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DISORDERS
One’s social traits are the end product of centuries and eras of social and cultural
formation. Usually, the clan and family teach its member to conform to certain
practices and traditions. Parents teach their children to behave in ways that are
appropriate to their social status.
A person is expected to follow various social role demanded by society. The person
matures in a succession of roles in the life span from being a child, student, wage
earner, husband or wife, parent, parent-in-law and senior citizen.
The favorable and unfavorable elements in both the physical and sociocultural
environments strongly foster the person’s value patterns and attitudes. As a result
different environments shape different personality characteristics.
6. Amoral to moral. Children learn very early in life that certain forms of
behavior are right, good, correct, while others are bad, wrong and incorrect
to do. As they mature, they learn the pattern of value assumptions that
operate as inner guides and control behavior which Freud calls the superego
or conscience in the psychoanalytic theory of behavior.
IV. Cultural influence, expectations and norms across ethnic and cultural
groups are often quite different.
IDEA, the public law on special education in America, defines serious emotional
disturbance as:
II. The term includes children who are schizophrenic (or autistic). The term does
not include children who are socially maladjusted unless it is determined that
they are seriously emotionally disturbed.
Latency refers to the time that elapses between the opportunity to respond
and the beginning of the behavior.
The source of the problem lies within the person, due to biological
factors, learned habits or mental processes, and is not simply a
normal response to specific life events, such as the death of a loved
ones; and
Aggression and acting out are the major characteristics of Quay’s conduct
disorder and socialized aggression categories.
4. Degree of Severity
There are two factors in the etiology or causes of emotional and behavioral
disorders: biological and environmental.
Biological Factors
Authorities believed that all children are born with a biologically determined
temperament. The inborn temperament may not directly cause a behavior problem
to occur but may predispose the child to behavioral disturbances.
Environmental Factors
School Experiences
The following general outcomes describe the intellectual and academic abilities of
children with emotional and behavioral disorders:
Two thirds could not pass competency examinations for their grade level.
They have the lowest grade point average of any group of students with
disabilities.
Forty-four percent failed in one or more courses in their most recent school
year.
They have a higher absenteeism rate than any other disability category,
missing average of 18days of school per year.
Forty-eight percent drop out of high school, compared to 30% of all students
with disabilities and 24% of all high school students.
Over 50% are not employed within 2 years after exiting school.
Studies confirm the observation that students with emotional and behavioral
disorders often experience great difficulty in developing and maintaining
interpersonal relationship as early as during early childhood. The problems in
acquiring social skills and in maintaining healthy interpersonal relationships persist
through the adolescence period and adulthood.
Antisocial Behavior
Children who display patterns of antisocial behavior very early in life are at
risk for developing more serious and long-standing behavior problems in
adolescence and adulthood.
Aggression refers to acts that are abusive, that severely interfere with the activities
of other people or objects or events in the environment.
Delinquency
The word delinquency is a legal term that refers to the criminal offenses
committed by an adolescent. Delinquency is a behavioral disorder. Studies show
that a pattern of antisocial behavior early in a child’s life is a strong predictor of
delinquency in adolescence. Examples of delinquent acts and the crimes they can
lead to include:
The procedures are similar to those used in the other types of disabilities. Teachers,
parents, peers and other person report cases of simple offenses like being beaten
up, stealing, smoking, sniffing rugby and similar juvenile offenses. Screening is done
to eliminate children who do not have behavioral problems. The children who show
the early signs or whom seem to be at risk for developing emotional and behavioral
disorders are identified.
Assessment Procedures
• Ibanez developed the Deviant Behavior Tendencies Scale that determines the
range of deviant behavior manifested in acts such as defacing school
property, creating assault or abuse toward students and school authorities
and personnel, wearing or displaying unacceptable attire and grooming, and
engaging in activities that interfere with academic performance, and violate
school legal norms and policies.
Educational Approaches
Stephens has developed a curriculum that covers 132 specific social skills for
school-aged children grouped into 30 subcategories under four major areas:
ALTERNATIVE RESPONSES
Knapezyk developed the alternative response strategy in training four students with
behavior problems to handle or defuse provocative incidents. Instructions consisted
of individualized videotape modeling and behavior rehearsal. Two male students
who were leaders in the school served as actors. One played the role of the subject,
simulating his usual reactions to provoking situations and demonstrating
appropriate alternative responses. The other actor acted out the usual reactions of
classmates. After watching the videotapes, the subject students discussed the
circumstances of the incidents with the special education teacher and practiced
specific alternative responses.
Research findings show that children with behavioral problems have low self-
concept and believe that they have little control over their lives. The only way they
know how to handle their problems is to act out their disruptive behavior. The result
is always a feeling of worthlessness and frustration.
Ecological intervention is built on the the principle that behavior problem exist
within the child’s environment where a constant global interaction between the
child and the environment occurs.
Positive reinforcement is a universally accepted intervention designed to
increase the display of desirable behavior and to decrease or reduce the
opportunity for negatively viewed behavior to occur through a system of rewards.
External reinforcers are immediately applied when the desirable or preferred
behavior is manifested. On the other hand, negative reinforcement involves the
removal of a negative stimulus contingent upon the desired behavior. Thus, a child
is allowed to to have recess when he or she finishes the seatwork. Extinction is
useful in reducing the number, intensity or duration of an undesirable behavior.
Rule setting is an easy and effective way to manage behavior in the classroom. A
few, realistic, and easy-to-follow rule are set together with the consequences if they
are followed or violated.
Pacing the lesson and using a variety of activities are simple yet effective
ways of managing behavior. Some activities use games, humor, proximity control
and letting others follow the examples. The teacher can model the desired behavior
without verbal cues.
Submitted by:
Mercy Marie M. Sibala
MASPED Student
Submitted to:
Dr. Alberto Jumao-as
SPED Professor