Sunteți pe pagina 1din 21

Emotional and Behaviour Disorder

Sourav Mukhopadhyay

Definition
Difficult to define EBD
Lack of precise definition of mental health and normal behaviour Differences among conceptual models Difficulties in measuring emotions and behaviour Relationship between emotional or behaviour disorder and other disabilities Differences in the professionals who diagnose and serve children and youths

Current Definition
Behaviour that goes to an extreme A problem that is chronic Behaviour that is unacceptable

IDEAS Definition
The term means a condition exibiting one or more

Definition
Emotional/behavioral disorder (EBD) refers to a condition in which behavioral or emotional responses of an individual is
significantly different in degree and/or kind from his or her generally accepted age appropriate, ethnic, or cultural norms that they adversely affect educational performance in one or more areas: self-care, social relationships, personal adjustment, academic progress, classroom behaviour, or work adjustment. Difficulties must be displayed in multiple environments, one of which must be school" (CCBD, 1991).

Key Element in the definition


An inability to learn that cannot explained by intellectual, sensory, or health problems An inability to build or maintain satisfactory relationships with peers and teachers Inappropriate type of behaviors or feelings under normal circumstances A general pervasive mood of unhappiness or depression A tendency to develop physical symptoms or fears associated with personal or school problems

Introduction
An inability to establish or maintain satisfactory relationships with peers or adults. The demonstration of
a general mood of unhappiness. inappropriate behaviour or feeling under ordinary conditions. continued difficulty in coping with the learning remedial intervention. physical symptoms or fears associated with personal or school problems. difficulties in accepting the realities of personal responsibility accountability.

Introduction
Behaviour significantly different in degree and/or kind from applicable normative data; Behaviour is adversely affecting educational performance in one or more areas (see above definition); Behaviour is not a transient response to stressors in the student's environment; Behaviour persists after intervention and support; Behaviour is displayed in multiple environments, for both pre-school and school age child; for the school age child one of these environments must be school.

Characteristics
aggression, attention deficit hyperactivity disorder (ADHD), anxiety and stress related disorders, depression, suicide, pervasive developmental disorders, conduct disorders

delinquency, psychoses (schizophrenia, borderline personality disorder), drug/alcohol abuse, habit disorders (sleeping, toileting, eating, speech), social conditions (poverty, discrimination, family discord/divorce, child abuse/neglect)

Classification
Two broad pervasive dimensions of disordered behaviour
Externalizing Internalizing Comorbidity

Severe emotional or Behaviour Disorders


Schizophrenia: Severe disorder of thinking
Delusions (bizarre ideas) Hallucinations

Causes of Emotional or Behaviour Disorder


Biological disorders and diseases Pathological family diseases Undesirable experiences at schools Negative cultural influences Others
Home and community

Strategies
Ask previous teachers about interactive techniques that have previously been effective with the student in the past. Expose students with behavioral disorders to other students who demonstrate the appropriate behaviors.

Strategies
Direct instruction or target behaviors is often required to help students master them. Have pre-established consequences for misbehavior. Administer consequences immediately, then monitor proper behavior frequently. Determine whether the student is on medication, what the schedule is, and what the medication effects may be on his or her in class demeanor with and without medication. Then adjust teaching strategies accordingly.

Strategies
Use time-out sessions to cool off disruptive behavior and as a break if the student needs one for a disabilityrelated reason. In group activities, acknowledge the contributions of the student with a behavioral disorder. Devise a contingency plan with the student in which inappropriate forms of response are replaced by appropriate ones. Treat the student with the behavioral disorder as an individual who is deserving of respect and consideration.

Strategies
When appropriate, seek input from the student about their strengths, weaknesses and goals. Enforce classroom rules consistently. Make sure the discipline fits the "crime," without harshness. Provide encouragement. Reward more than you punish, in order to build self-esteem.

Strategies
Praise immediately at all good behavior and performance. Change rewards if they are not effective for motivating behavioral change. Develop a schedule for applying positive reinforcement in all educational environments. Encourage others to be friendly with students who have emotional disorders. Monitor the student's self-esteem. Assist in modification, as needed.

Strategies
Self-esteem and interpersonal skills are especially essential for all students with emotional disorders. Do not expect students with behavioral disorders to have immediate success; work for improvement on a overall basis. As a teacher, you should be patient, sensitive, a good listener, fair and consistent in your treatment of students with behavioral disorders. Present a sense of high degree of possessiveness in the classroom environment.

S-ar putea să vă placă și