Emotional and Behavior Disorders

1. Chapter 7: Emotional and
Behavior Disorders
Adapted from Powerpoint
presentations by the State of
Utah Office of Education and
by Dr. Nancy Meadows.

2. Chapter 7 Questions
 How are emotional and behavioral disorders
(EBD) defined?
 How are students with EBD identified?
 What are the primary characteristics of
students with EBD?
 What educational practices improve outcomes
for students with EBD?

3. Definition
Serious emotional disturbance is defined under IDEA
as “…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…
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;

4. Definition (cont.)
 inappropriate types of behavior or feelings under
normal circumstances;
 a general pervasive mood of unhappiness or
depression, or
 a tendency to develop physical symptoms or fears
associated with personal or school problems.
 Includes schizophrenia but does not apply to
children who are socially maladjusted, unless it is
determined that they have a serious emotional
disturbance.

5. Determining Eligibility
 Multiple measures of behavioral, social, and
academic performance.
 Social/adaptive behavior checklist or rating
scales.
 Documentation that behavior has occurred over
long period, to a marked degree, and adversely
affects academic performance.
 Rule out other potential causes, including
inappropriate classroom discipline or instruction.

6. Primary Characteristics
 Externalizing Behaviors
 Aggression (physical and verbal)
 Rule Breaking
 Noncompliance
 Internalizing Behaviors
 Social Withdrawal (solitary play; low rates
verbalization; few positive social interactions)
 Anxiety
 Depression

7. Other Behaviors
 Attention Deficits
 Poor Social Skills
 Skill Deficit
 Performance Deficit
 Learning Problems and Academic Deficits
 “Extreme” Behaviors
 Distorted Thinking
 Immaturity

8. Types of Behaviors
 Quantity Behaviors
 Frequent and annoying
 Typically not harmful to self and others
 Examples: talking out, out of seat; tattling
 Quality Behaviors (“extreme”)
 Less frequent & more harmful to self or others
 Examples: bullying, fighting, stealing
 Timing Behaviors
 Out of sync with others
 Lack of social skills

9. The “Function” of Behavior
 Behaviors meet needs
 Needs = Function
 Why do we use/choose behaviors in certain
situations?
 How do we know a behavior will meet our
needs?
 Needs: Attention, escape, control, belonging,
power, pleasure, self-esteem

10. Functional Behavior Assessment (FBA)
and Positive Behavior Support (PBS)
 Step 1: Describe the behavior, verify seriousness
 Step 2: Identify the times and situations when the
undesirable behavior occurs
 When and where does the behavior occur?
 What happens before the behavior? (Antecedent)
 What happens after the behavior?
(Consequence)

11. FBA and PBS (cont.)
 Step 3-5: Collect and analyze information to
identify the function(s) that the undesirable
behaviors produce for the individual.
 Is there a skill or performance deficit?
 If not, what need does the behavior meet?
 Step 6: Develop and implement a “Positive
Behavior Support Plan”
 Identify and teach replacement behaviors
 Modify the environment
 Consistently apply consequences (when calm)

12. Best Practices
 Academic Interventions
 Behavior Management Techniques
 Token Economy
 Behavior contract
 Self-Management
 Social Skills Instruction
 Direct Instruction
 Replacement behaviors
 Life Space Interview
 Wraparound services