistent and poor
instructions can contribute to emotional or
behavioral disorders.
D. Cultural Factors
Children, their families, and schools are
embedded in a culture that influences
them.
Values and behavioral standards are
communicated to children through a
variety of cultural condition, demands,
prohibitions, and models.
Undoubtedly, the culture in which
children are reared exerts an influence
on their emotional, social, and
behavioral development.
Cause and conceptual models
There are many theories /models regarding the origin,
nature and cure of disturbance in children.
1.The biological approach.
The view that genetic, neurological and biochemical factors
may cause disturbed behavior.
 This model suggests that deviant behavior is a
physical disorder with genetic or medical causes.
It implies that these causes must be cured to
treat the emotional disturbance.
 Treatment may be medical or nutritional.
 Methylphenidate is the most commonly used medicine for
ADHD.
2. the psychodynamic approach
the view that traditional psychoanalytic
concepts can be used to find the
underlying causes of disturbance

A disordered personality develops out

of the interaction of experience and
internal mental processes that are out
balance, this model relies on
Psychotherapy and creative projects
for the child (and often the parents)
rather than academic remediation.
 Cont…

The psychodynamic perspective,

emphasizes unconscious conflicts, early
childhood experiences, and inner
psychological struggles as key causes of
behavioral problems.

Key Causes:
Unresolved Childhood Conflicts:
Early traumatic events, unmet needs, or
problematic relationships with caregivers
may lead to unresolved emotional issues,
contributing to disorders like anxiety,
depression, or personality disorders.
 Cont…

Repression and Defense

Mechanisms:
The repression of painful memories or
emotions into the unconscious can
manifest as maladaptive behaviors or
emotional instability.
Fixation in Psychosexual Stages:
If an individual becomes "stuck" in a
particular stage of psychosexual
development (e.g., oral or anal stages), it
may lead to specific behavioral or
emotional challenges.
3. Humanistic
 The root cause for behavioral problems
is incongruence within the person . The
ideal self and real self.

 This model suggests that the disturbed

child is not in touch with her/his own
feelings and cannot find self-fulfillment in
traditional educational settings.

 Treatment takes place in an open,

personalized setting where the teacher
serves as a non-directive, non-
authoritarian “resource and catalyst” for
the child’s learning.
 Key Causes:
 Lack of Unconditional Positive Regard:
When individuals, especially children, feel
valued only under certain conditions
(conditional love), they may develop low self-
esteem and emotional difficulties.
 Disruption in Self-Actualization:
Barriers to achieving one's full potential, such
as societal constraints or unmet basic needs,
can lead to frustration, alienation, and
behavioral disorders.
 Existential Challenges:
Struggles with meaning, purpose, and
autonomy in life can result in disorders such as
depression or anxiety.
4. Ecological
 This model stresses the interaction
of the child with the people around
him/her and with social institutions.
 This approach considers children’s
problems as larger emanating from
social or cultural forces exerting
influence on the individual (tailor and
Sternberg, 1989).
 Treatment involves teaching the child
to function within the family, school,
neighborhood, and community.
 Cont…
 The ecological model emphasizes the role of
environmental and systemic factors in influencing
behavior and emotions. This perspective views
individuals as being embedded in and influenced by
multiple interconnected systems, such as family,
school, community, and broader societal structures.
 Key Causes According to the Ecological Model:
 Family Dynamics:
◦ Dysfunctional family relationships, neglect, or abuse.
◦ Parental mental health issues or substance abuse.
◦ Lack of secure attachment or consistent caregiving.
 Peer and Social Influences:
◦ Bullying or peer rejection.
◦ Exposure to antisocial peer groups or social isolation.
 Cont…

School and Educational Systems:

◦ Academic failure or pressure.
◦ Teacher-student conflict or lack of support.
◦ Negative school climate.
Community and Societal Factors:
◦ Exposure to violence, poverty, or systemic
inequalities.
◦ Cultural stressors such as discrimination or
acculturation challenges.
◦ Limited access to mental health resources.
Cumulative Risk Factors:
◦ Interactions among multiple risk factors across
systems can amplify the likelihood of behavioral and
emotional issues.
5. Behavioral
:
 This model assumes that the
child has learnt disordered
behavior and has not learned
appropriate responses.

 Totreat the behavior disorder, a

teacher uses applied behavior
analysis techniques to teach the
child appropriate responses and
eliminate inappropriate ones.
 Cont …
 The behavioral perspective, influenced by learning
theories, focuses on observable behaviors and the
environmental factors that shape them.
 Key Causes:
 Classical Conditioning:
Emotional responses, such as fear or anxiety, can
develop through the pairing of neutral stimuli with
traumatic events. For instance, a child bitten by a dog
may develop a lifelong fear of dogs.
 Operant Conditioning:
Maladaptive behaviors can arise when they are
reinforced (e.g., a child learns to throw tantrums if it
consistently leads to parental attention).
 Modeling and Imitation:
Observing and imitating problematic behaviors in
caregivers, peers, or media can contribute to the
development of emotional and behavioral disorders.
 Conclusion
 Each
perspective offers a unique lens for understanding
behavioral and emotional disorders:

 Thepsychodynamic perspective highlights the role

of unconscious processes and early life experiences.

 The
behavioral perspective emphasizes learned
behaviors and environmental influences.

 Thehumanistic perspective focuses on personal

growth, self-concept, and unmet needs.

A comprehensive approach often integrates insights

from all these models to provide a holistic
understanding and treatment of behavioral and
emotional disorders.
Classification of Children/Youth with B/D

 They are classified based on the severity of the

problem or disorder:

Mild or Moderate Disturbed:

 Problems that are often fairly short lived, and
can be treated effectively in the regular
classroom by teachers and at home by
knowledgeable parents.

Severely Disturbed:
 They are often called psychotic,
 Schizophrenic or autistic and

 They are referred to as requiring intensive,

specially designed programming, usually in
highly supervised environment such as special
classes, schools, or residential treatment
centers.
 Comorbidities in Behavioral and Emotional
Disorders

Managing behavioral and emotional

disorders can be particularly challenging
when comorbidities or complex case
presentations are involved.

Comorbidity refers to the co-

occurrence of two or more disorders
within an individual. Behavioral and
emotional disorders often coexist with
other mental health conditions or
physical illnesses.
 Common Comorbid Conditions

 ADHD:
◦ Frequently coexists with:
 Anxiety disorders
 Oppositional Defiant Disorder (ODD)
 Learning disabilities

◦ Challenges: Difficulty distinguishing primary

symptoms from secondary conditions.
Anxiety and Depression:
◦ Common comorbidities:
 Generalized Anxiety Disorder (GAD) with Major
Depressive Disorder (MDD)
 Panic disorder with PTSD

◦ Challenges: Symptoms of one disorder may

exacerbate the other.
 Cont…
 Autism Spectrum Disorder (ASD):
◦ Often overlaps with:
 ADHD
 Anxiety disorders
 Sensory processing issues

◦ Challenges: Behavioral rigidity and communication

deficits can mask or amplify comorbid symptoms.
 Substance Use Disorders (SUDs):
◦ High comorbidity with:
 Depression
 PTSD
 Conduct disorders

Challenges: Substance use can blur diagnostic

clarity.