Post on 08-Apr-2017
EMOTIONAL AND BEHAVIORAL DISORDER (EBD) AND ACHIEVEMENTS
OF GRADE 1 PUPILS
Ernie C. Cerado and April Rose S. Ganado
Sultan Kudarat State University
Tacurong City, Mindanao 9800 Philippines
eccphd@yahoo.com
Presented at the 1st International Conference on Interdisciplinary Studies for Cultural Heritage, May 12-13, 2016@Bandung City, West Java, Indonesia
What is Emotional and Behavioral Disorder?
• It is a perceived difficulty of children and adolescents characterized by disruptive, anti-social and aggressive behavior, poor peer and family relationships, and hyperactivity, attention as well as concentration problems.
BACKGROUND
Anxiety Disorder
Obsessive-compulsive Disorder
Adjustment Disorder
Others
Conduct Disorder
ADHD Autism
Opposition Defiant Disorder
EXAMPLES OF EBD
BACKGROUND…
In the Philippines, despite the proclamation of the government over the issue particularly on attention deficit hyperactivity disorder (ADHD), there seems to be an apathetic response from the stakeholders about the school children’s emotional and behavioral disorder.
In fact, there is limited information regarding this social phenomenon among children; categorically, local studies and literatures are still wanting to date.
BACKGROUND…
In addition, there is widespread observation among elementary school teachers that EBD often disrupt routine activities in the classrooms. Thus, there’s a pressing need to address the problem during the pupils’ early developmental stage.
In the study of Gutman and Vorhaus (2012) in UK, it was cited that emotional and mental disorders have been found to be associated with worse educational outcomes. Children’s engagement in problem behaviors appears to have a greater negative association with their academic achievement as they proceed through school.
BACKGROUND…
• Indeed, these realities and claim motivated the researchers to undertake a preliminary and local study linking the Grade 1 pupils’ curricular and extra-curricular achievements with their Emotional and Behavioral Disorder (EBD) condition. Due to limited resources, however, EBD was focused only to ODD, CD and ADHD.
THEORETICAL FRAMEWORKS
Blackham (1967) The Psychodynamic Model of Emotional and Behavioral Disorders. It considers the emotionally disturbed child to be so thwarted in satisfaction of their needs for safety, affection, acceptance, and self-esteem that they are unable intellectually to function efficiently, cannot adapt to reasonable requirements of social regulation and convention, or is so plagued with inner conflict, anxiety, and guilt that they are unable to perceive reality clearly or meet the ordinary demands of the environment in which they live.
Beck and Elllis(1955)
Cognitive-Behavioral Theory of Personality Disorders. It supposes that how aperson think and the way he feels are responsible for his behaviors. External or past events, and other people are not.
Proponents Theories, Models, Concepts
THEORETICAL FRAMEWORKS…
Barbers (2013) Emotional and behavioral disorder have five (5) characteristics, such as: 1) inability to learn; 2) inability to build or sustain satisfactory relationships with peers and teachers; 3) inappropriate types of behavior under normal circumstances; 4) general pervasive mood of unhappiness or depression; 5) tendency to develop physical symptoms or fears associated with personal or school problems.
Cullinan (2007) The cause of mental health disorders in children and adolescents may be biological, environmental, or a combination of both.
Rippey (2013) EBD is an emotional disturbance like an educational disability. It is a broad category which is used ordinarily in schools to group a range of more specific perceived difficulties of children.
THEORETICAL FRAMEWORKS…
Psych Central (2014) Boys who have conduct disorder are more likely to display aggressive and destructive behavior than girls are. Besides, conduct disorder is more prevalent in children who live in cities than those who live in rural areas.
Bos et al. (2006) Children with conduct disorder often perceive school as a place of frustration and failure. They showed inferior academic achievement and could be disliked by their teachers as well as classmates.
Loe and Feldman (2007)
ADHD is associated with poor grades, poor reading and math standardized test scores, and increased grade retention.
THEORETICAL FRAMEWORKS…
Gutman and Vorhaus(2012)
On average, children with higher levels of emotional, behavioral, social, and school wellbeing have higher levels of academic achievement and are more engaged in school.
Goodman and Gregg (2010)
Children’s who exhibited behavioral problems like attention difficulties and conduct problems contributed to the gap in academic performance between poorer and better-off children in primary school.
Duncan et al. (2007); Trzesniewski et al. (2006)
Children with high levels of attention problems are much more vulnerable to low academic achievement.
Emotional and Behavioral Disorder
- Oppositional Defiant Disorder (ODD)
- Conduct Disorder (CD)
- Attention Deficit Hyperactivity Disorder (ADHD)
Gender
School Location
Pupils’ Achievement
- Curricular
- Extra-curricular
Independent Variable
Moderating Variable
Dependent Variable
Figure 1. Research Paradigm
OBJECTIVES OF THE STUDY
In particular, this study aims to satisfy these objectives:
Determine the EBD levels of the Grade 1 pupils;
Describe the pupils’ achievements in both curricular and extra-curricular engagements;
Relate EBD with pupils’ achievements; and
Find out the effect of pupils’ gender and school location to their EBD and achievements.
This study explores the relationship of emotional and behavioral disorders and achievements of Grade 1 pupils.
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METHODOLOGY
RESEARCH DESIGN Descriptive-survey
It involves observing and describing the behavior of the subjects (the Grade 1 pupils) without influencing it in any way (by their teachers who observe them).
Survey research design is a very valuable tool for assessing trends, i.e., EBD and achievements of school children.
LOCALE OF THE STUDY
Map of South Cotabato Province
Philippines
South East Asia
RESPONDENTS OF THE STUDY
10 Grade 1 Teachers 200 Grade 1 Pupils
SAMPLING TECHNIQUES
Total enumeration - in getting ALL the Grade 1 teachers from the SPED and first section classes as respondents
Random sampling -when selecting the actual subjects from the identified Grade 1 pupil-population
DATA GATHERING TOOLS
QUESTIONNAIRES
ODD
(20 ITEMS)
CD
(18 ITEMS)
ADHD
(20 ITEMS)
• Questionnaires were modeled from Dr. Wolraich’s ODD and ADHD, and noanxiety.com’s CD resources.
Vandervilt Diagnostic Rating Scales
0 = Never; 1 = Occasionally; 2 = Often; 3 = Very Often
STATISTICAL TREATMENT
Determine the EBD levels of the Grade 1 pupils;
Describe the pupils’ achievements in both curricular and extra-curricular engagements;
Relate EBD with pupils’ achievements; and
Find out the effect of pupils’ gender and school location to their EBD and achievements.
RESULTS AND DISCUSSION
10
29
10
70
62
69
20
9
29
0 10 20 30 40 50 60 70 80
ODD
CD
ADHD
PERCENTAGE
EMO
TIO
NA
L A
ND
BEH
AV
IOR
AL
DIS
OR
DER
Severe (%) Moderate (%) Mild (%)
Figure 2. Bar Graph of Emotional and Behavioral Disorder
of Grade 1 Pupils by Types and Levels
RESULTS
FINDINGS
The bulk of the pupils are of MODERATE Level (M=67%).
Around 19% of them have SEVERE emotional and behavioral disorder. This means that almost 2 out of 10 of the Grade 1 pupils have inability to learn without specific reason, inability to sustain satisfactory relationships with others, inappropriate types of behavior under normal situations, general pervasive mood of unhappiness or depression, and tendency to develop physical symptoms related to personal or school problems.
Results also suggest that 2 out of 10 (20%) Grade 1 pupils have severe ODD; nearly 1 out of 10 (9%) has severe CD; while nearly 3 out of 10 (29%) have severe ADHD.
FINDINGS
The finding almost validate Kavale et al.’s (2014) report that 20% of the children may have mental health disorders.
The results also confirm AACAP’s (2014) study showing that the oppositional disorder usually appears in late preschool.
The finding on ADHD is too high compared to Thompson’s (2015) latest finding that it occurs only to 7% of children worldwide and the US 2011 report of 11% ADHD cases among school-aged children.
Most probably, the noted gap across countries’ data is influenced by the type of tools used in every survey.
Areas Mean Sd Interpretation
Curricular 87.49 3.37 Very good
Extra-curricular 87.47 1.45 Very good
Table 1. Achievements of Grade 1 Pupils
The pupils performed satisfactorily in both areas as they were rated “very good.”
RESULTS
Disorders Unstandardized
Coefficients
Std.
Coef.t p-value
B SE Beta
ODD .011 .064 .018 .177 .860
CD -.008 .025 -.031 -.336 .737
ADHD -.147 .033 -.466 -4.466* .000
R2 = .224, p<.05, significant
Table 2. Regression Analysis of Grade 1 Pupils’ EBD and their Curricular
Performance
Disorders Unstandardized
Coefficients
Std.
Coef.t p-value
B SE Beta
ODD .005 .027 .018 .179 .858
CD -.004 .011 -.031 -.339 .735
ADHD -.063 .014 -.466 -4.466* .000
R2 = .224, p<.05, significant
Table 3. Regression Analysis of Grade 1 Pupils’ EBD and their Extra-Curricular
Performance
RESULTS
FINDINGS
It can be inferred that among the three (3) disorders, only the attention deficit hyperactivity disorder (ADHD) is related to curricular performance and extra-curricular achievements.
Disorders Unstandardized
Coefficients
Std.
Coef.t p-value
ADHD -.147 .033 -.466 -4.466 .000
R2 = .224, p<.05, significant
Curricular Achievement
Disorders Unstandardized
Coefficients
Std.
Coef.t p-value
ADHD -.063 .014 -.466 -4.466 .000
R2 = .224, p<.05, significant
Extra-Curricular Achievement
FINDINGS
The negative signs in both cases indicate that the relationship is opposite in direction, such that, when the pupils’ ADHD level are high, their achievements tend to be lower or vice-versa.
Disorders Unstandardized
Coefficients
Std.
Coef.t p-value
ADHD -.147 .033 -.466 -4.466 .000
R2 = .224, p<.05, significant
Curricular Achievement
Disorders Unstandardized
Coefficients
Std.
Coef.t p-value
ADHD -.063 .014 -.466 -4.466 .000
R2 = .224, p<.05, significant
Extra-Curricular Achievement
• This result confirms the findings of Duncan et al., (2007) and Trzesniewski et al. (2006) that claimed children with high levels of attention problems are much more vulnerable to low academic achievement especially in studies focusing on younger samples.
FINDINGS
• It also supports Loe and Feldman’s (2007) study that ADHD is associated with poor grades, poor reading and math standardized test scores, and increased grade retention.
FINDINGS
Coincidentally, the values of R2 or coefficient of determination for the two (2) dependent variables are the same, i.e., .224. It can be said therefore that merely 22.4% of the variations in curricular or extra-curricular performance of pupils can be attributed to their ODD, CD, and ADHD levels.
Disorders Unstandardized
Coefficients
Std.
Coef.t p-value
ADHD -.147 .033 -.466 -4.466 .000
R2 = .224, p<.05, significant
Curricular Performance
Disorders Unstandardized
Coefficients
Std.
Coef.t p-value
ADHD -.063 .014 -.466 -4.466 .000
R2 = .224, p<.05, significant
Extra-Curricular Performance
Variables Gender Mean Sd t p-value
ODD M 21.21 5.67 4.079* .000
F 18.17 4.86
CD M 39.43 12.05 2.620* .009
F 34.99 11.94
ADHD M 43.53 10.71 3.533* .001
F 38.33 10.10
Curricular M 60.42 3.63 -3.503* .001
F 62.04 2.90
Extra-Curricular M 25.89 1.56 -3.503* .001
F 26.59 1.24
Table 4. t-test Analysis of Grade 1 Pupils’ EBD and Performance when Grouped by Gender
RESULTS
p<.05, significant
FINDINGS
All disorders as well as the
curricular and extra-curricular performance of pupils indicate significant differences between gender as shown by p-values that are consistently lesser than 0.05.
Variables Gender Mean t p-value
ODD M 21.21 4.079* .000
F 18.17
CD M 39.43 2.620* .009
F 34.99
ADHD M 43.53 3.533* .001
F 38.33
Curricular M 60.42 -3.503* .001
F 62.04
Extra-Curricular M 25.89 -3.503* .001
F 26.59
p-value
.000
.009
.001
.001
.001
FINDINGS
Obviously, the males have demonstrated relatively higher levels in oppositional defiant disorder, conduct disorder and attention deficit hyperactivity disorder than the females.
Variables Gender Mean t p-value
ODD M 21.21 4.079* .000
F 18.17
CD M 39.43 2.620* .009
F 34.99
ADHD M 43.53 3.533* .001
F 38.33
M 21.21
M 39.43
M 43.53
FINDINGS
The result is consistent with the following studies: APA’s (1994) finding that children with ODD have relatively higher in level and more often among boys than in girls; Boyle’s (1992) finding that children with CD has the male-female ratio of 3:1 implying that boys are more affected by this disorder; and Keenan’s (1994) conclusion that boys are more affected compared to girls by ADHD.
FINDINGS
Contrariwise, the females dominate the male with respect to curricular and extra-curricular performance.
Variables Gender Mean t p-
value
Curricular M 60.42 -3.503 .001
F 62.04
Extra-
Curricular
M 25.89 -3.503 .001
F 26.59
This result validates the claim of Zembar and Blume (2009) that girls perform better in school than boys.
F 62.04
F 26.59
Variables School Location Mean Sd t p-value
ODD Less Urbanized 18.66 5.61 -3.292 .001
Highly Urbanized 21.20 4.94
CD Less Urbanized 31.93 9.36 -8.801 .000
Highly Urbanized 45.08 11.67
ADHD Less Urbanized 38.02 9.90 -4.934 .000
Highly Urbanized 45.23 10.46
Curricular Less Urbanized 61.33 2.98 .473 .637
Highly Urbanized 61.10 3.91
Extra-Curricular Less Urbanized 26.28 1.28 .475 .635
Highly Urbanized 26.19 1.67
Table 5. t-test Analysis of Grade 1 Pupils’ EBD and
Performance when Grouped by School Location
p<.05, significant
RESULTS
FINDINGS
School location influences pupils’ Emotional and Behavioral Disorder, but not curricular and extra-curricular performance.
Variables School
Location
Mean t p-value
ODD Less Urb. 18.66 -3.292 .001
Highly Urb. 21.20
CD Less Urb. 31.93 -8.801 .000
Highly Urb. 45.08
ADHD Less Urb. 38.02 -4.934 .000
Highly Urb. 45.23
Curricular Less Urb. 61.33 .473 .637
Highly Urb. 61.10
Extra-Curricular Less Urb. 26.28 .475 .635
Highly Urb. 26.19
p<.05, significant
p-value
.001
.000
.000
Curricular Less Urb. 61.33 .473 .637
Highly Urb. 61.10
Extra-Curricular Less Urb. 26.28 .475 .635
Highly Urb. 26.19
FINDINGS
Very clearly, the data and t-tests indicate that pupils who studied in highly urbanized places have relatively higher level of disorders than those in less urbanized areas.
This result purports an impression that the intensity of activities or dynamics of people in a locality brings about adverse influence to behaviors and emotions of young children.
Variables School
Location
Mean t p-
value
ODD Less Urb. 18.66 -3.292 .001
Highly Urb. 21.20
CD Less Urb. 31.93 -8.801 .000
Highly Urb. 45.08
ADHD Less Urb. 38.02 -4.934 .000
Highly Urb. 45.23
Highly Urb. 21.20
Highly Urb. 45.08
Highly Urb. 45.23
FINDINGS
This finding is related to the claim of Cullinan (2007) that one of the causes of mental health disorders in children is environment. Environmental factors may include exposure to violence, extreme stress, and the loss of an important person.
Likewise, it relates to Tope’s (2013) study in Nigeria that found out inappropriate school location to negatively affect students’ academic performance.
CONCLUSIONS
The pupils’ level of emotional and behavioral disorder cannot be categorically labeled in general terms, but separately. Each disorder is unique and distinct in characteristics, such as causes, symptoms, and possible treatment; thus lumping them to come out with a common description to all is misleading.
CONCLUSIONS
Hence, it is more wiser to assert that ordinarily the Grade 1 pupils are of moderate levels in oppositional defiant disorder, conduct disorder and attention deficit hyperactivity disorder.
CONCLUSIONS
Severe cases of Attention Deficit Hyperactivity Disorder (ADHD) are more evident among Grade 1 pupils than other mental disorders. Most likely, pupils with higher level of ADHD have lower academic and non-academic achievements.
CONCLUSIONS
Male pupils are more affected by ODD, CD and ADHD than the females. Female pupils performed better in school than the males. Besides, school location (environment) affects the EBD levels of pupils.
RECOMMENDATIONS
Considering the limitations and disturbing results
of the initial survey, it is suggested that further
studies will be conducted using a wider scope as
well as a stable questionnaire to exactly portray
the real emotional and behavioral disorder (EBD)
status of young Filipino children.
RECOMMENDATIONS
It is also encouraged to pursue a
developmental study across Grade levels to
discreetly characterize the probable trend of
EBD as pupils mature from one developmental
stage to another.
RECOMMENDATIONS
Given the limited literature on the subject locally, it
is strongly suggested that more studies must be
carried out among Filipino children and even
adolescents to produce empirical data and
legitimate bases for policy formulation or designing
necessary school-based program interventions.
IMPACT
₢ Proclamation No. 472, as issued by the Philippine President
in 2013 must be revisited; it may be extended to all types of
emotional and behavioral disorders of school-aged children
identified in DSM-IVR. The new directive should not only be
limited to awareness campaign but for a decisive and
comprehensive response by the different stakeholders in
basic education.
IMPACT
₢ The existing curriculum of Elementary Teacher Education
program needs to be reviewed so that possible integration of
lessons on common emotional and behavioral disorders of
children, most particularly on the standard tools, causes,
symptoms, and interventions, into an appropriate
Professional Education course, may be carried out.
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BIBLIOGRAPHY
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BIBLIOGRAPHY
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BIBLIOGRAPHY
Thank you for listening.
MaramingSalamat po!
Presented at the 1st International Conference on Interdisciplinary Studies for Cultural Heritage, May 12-13, 2016@Bandung City, West Java, Indonesia