A Look at Common

Behavior Disorders

By: Lauren Barth

Why Is It Important?

• Behavior disorders affect OUR classrooms and OUR students!

• In order to know how to help these students, we must understand the problem.

• Often we are one of the first sources to recognize potential symptomatic behaviors.

• We are required by law (IDEA) to give “a free and appropriate education” to all students, including those with behavior disorders.

What Is a Behavior

Disorder (BD)?

According to the University of Virginia Health System:

“Behavior disorders include mental health problems with a focus on behaviors that both identify

emotional problems and create interpersonal and social problems for children and adolescents in the

course of their development.”

http://www.healthsystem.virginia.edu/uvahealth/adult_mentalhealth/bdhub.cfm

A Few Important Clarifications:

1. Behavior disorders are not a learning disability. They are a mental health problem!

2. Behavior disorders are more than annoying, disruptive behavior.

3. Behavior disorders can lead to academic, social, and emotional problems for the child.

While behavior disorders are commonly associated with learning disabilities, they are

foundationally different.

A learning disability is a diagnosed problem with learning. There is some type of processing, memory, or another neurological problem.

A behavior disorder is a mental health problem that is purely behavioral in nature, which can lead to

academic problems.

Statistics• “Based on data from 2000-2001 (United States Department of

Education, 2002), in the past 10 years, there has been an increase of about 28% in the number of students with disabilities served through IDEA. The category of emotional disturbances represents 8.2% of all students served (emphasis mine) (Bullock & Gable, 2006).”

• “Although some degree of antisocial behavior is normal, it is estimated that 2-6% of U.S. children and youth demonstrate a pattern of antisocial behavior (emphasis mine) serious enough to warrant such a diagnosis (Kazdin, 1995) (Lannie & McCurdy, 2007).”

• “ADHD does affect a considerable number of people - approximately 7 to 8 percent of school-aged children (emphasis mine) (over 4 million children) and 4 to 5 percent of adults (over 8 million adults) (Lavoie, 2008).”

Common Behavior Disorders include:

1. ADHD2. Oppositional Defiant Disorder3. Conduct Disorder

Attention Deficit/Hyperactivity Disorder (ADHD)

Characteristics:• Short attention span• Lack of focus• Unable to stay on task• Constantly active• Impulsive

Suggested Strategies for ADHD:

• Teach to multiple learning styles• Utilize peer tutoring to achieve more

immediate feedback• Teach self-regulation and self-motivation

strategies with a focus on self-control• Use positive reinforcement

(Nowacek & Mamlin, 2007)

Oppositional Defiant Disorder (ODD)

Characteristics:• Aggression• Defiance• Vindictive Behavior• Usually appears by 8 years old

(Practice Parameter, 2007)* The earlier that ODD symptoms appear, the greater

the likelihood of the development of CD.

Suggested Strategies for ODD:

• Specific instruction in social skills, anger management, or conflict resolution

• Work with the parents, the school-home connection is vital

• Medication can be a helpful piece of the solution, but is not a solution in itself

Conduct Disorder (CD)

Characteristics:• Destruction• Aggression• Severe anti-social behavior in four major areas:

Aggressive BehaviorNon-Aggressive Behavior

Deceitful BehaviorRule Violations (Lannie & McCurdy, 2007)

• Tends to be related to early diagnosis of ADHD or ODD

Suggested Strategies for CD:

• Be proactive, instead of reactive with management and discipline

• Teach conflict resolution and problem solving skills

• Academic support may be needed as a result of poor skills from inappropriate behavior

• Often psychological treatment or medication is necessary

What Can We Do?

Strategies In The Classroom:

Enlist help from guidance counselors, social workers, or administration for support.

Use positive reinforcement and behavior modification plans.

Be consistent with behavior guidelines.

Observe the child to find the situations that precipitate the inappropriate behavior.

While many of these behavior disorders appear in less than 10% of children, it is likely that you will have at

least one in your career.

Conclusion

If you find symptoms, work with the parents during the treatment process as many of the symptoms carry over

between home and school. Encourage the parents to seek psychological treatment for their child.

You cannot diagnose these conditions, but it is your responsibility to be looking for the symptoms. You might

be the first one to realize a problem.

Where Can I Find More

Information?

About.com:Special Educationhttp://specialed.about.comThis is a great website to find special education resources with a specific section

about behavior disorders. There are also resources, such as checklists and behavior contracts to help parents and teachers.

Website Resources

University of Virginia Health Systemhttp://www.healthsystem.virginia.edu/uvahealth/adult_mentalhealth/bdhub.cfmThis site has several educational articles about BD, ADHD, ODD and CD. It offers information about the disorders, symptoms, diagnosis, and treatment.

LD Onlinehttp://www.ldonline.org/adhdbasicsWhile this site is primarily focused on learning disabilities, there is considerable information about ADHD and the connection with LD.

Print ResourcesBD:Duppong-Hurley, K., Epstein, M. H., Nelson, J. R., Stage, S., & Synhorst, L. (2007). Risk

Factors Predictive of the Problem Behavior of Children At Risk for Emotional and Behavioral Disorders. Exceptional Children, 73(3), 367-379.

Bullock, L. M., Gable, R. A. (2006). Programs for Children and Adolescents With Emotional and Behavioral Disorders in the United States: A Historical Overview, Current Perspectives, and Future Direction. Preventing School Failure, 50(2), 7-13.

ADHD:Lavoie, T. (2008). Introduction and Overview to ADHD. Exceptional Parent, 38(3), 74-

75.

Nowacek, E. J., & Mamlin, N. (2007). General Education Teachers and Students With ADHD: What Modifications Are Made?. Preventing School Failure, 51(3), 28-35.

Print ResourcesODD:Practice Parameter for the Assessment and Treatment of Children and

Adolescents with Oppositional Defiant Disorder (2007). Journal of the American Academy of Child and Adolescent Psychiatry, 46(1), 126-141.

CD:Lannie, A. L., McCurdy, B. L. (2007). The Challenge of Conduct Disorder.

Principal Leadership (Middle School Edition), 7(7), 11-15.

Relevant Books

Curtis, S. E. (2008). Understanding your child's puzzling behavior: a guide for parents of children with behavioral, social, and learning challenges. Bainbridge Island, WA : Lifespan Press.

Connelly, E. R. (1999). Conduct unbecoming: hyperactivity, attention deficit, and disruptive behavior disorders. Philadelphia, PA : Chelsea House Publishers.

Reimers, C. L. (2006). ADHD in the young child: [a guide for parents and teachers of young children with ADHD]. Plantation, Fla. : Specialty Press.

National OrganizationsAttention Deficit Disorder Association15000 Commerce Parkway, Suite CMount Laurel, NJ 08054856-439-9099http://www.add.org

Council for Children with Behavior DisordersPO Box 24246Stanley, KS 66283913-239-0550http://www.ccbd.net

Children and Adults with Attention Deficit Disorder (CHADD)8181 Professional Place - Suite 150Landover, MD 20785301-306-7070 http://www.chadd.org