Introduction to Emotional Behavior Disorders

According to the Individuals with Disabilities Act, Emotional Behavior Disorder is defined as problems such as behavior inappropriate to the circumstances or pervasive unhappy moods, that adversely affect a child's education performance and cannot be explained by intellectual, sensory, or health factors


2 types of Behaviors
*Externalizing: more outright, noticeable
*Internalizing: shyness, depression, reserved


Some of the characteristics and behaviors seen in children who have emotional disturbances include:

• Hyperactivity (short attention span, impulsiveness);
• Aggression/self-injurious behavior (acting out, fighting);
• Withdrawal (failure to initiate interaction with others; retreat from exchanges of social interaction, excessive fear or anxiety);
• Immaturity (inappropriate crying, temper tantrums, poor coping skills); and
• Learning difficulties (academically performing below grade level).

Additional Information can be found at http://www.napcse.org

Emotional and Behavior Disorder Subcategories:
*Disruptive Behavior Disorders
*Disorders of Attention
*Pervasive Development Disorders
*Mood Disorders
*Anxiety Disorders
*Other Disorders


Causes of EBD

-Biology
-Home and Community
-School

Resource from: www.education.com

The Caring for Every Child's Mental Health communications campaign is a national public information and education campaign to:

• Increase public awareness about the importance of protecting and nurturing the mental health of young people.
• Foster recognition that many children have mental health problems that are real, painful, and sometimes severe.
• Encourage caregivers to seek early, appropriate treatment and services.

The campaign helps families, educators, health care providers, and young people recognize mental health problems and to seek or recommend appropriate services. It also strives to reduce the stigma associated with mental health problems.

The campaign is a technical assistance program for the Comprehensive Community Mental Health Services Program for Children and Their Families. Its fundamental messages are:

• Every child's mental health is important.
• Many children have mental health problems.
• These problems are real, painful, and can be severe.
• Mental health problems can be recognized and successfully treated.
• By working together, caring families and communities can help.
• Information is available from SAMHSA's National Mental Health Information Center by calling 1-800-789-2647.

Since the campaign's inception in 1994, it has evolved into a full-scale social marketing effort. Highlights of campaign activities include:

• Communications Coalition: A Communications coalition of organizations throughout the country was created to increase awareness of the importance of child and adolescent mental health, improve the identification of young people with mental health needs, and increase the number of children and families who receive appropriate services. The coalition is comprised of representatives from a cross-section of organizations who use a variety of vehicles, including member distribution channels, to communicate with various audiences.
• Materials Development: Communications products from the Children's Campaign can be found in the NMHIC Store. This includes brochures, fact sheets, posters, and other materials. They are available in quantities to grantees and others who advocate for children's mental health at the local level. Spanish-language campaign products include a poster and brochure about children's mental health and a guide for families written in both Spanish and English. Also, visit SAMHSA's National Mental Health Information Center, which features many products on Children's Mental Health. The toll-free number is 1-800-789-2647.
• Communications Training: Customized communications training sessions are held for grantees to help them develop communications strategies tailored to their own communities. Sessions focus on areas such as audience research, spokesperson training, special events planning, materials and product development, and strategic communications planning. These training events give grantees an opportunity to share successes, problems, and creative solutions for communications efforts at the local level.
• On-site Media Support: Grantees receive assistance with planning local media events to promote awareness of children and their mental health needs. Help is provided with developing media kits, engaging local media, building rapport with reporters, staffing press rooms, shaping messages based on local data, developing talking points, preparing speakers, doing media follow-up, and leveraging local media activity to coincide with national activity.
• Media Outreach: On an ongoing basis, efforts are made to nurture relationships with news reporters who cover children's mental health issues. In addition, a weekly summary report of print media coverage related to children's mental health is prepared and distributed, via electronic mail, to inform professionals in the children's mental health field about breaking news.

Resources:

Academic Instruction for Students with Emotional and Behavioral Disorders

Journal article by Joseph H. Wehby, Kathleen L. Lane, Katherine B. Falk; Journal of Emotional and Behavioral Disorders, Vol. 11, 2003

School-Based Prevention and Intervention Programs for Children with Emotional Disturbance
Authors: Reddy, Laura

Pervasive Development Disorders

DSM IV Definitions:
Diagnostic Criteria for Autistic Disorder

A. A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3)

(1) qualitative impairment in social interaction, as manifested by at least two of the following:

(a) marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction
(b) failure to develop peer relationships appropriate to developmental level
(c) a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest)
(d) lack of social or emotional reciprocity

(2) qualitative impairments in communication as manifested by at least one of the following:

(a) delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime)
(b) in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others
(c) stereotyped and repetitive use of language or idiosyncratic language
(d) lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level

(3) restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least two of the following:

(a) encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
(b) apparently inflexible adherence to specific, nonfunctional routines or rituals
(c) stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)
(d) persistent preoccupation with parts of objects

B. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years: (1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play

C. The disturbance is not better accounted for by Rhett's Disorder or Childhood Disintegrative Disorder.

Autism Organizations

www.autismspeaks.org

autism society

National Autism Association

Treatment for Autism

IN my experience......there is no real treatment for autism. There are some intensive therapy programs and some research-based methods that can help control autism.


Applied Behavior Analysis (ABA)

Pivotal Response Therapy (PRT)

Verbal Therapy

Floortime

Relationship Development Intervention (RDI)

Training and Education of Autistic and Related Communication Handicapped
Children (TEACCH)

Social Communication/ Emotional Regulation/ Transactional Support (SCERTS)

Treatment for Associated, Biological & Medical Conditions Associated with Autism

Symptoms that are related to Autism

Social Symptoms

-lack of interaction
-lack of eye contact
-resisting attention from others
-slow to interpret emotions
-can not express their emotions

Communication Difficulties

-may be mute all their lives
-use sign language or visual icons to communicate
-inability to understand meanings of communication (body language, tone, etc.)


Repetitive Behaviors

-Repetitive physical motions (hand flapping, walk on toes, arm movements)
-Consistency in routines
-OCD tendencies


Physical and Medical Issues that may Accompany Autism
-Seizures
-Pica (eating of inedible items)
-Genetic disorders
-Gastrointestinal disorders
-sleep dysfunction
-sensory integration dysfunction

Tips for Teachers

Here are a few things to consider if you have a student in your classroom with Autism.....there will be many more tips to come!!!

1. Autistic kids often have trouble with generalization, which can affect the way they learn skills. When teaching a child to look both ways before crossing a street, it may be necessary to show them in several locations. If not, they may think they need to look only when crossing at that particular spot.
2. This lack of generalization can apply to objects as well. For example, Hilde de Clereq from Belgium had a case of a boy who could use the toilet at home but wouldn't use toilets elsewhere. Eventually it was realized that the toilet at home had a black seat and the boy couldn't connect the concept of "toilet" to ones that had white seats. They were able to teach him to generalize by putting black tape on the seat at school then removing pieces of the tape over time. Eventually, he was able to generalize "toilet" to include white seats as well.
3. Autistic children may fixate on something they enjoy, such as trains. Incorporating this fixation into their lessons by including stories of trains, math problems involving trains, and so on gives motivation to learn.
4. It is common for an autistic kid to have trouble connecting two events even if they are very close together. For example, if teaching reading with flash cards, use cards with both the written word and the picture of the object on the same side of the card. If they are on different sides, the child may not understand that they represent the same idea.
5. If the child has auditory sensitivity, a class bell, PA system, or even the teacher's voice could seem like someone is blasting an air horn. In a classroom, muffling the bell or PA system while still leaving them audible may help the student to stay focused. The teacher might need to speak more softly, especially when addressing the student directly.
6. Determine which learning style best suits the child with autism, and emphasize that method of learning and communication. Taking the example of the child who is ignoring the lecture, if he were a visual learner you might show him his seat or a picture of a chair to help him understand it is time to sit down. If he were a kinesthetic learner, you might lead him over to his seat with light pressure on his shoulders.

Resources:

Autismspeaks.org