Emotional and Behavioral Disorders
Grand Canyon University: Spe-526
Trying to find a definite definition for Emotional and Behavioral disorders is hard because there is so much controversy surrounding a concrete definition. This is due to the subjectivity of the diagnosis and the different tolerant levels of the people that would diagnose it. According to IDEA, the definition of an Emotional Disorder exhibits characteristics that adversely affect educational performances, to a marked degree, over a period of time. This definition is so confusing and vague because it lacks guidelines as to what is considered inappropriate. With so many different cultures and ethnicities what one may consider inappropriate behavior another may not. This definition as stated by IDEA makes the identification and diagnosis of an emotional disorder hard to do. The Council For Children with Behavioral Disorders or (CCBD) came up with a less vague definition that clarifies what is appropriate behavior and uses categories such as age, culture and ethnicity so that there can be no time and resources wasted on distinctions or what could be the issue. Using the term Emotional and Behavioral disorders, CBD’s definitions states that an emotional and behavioral disability is characterized by emotional and behavioral responses in school that are so different from the appropriate age, cultural and ethnic norms that it adversely affect school performance more than on a temporary basis. School performance as it relates to the definition includes academic, social, vocational or personal. The definition also states that the child must exhibit these responses continuously in the school environment and outside of the school environment, that the student is unresponsive to direct intervention and is in such a condition that regular education interventions would not work. Children that have emotional or behavioral disorders exhibit behavior that is not normal for their culture and age group on two levels. These levels are externalizing behavior such as being aggressive or acting out, and internalizing behaviors such as showing extreme shyness, anxiety or social withdrawal. The most common is externalizing behavior. Most of externalizing behavior involves actions that interfere with others. An example of externalizing behavior in the classroom would be a student hitting another student, yelling out in class and being disruptive. Internalizing behavior is least common because it is least recognizable unless very extreme. Unlike externalizing behaviors, internalizing behaviors affect personal development not others. Actions such as depression, withdrawal and anxiety are dangerous because it is most likely to go on for a long period of time unnoticed.
Strategies for Dealing with Emotional and Behavioral Disorders
Positive Behavioral Support
Student centered school wide program that focuses more on prevention and teaching correct social behaviors to student instead of punishment as a means of discipline such as suspension that would take the student out of the learning environment. Self-Management
Relinquishes student feeling of no self-control. It lets the student clearly see what they need to work on, like a self-evaluation and records it all. It allows room for positive feedback from teacher and allows student to feel more in control of their behavior Proactive Classroom Management
This strategy allows for a decrease in frequency and intensity of bad behavior by pre-planning strategies that increase positive interaction and behavior. Peer Mediation and Support
Increases positive communication amongst student to help one another on class work and understandings of concepts. They also help one another by providing positive feedback to bad behavior and suggestions on more appropriate responses. This is good for internalizing students who are not able to...
References: Embree, L. (2014). Educating exceptional children: Emotional and Behavioral Disorders. SPE 526 lecture 5. Grand Canyon University.
Heward, W. L. (2009). Exceptional children: An introduction to special education (9th ed.). Upper Saddle River, NJ:Merill.
Ryan, J., Pierce, C., & Mooney, P. (2008). Evidence-based teaching strategies or students with EBD. Effective Teaching Strategies, Retrieved from http://myspot.mona.uwi.edu/
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