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What do you think is the primary reason teachers leave the profession?

What percentage of school aged children do you think have a diagnosable mental illness?

Which disability group do you think has the highest dropout rate?

EMOTIONAL AND BEHAVIORAL DISTURBANCE

Kristina Ibarra, Teni Halburian, Jeanette Hernandez, Silvee Islam, Alex Addley

Emotional Disturbance

The number of students described as having Emotional and Behavioral Disturbance (EBD) is increasing (Sawka, K. D., McCurdy, B. L., & Mannella, M. C. 2002).

EBD is the primary reason teachers leave the profession (Smith, T. E. C. (1990). Introduction to education (2"'' ed.)

20% of school age children have diagnosable mental illness. 5% of all children are diagnosed with EBD (Coutino & Oswald, 2005; Same, 1995; US DHH, 2000)

The EBD population has a 50% Dropout Rate! (Armstrong et al., 2003; US Department of Education, 2001)

Major Questions about EBD

What is EBD, and how does it manifest?

What methodologies are available, and are they effective?

How can we, as general and special ed teachers, help our students?

Emotional Disturbance Definition

A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's 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.

Inappropriate types of behavior 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.

Characteristics of EBD

Hyperactivity Aggression / Self-Injurious Behavior Withdrawal Immaturity Learning difficulties 

When children have an emotional disturbance, these behaviors continue over long periods of time.

ARTICLE 1: JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS

Function Based Interventions for Students Who Are Nonresponsive to Prevention Efforts

• This study focuses on functional interventions for two students as implemented by the general education teacher

• 95% of the student body is effectively addressed by primary and secondary prevention efforts

• Some students will require intervention, the next step. Function based interventions are one option

Function Based Interventions

Based on interviews, observations, discovering antecedent conditions

Have been shown to yield desired outcomes in students with ED

Study centers on Claire (1st grade) and Aaron (8th grade)

Both belong to fully inclusive schools

Designing the Study

3 Steps: Identify target behavior, function of behavior, environment of student

Claire did not participate in order to escape attention of teacher and class. Class was highly structured

Aaron was noncompliant to gain teacher attention and avoid assigned tasks. His classroom was less structured.

The Method

Reinforcements: Secondary measures

2. If Claire met her goal, she no longer had to participate

3. If Aaron completed his list, he could receive verbal reinforcement. After 5 lists, he could sit with peers.

Antecedents (Goals): Preliminary measures

2. Claire’s goal was 3 incidents of participation per observation

3. Aaron’s goal was to complete a checklist daily at the beginning of class

Results!

After removing the reinforcements, these were the results:

Claire’s participation improved from below 2 to over 7 per observed session

Aaron’s compliance increased to a mean of 74.56% from 17.06%. His science grade increased to 82% from 55%, and his cumulative GPA went from 1.67 to 2.17.

Visual Data

Visual Data, Continued

ARTICLE 2: VIDEO MODELING

• Consists of having an individual view a video via computer or television of himself/herself engaging in the behavioral targeted for improvement• Examples used include:

c One’s self engaging in an appropriate social interaction.

i A peer following teacher instructions in the classroom.

One’s self receiving praise from the teacher following correct response.

Video Modeling has:

Demonstrated to be an effective intervention for challenging populations

Been identified as a feasible intervention in schools Derived from social learning theory in which

individuals learn through observation

Research and Aims

• Research:– 16 studies (93 participants) dealing with:• Increasing peer interaction• Increasing on-task behavior• Decreasing inappropriate behavior

• Aims:S Evaluate the potential effectiveness of video modeling

with the EBD population. u Identify areas of future research.

Conclusion of Video Modeling Research

All 93 participants included in the study experience some improvement in targeting behaviors following video modeling.

Video modeling is instructive and designed to empower students.

May be particularly effective when working with students from culturally diverse groups since they tend to be segregated or receive more punitive than their counterparts.

Gaps exist in the research. Warrant future research.

ARTICLE 3: EFFECTIVENESS OF SCHOOL-BASED PREVENTION AND

INTERVENTION PROGRAMS FOR STUDENTS WITH ED

The purpose of this meta-analysis review is to examine the overall effectiveness of prevention and intervention programs for this population, while examining specific symptoms of Emotional

Disturbance .

This population includes children “at risk” for ED and those identified with ED

Research Motivation

Today research shows children with ED…-are under identified and undertreated-have lower grades than other disability groups-have academic and language deficits-have a high grade retention rate-have a high absentee rate

All have an effect on students education; therefore research must be done to help this population

Method

Meta-analysis review based on IDEA’s definition of EDa) Literature Search 49 studies were identified, after screening 29 studies

remained (14 journals were included)b) Coding System

Code outcomes on 17 variables (9 for children, 4 for parents, 4 for teachers)

c) Reported Outcome

Weighted Effect Sizes were calculated

for each study

Sample

Subjects-• consisted of 1,405 children and adolescents across 29 studies• 71% of the subjects were male Intervention Programs-• 9 prevention programs were examined and include 718

children (441 males) from kindergarten to second grade• First Step to Success Program

includes early screening, behavior reinforcement and parent training

• Parent-Teacher Action Research (PTAR) Program

includes social skill training and an individual intervention plan

Prevention

Prevention Programs• 20 programs were examined and included 687 children and

adolescents (569 males) • involved use of self monitoring and peer based program• time out alternatives implemented

Some variables measured included a student’s active engagement, externalizing and internalizing behaviors

Results

External behavioral problems… were 89% of prevention studies main focus

were 60% of intervention main focus -Intervention was most effective

Internal behavior problems… were 67% of prevention studies main focus

were 10% of intervention studies main focus

-Both programs were moderately effective

Programs

Active engagement…

- limited exploration

- both programs were somewhat effective

Programs…- overall prevention yielded a moderate effectiveness on

curtailing some symptoms

- in general intervention yielded a larger effect

Conclusion

As a result of these findings… The APA established a task force to raise awareness of

children’s mental health needs in school Federal funds have been earmarked for development and

evaluation of school-based prevention and intervention programs for children with ED

IDEA has outlined established educational and related services Legislation is being re-introduced in mental health services for

under indentified and underserviced populations by raising funds for training professional to work with children with ED

There is optimism and hope for these students, their parents and teachers

Our Group Reactions

I thought that children with emotional disturbance were either very verbal or not talkative and kept to themselves. After reading the articles I found that these children can also have other behaviors such as anxiety, mood swings and some may even have severe psychosis or schizophrenia.

I had never heard about Emotional Disturbance before this assignment, I am so embarrassed!

I was shocked to find out that EBD students are the primary reason teachers leave the profession.

The often antagonistic nature of ED seems to be the primary reason that it is under indentified, under serviced and under addressed by teachers.

Steps for Teachers

Observe the class for particularly disruptive behaviors (Identification)

Keep continuous written records (Identification) Recommend a student be referred to the school’s

Student Success Team (Application) Provide Positive Behavior Support (PBS), emotional

support (Application) Seek training and support from administration and

counselors (Follow through)