Overview of Emotional Behavioral Disorders

Summary

This video discusses emotional and behavioral disorders (EBD), covering their definition, characteristics, prevalence, causes, educational considerations, and transition strategies. EBD is marked by chronic, unacceptable, and extreme behaviors such as depression, anxiety, and aggression. Risk factors include genetics, brain damage, and maltreatment. Educational challenges include high dropout rates and insufficient teacher preparation. Effective strategies include positive reinforcement, individualized support, and behavioral interventions. The goal is to help students with EBD develop academic and social skills, leading to successful transitions into adulthood with support for long-term needs.

Takeaways

• 😀 Emotional and Behavioral Disorders (EBD) are characterized by an inability to learn not due to intellectual, sensory, or health factors, and include issues like depression, inappropriate behavior, and fears.
• 😀 EBD includes both internalizing behaviors (anxiety, depression) and externalizing behaviors (delinquency, aggression), with a focus on chronic, unacceptable, and extreme behaviors.
• 😀 Children with EBD often have an IQ score below 90 and may also have other disabilities such as learning disabilities or ADHD.
• 😀 Diagnosis of EBD depends on whether the behaviors are internal (like depression) or external (like aggression), with disorders such as PTSD, conduct disorder, and schizophrenia being linked to EBD.
• 😀 Boys are more likely to be diagnosed with EBD, with a 5:1 ratio compared to girls, mainly due to externalizing behaviors being more visible.
• 😀 Risk factors for EBD include genetics, brain damage (such as injury or exposure to toxins), and child maltreatment (like abuse or neglect).
• 😀 Educational considerations for students with EBD show a high dropout rate (58.6%), with teachers often unprepared and prone to burnout.
• 😀 Successful strategies for working with students with EBD include positive reinforcement, self-management, continuous progress monitoring, and individualized interventions.
• 😀 Discipline strategies for EBD students may include zero-tolerance policies, functional behavioral assessments, and individualized education plans (IEPs).
• 😀 Transition planning for students with EBD involves placing students in appropriate environments, which may include regular classes, resource rooms, or specialized schools, with the aim to foster independence.
• 😀 Students with EBD often require ongoing interventions after school, including counseling, medication, and psychiatric care, due to long-term behavioral and academic challenges.

Q & A

What is the definition of Emotional Behavioral Disorder (EBD)?

Emotional Behavioral Disorder (EBD) is characterized by an inability to learn not caused by intellectual, sensory, or health factors, difficulty maintaining satisfactory relationships, inappropriate behaviors or feelings, pervasive mood disorders like depression or unhappiness, and physical symptoms or fears. The behavior is typically chronic, unacceptable, and extreme.

What mnemonic can help remember the key characteristics of EBD?

The mnemonic 'Q.C.E.' can be used to remember the key characteristics of EBD, where 'Q' stands for Chronic, 'C' for Unacceptable, and 'E' for Extreme behaviors.

How does the IQ range of students with EBD typically compare to the general population?

Students with EBD generally have an IQ in the low to low-average range, often scoring around 90 or below, which is below the average IQ score of 100 in the general population.

What are the common cognitive characteristics of students with EBD?

Students with EBD typically have an IQ score of 90 or below and often experience other disabilities such as learning disabilities, Attention Deficit Hyperactivity Disorder (ADHD), and depression.

What are some examples of internalizing behaviors in students with EBD?

Internalizing behaviors are those that are not outwardly visible and include anxiety, depression, social isolation, obsessive-compulsive disorder (OCD), post-traumatic stress disorder (PTSD), psychosis, persistent sadness, and irritability.

What are some examples of externalizing behaviors in students with EBD?

Externalizing behaviors are those that are visibly displayed and may include social delinquency (e.g., gang involvement), truancy (frequent school absenteeism), aggression, property destruction, self-injurious behaviors (e.g., cutting), and acting out through mood swings or eating disorders.

What is the relationship between the behavior type (internal vs. external) and the diagnostic process for EBD?

Diagnosis of EBD is based on whether the behaviors are internal or external. Internal conditions may include anxiety, depression, and schizophrenia, while external behaviors may indicate disorders such as oppositional defiant disorder, conduct disorder, or reactive attachment disorder.

What is the prevalence of EBD among school-age children?

Approximately 6 to 10 percent of school-age children are diagnosed with EBD, with boys being diagnosed more often due to their higher frequency of externalizing behaviors. Girls may be underdiagnosed due to the difficulty in observing internalizing behaviors.

What are some common causes of EBD?

EBD can be caused by genetic factors, brain damage, injury, or infection, poor nutrition, exposure to toxins like lead, and child maltreatment, including aggression, neglect, and physical or emotional abuse.

What are some key educational considerations for students with EBD?

Students with EBD often struggle with receiving appropriate interventions, particularly in reading, leading to frustration and early failure. They have a higher dropout rate, and many teachers are not certified to work with EBD. Effective teaching strategies include positive reinforcement, response cost, attention to compliance, and individualized behavior management.