Behavioral Aspects And Educational Implications Of Emotional Behavioral Disorders

Every parent who has a child suffering from a psychological disorder that affects their behavior dreads a new school year. This means new teachers not aware of the disorder, more parent-teacher conferences, and more pressure to medicate the child. The most common and well known behavioral disorders are Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD).

|The duration of this behavior is exhibited daily in 3 out of 6 class periods. |

Such researches, yet, do not give information on which or how many genetic materials are involved” (Mental Health, 2009).

Thank you for sharing your thoughts on this DQ. As always, I enjoyed reading your perspective. I wanted to comment on a couple of points you made. First comment I want to mention is your statement “I believe that many educators feel that if they can get a child’s behavior under control, they will then in turn be able to move on and focus on academics. This is typically why the focus is primarily on controlling inappropriate behavior.” I agree with you on this. I believe that initially, teachers with students with EBD feel that they can easily or quickly control a student’s unwanted behavior to the point where it does not effect his or her academic instruction. However, as we learned from our reading this can be just the

A person with emotional difficulties might find it hard for them to function normally, therefore school and work could be affected.

Functional behavioral assessment, also known as the FBA is a process for collecting information. It is the change in procedures that were originally developed to confirm the reason for misbehaviors that are displayed by students that have severe cognitive and/or communication disabilities, which include students that have a disability such as autism or ADD (attention deficit disorder). The FBA assessment process includes different uses of questionnaires, rating scales and behavior observations only when it is appropriate and it needs to be determined as to what the cause of misbehavior might be. The FBA has a variety of strategies and techniques that help during the intervention process when trying to identify the problem behavior that

Speech-language pathologists (SLPs) play a critical role in the screening, assessment, diagnosis, and treatment of students with emotional/behavioral disorders. The role of SPL’s in the management of students with EBD is of great importance because the students often have speech and language disorders that may go untreated. EBD’s in elementary students can contribute challenges including social interaction, social cognition, pragmatics, and higher risk for involvement in criminal justice system. An academic setting plays a role in fostering the emotional development and adjustments of students who identified or are at risk for developing EBD. Interventions such as social skill groups are utilized to provide students with the tools to exercise

EBD students are taught alternative or competing response that interfere with opportunities for unwanted behaviors. If a student with EBD already has an alternative response then they can add it to their repertoire, it can be strengthened, as they are to use the wanted behavior. A key point to note is that an EBD student using alternate response training must be able to self-monitor (Yell, Meadows, Drasgow & Shriner,

Wilens et al. found self-regulatory mechanisms were critical factors in youth of PBD and SUD who have deficiencies in emotional self-regulation (DESR). DESR is defined as “affect, emotional, lability, reactivity, irritability, and lack of self-regulation of such emotions” (Wilens et al., 2013, p. #114). Wilens et al. found DESR was an indicator for high affective reactivity that is variably related to PBD. Wilens et al., 2013 noted that DESR had been researched in the past and found to be associated with higher risk for cigarette smoking and SUD in PBD. The participations DESR were measured and assessed by using the CBCL, K-SADS-E version, and structural clinical interview for DSM-IV

There is a substantial number of individuals who suffer from emotional and behavioral disorders and, unfortunately, they tend to be the stigmatized by others. It is amazing how many of these individuals get judged rather than get the help that they need. This article is important because it highlights the issues of stigmatization on individuals with certain disorders and the authors share possible solutions that one can appreciate. The authors recounted on the issue of stigmatization on those who suffer emotional and behavioral disorders (EBD) and emphasized on spreading awareness of the issue and provided suggestions on how it can be lessened. They admitted that little empirical research is available on the issue and that special educators

These are some of the questions that are asked and can be answered through a review of literature. Children with these illnesses are studied to find the reasons of the illness and to solve the problem. The cause of the illness is also identified when study’s take place.

adaptive unpleasant emotions are generally transformed into dysfunctional behavior in order to avoid feeling them. In order to help clients overcome fear related to emotions, which are generally perceived as incomprehensible and out of control, they must be helped approach emotion by attending to their emotional experience and tolerate being in contact with emotions. This process facilitates modification of negative cognition related to emotions. Research has shown effectiveness of emotional arousal and experience to deal with certain conditions such as Post Traumatic Stress Disorder, [16] and Obsessive Compulsive Disorder. [17] In OCD, it is found that the extent of anxiety during exposure predicted treatment outcome. Although the importance of emotional arousal has been identified, it is seen as necessary but not sufficient factor in therapeutic process. [10]

1. Some emotional and behavioral disorders include anxiety, bipolar conditions, eating disorders, and even OCD (obsessive- compulsive disorder). Those with these types of disorders usually struggle with interpersonal relationships, show signs of inappropriate behavior, and show signs of depression.

Development of Behavioral Disorders -Bowen believes that symptoms result for stress that exceeds a person 's/system 's ability to manage it. Bowen believes the underlying factor is emotional fusion, the greater the level of fusion the more vulnerable they are to the emotionality of others, emotionally fused children try to break away which leads to emotional cutoff. Symptoms develop when the vertical problems of anxiety and toxic family issues intersect with the horizontal stress of transition points in the family life cycle. The more well differentiated the person is the more resilient they will be and the more flexible in sustaining their relationships

The aim of this essay is to carefully examine the models, procedures, effectiveness, and limitations of the cognitive behavioral approach (CBA) for children with emotional behavioral behavior disorders. The essay discussion will include the procedures used in CBA. The essay will discuss each component and how they interrelate, emotions, thoughts & behaviors. The paper will look at the influence one component has on the others (e.g., what influence do emotions have on behaviors?). It will also review the effectiveness and the limitations of the CBA, including relevant information on teaching social skills. Finally, the essay will look at the considerations that are important to consider when developing curriculum approaches, and assessments,