INTRODUCTION TO EXCEPTIONALITIESSPED 23000
INSTRUCTOR: BRIAN FRIEDT
Students with EBD
This week
Back to equal balanceNo guest speaker this weekMidterm is next week!
Definitional clarity
Severe, chronic
Negatively influence academic and social abilities
Abnormal for given environment
Highly dependent on professional judgment
As with SLD, manifestation is critical
Definitional clarity
Chart on p. 265Ohio’s definition for emotional disturbance: A condition exhibiting one or more of the following characteristics over a long
period of time and to a marked degree that adversely affects a child's educational performance:(a) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (c) Inappropriate types of behavior or feelings under normal circumstances. (d) A general pervasive mood of unhappiness or depression. (e) A tendency to develop physical symptoms or fears associated with personal or school problems. (f) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under 3301-51-01 of the Administrative Code, paragraph (B)(10)(d)(v).
Long term outlook
Prevalence
Prevalence
Outside general education less than 21% of the day: 35%
Outside general education between 21% and 60% of the day: 22%
Outside general education more than 60% of the day: 27%
Separate facility: apx. 14%
Identification
Identification and characteristics are intertwined
Externalizing disordersInternalizing disordersMultidisciplinary/multifactored evaluation
No “cut-off” score of EBD Checklists, records, observations, assessments...
Characteristics - internalizing
Low activity levelWithdrawnAvoidancePhysical symptoms due to anxietyDisengagement
Characteristics - externalizing
AggressivenessNoncomplianceArgumentativeAbusiveDifficulty with interpersonal relationshipsLack of control
Early childhood
Awareness of atypical behavior patterns
Developmental appropriateness
Proactive early intervention
School age notes
Comorbidity/misidentification
Chronic, persistent problem behaviors
Extremity in externalizing or internalizing behaviors
Peer relationships
Transition
Instructional approaches
ABAFBAPBSSocial competenceWraparoundPsychopharmacologyP. 289
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