Chapter Summary:
Chapter 6 explains that there is no single, widely used definition of emotional and behavioral disorders exists. Most definitions require a child’s behavior to differ markedly (extremely) and chronically (over time) from current social or cultural norms. However, this chapter describes the characteristics, prevalence, causes, identification, assessment, and educational approaches for children with emotional or behavioral disorders.
Learning Outcomes:
• Compare and contrast the definition of emotional disturbance in the Individuals with Disabilities Education Act and the definition of emotional or behavioral disorders by the Council for Children with Behavior Disorders.
• Identify factors that might account for the disparity between the number of children receiving special education under the emotional disturbance category and researchers’ estimates of the prevalence of emotional or behavioral disorders.
• List examples of externalizing and internalizing behaviors.
• Describe major risk factors for behavior problems in adolescence and adulthood.
• Specify several screening and assessment tools for identifying emotional or behavioral disorders and state reasons why schools seldom use them.
• Name and give an example of four scientifically supported strategies for educating students with emotional or behavioral disorders.
• Explain why there is more debate over including children with emotional or behavioral disorders in general education classrooms than including children with other disabilities.
• Describe the greatest impediments to children with emotional or behavioral disorders receiving the most effective education possible.
Reflection Questions:
1. What are the connotations associated with the terms emotionally disturbed and behaviorally disordered? Which do you think teachers perceive as having a better chance of success in class?
2. How do you distinguish disordered behavior from “normal” childhood roughhousing, pranks, tantrums, and/or moodiness?
3. Many of the assessment measures for identifying students with emotional and behavioral disabilities are subjective in nature. What power does this give to teachers and parents in determining this disability?
Chapter Activity:
1. Watch the video, Child of Rage:
What is an emotional and behavioral disorder?
What are three things that you learned from this video?
What can a teacher and support staff do to support children with emotional and behavioral disorders?