1. Chapter 7: Emotional and
Behavior Disorders
Adapted from Powerpoint
presentations by the State of
Utah Office of Education and
by Dr. Nancy Meadows.
2. Chapter 7 Questions
How are emotional and behavioral disorders
(EBD) defined?
How are students with EBD identified?
What are the primary characteristics of
students with EBD?
What educational practices improve outcomes
for students with EBD?
3. Definition
Serious emotional disturbance is defined under IDEA
as “…a condition exhibiting one or more of the
following characteristics over a long period of time and
to a marked degree that adversely affects educational
performance…
an inability to learn that cannot be explained by
intellectual, sensory, or health factors;
an inability to build or maintain satisfactory
interpersonal relationships with peers and teachers;
4. Definition (cont.)
inappropriate types of behavior or feelings under
normal circumstances;
a general pervasive mood of unhappiness or
depression, or
a tendency to develop physical symptoms or fears
associated with personal or school problems.
Includes schizophrenia but does not apply to
children who are socially maladjusted, unless it is
determined that they have a serious emotional
disturbance.
5. Determining Eligibility
Multiple measures of behavioral, social, and
academic performance.
Social/adaptive behavior checklist or rating
scales.
Documentation that behavior has occurred over
long period, to a marked degree, and adversely
affects academic performance.
Rule out other potential causes, including
inappropriate classroom discipline or instruction.
6. Primary Characteristics
Externalizing Behaviors
Aggression (physical and verbal)
Rule Breaking
Noncompliance
Internalizing Behaviors
Social Withdrawal (solitary play; low rates
verbalization; few positive social interactions)
Anxiety
Depression
7. Other Behaviors
Attention Deficits
Poor Social Skills
Skill Deficit
Performance Deficit
Learning Problems and Academic Deficits
“Extreme” Behaviors
Distorted Thinking
Immaturity
8. Types of Behaviors
Quantity Behaviors
Frequent and annoying
Typically not harmful to self and others
Examples: talking out, out of seat; tattling
Quality Behaviors (“extreme”)
Less frequent & more harmful to self or others
Examples: bullying, fighting, stealing
Timing Behaviors
Out of sync with others
Lack of social skills
9. The “Function” of Behavior
Behaviors meet needs
Needs = Function
Why do we use/choose behaviors in certain
situations?
How do we know a behavior will meet our
needs?
Needs: Attention, escape, control, belonging,
power, pleasure, self-esteem
10. Functional Behavior Assessment (FBA)
and Positive Behavior Support (PBS)
Step 1: Describe the behavior, verify seriousness
Step 2: Identify the times and situations when the
undesirable behavior occurs
When and where does the behavior occur?
What happens before the behavior? (Antecedent)
What happens after the behavior?
(Consequence)
11. FBA and PBS (cont.)
Step 3-5: Collect and analyze information to
identify the function(s) that the undesirable
behaviors produce for the individual.
Is there a skill or performance deficit?
If not, what need does the behavior meet?
Step 6: Develop and implement a “Positive
Behavior Support Plan”
Identify and teach replacement behaviors
Modify the environment
Consistently apply consequences (when calm)
12. Best Practices
Academic Interventions
Behavior Management Techniques
Token Economy
Behavior contract
Self-Management
Social Skills Instruction
Direct Instruction
Replacement behaviors
Life Space Interview
Wraparound services