Emotional and Behavioral Disorders

Although childhood is generally regarded as a carefree time of life, many children and adolescents experience emotional difficulties growing up. identifying an emotional or behavioral disorder is difficult for many reasons. For instance, it cannot be stated with certainly that something"goes wrong" in the brain, causing a child to act in a particular way. Contrary to early psychiatric theories, in is impossible to conclude that a mother or father did something wrong early in a child's life, causing an emotional or behavioral disorder. Research on the cause of emotional disorders has shown that the way the brain receives and processes information is a different for children with some types of disorders than for those who do not have those problems. However, this is not true for all children with emotional disorders.

Behavioral Disorders: Implications for teachers

Increased academic performance comes from: 1) actual time teaching (time spent on instruction) and, 2) student on-task behavior. When teaching is interrupted by inappropriate behavior or students are not on task, the question is how do we manage behavior? The teacher has two overall goals: First, to stop inappropriate behavior, and second, to increase appropriate behavior.

1. Define teacher expectations

Problems occur where there is a discrepancy between what the teacher expects and what students do (Give examples). Thus, we are dealing with two dimensions: teacher expectations and student behavior.

If we want to increase appropriate behavior, a necessary first step is for the teacher to explicitly, clearly, and fairly define behavioral expectations.

Where do expectations come from? Such expectations evolve from the teacher's values and beliefs about how students should behave in the classroom. It is important to note that the same behavior can be seen differently in different situations and by different people.


2. Set Rules

Clear rule setting is helpful for all students. Expectations should be explicit, fair, and within the student’s range of achievement.

1) Rules should be reasonable, but to whom? Teachers, administrators, parents, students? The most effective rules are developed by all.
2) Rules should be objective. They should be stated in behavioral terms. What is meant by behavioral?
3) Use as few rules as possible. Consider important aspects and ignore the minor aspects.
4) Be consistent with consequences for breaking rules. Use positive reinforcement for compliance with rules and use negative consequences for breaking rules.

In summary, at the beginning of the school year, involve parents and students in setting rules if possible. Put rules in writing and post them in class. Review rules with your students on a periodic basis to discuss any needed changes. The four rules mentioned above have equal weight. Only in combination will they be effective in controlling behavioral problems.

3. Preventive Discipline

Experience tells us that the most effective means of working with students who display emotional or behavioral disorders is preventive in nature. Rather than responding to inappropriate behaviors, use positive interactive approaches that removes the need for inappropriate behaviors. Like anyone else, students with emotional disorders usually respond to positive, corrective feedback when they make an error. Teachers need to communicate care and concern rather than a desire to punish when reacting to inappropriate behaviors. Social skills training are a critical need of this group. Positive role models are requisite. Social skills are best learned naturally, from observing others who display appropriate skills. Other ways of teaching social skills include direct instruction, prompting, and role-playing.

Consider:
(a) Seating arrangement and traffic rules,
(b) Grouping,
(c) Involving the student in class activities,
(d) Using non-verbal cues, (raise the issue of "touching")
(e) Time Management,
(f) Cooperative learning.

Annotations

Pre-Refferral Intervention Manual Second Edition The Most Common Learning and Behavioral Problems Encountered in the Educational Environment 1988-1993. Hawthorne Educational Services Inc.

www.slc.sevier.org/emoclass.htm

http://bonfire.learnnc.org/ncmtec1/DPI_NCsite/Lessons%20files/Key%20to%20Classroom%20Management.pdf

Heward William L. An Introduction to Special Education; Exceptional Children ninth edition 2009

Background and Treatment of the Emotional-Behavior Disorders of Children: A Bibliography of Research (1925-1970). Klein, Zanvel E.