An attempt to study the Emotional and Behavioral Disorder of Filipino pupils in South Cotabato.

1. 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

2. 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

3. Anxiety Disorder
Obsessive-compulsive Disorder
Adjustment Disorder
Others
Conduct Disorder
ADHD Autism
Opposition Defiant Disorder
EXAMPLES OF EBD

4. 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.

5. 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.

6. 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.

7. 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 a
person think and the way he feels are responsible for his behaviors. External
or past events, and other people are not.
Proponents Theories, Models, Concepts

8. 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.

9. 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.

10. 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.

11. 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

12. 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.
1
2
3
4

13. METHODOLOGY

14. 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.

15. LOCALE OF THE STUDY
Map of South Cotabato Province
Philippines
South East Asia

16. RESPONDENTS OF THE STUDY
10 Grade 1 Teachers 200 Grade 1 Pupils

17. 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

18. 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

19. 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.

20. RESULTS AND DISCUSSION

21. 10
29
10
70
62
69
20
9
29
0 10 20 30 40 50 60 70 80
ODD
CD
ADHD
PERCENTAGE
EMOTIONALANDBEHAVIORAL
DISORDER
Severe (%) Moderate (%) Mild (%)
Figure 2. Bar Graph of Emotional and Behavioral Disorder
of Grade 1 Pupils by Types and Levels
RESULTS

22. 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.

23. 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.

24. 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

25. 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

26. 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

27. 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

28. • 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.

29. 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

30. 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

31. 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

32. 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

33. 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.

34. 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

35. 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

36. 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

37. 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

38. 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.

39. 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.

40. 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.

41. 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.

42. 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.

43. 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.

44. 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.

45. 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.

46. 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.

47. 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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51. Thank you for listening.
Maraming
Salamat po!
Presented at the 1st International Conference on Interdisciplinary Studies for
Cultural Heritage, May 12-13, 2016@Bandung City, West Java, Indonesia