Students with Emotional and Behavioral Disorder (EBD) Essay

conduct to meet the expectations of the classroom. However, “ ...findings expound on the fact that there is an increase in the number of mainstreamed students who are diagnosed with emotional behavior disorders (EBD) and that teachers are not always trained to deal

Wally had been identified as a student with Emotional Behavior Disorders (EBD) upon enrolling to kindergarten. He has attended 7 schools throughout his educational career due to his behavioral issues as well as his family moving. During this time frame various strategies have been implemented to determine the most appropriate learning environment for Wally.

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).

According to Dr. Paula Cook, specialist in teaching students with NBB, about 10 percent of students cannot control what they say or do reliably. They are found in almost all schools but they do not all have the same disorder or disease. There are a number of different disorders all under the same title: NBB. In my reflection I will briefly explain the most common NBB diagnoses along with their symptoms

Petrosky rated Emalie in the Clinically Significant range in the areas of Somatization (displaying a high number of health-related concerns) and the Content Scale area of Negative Emotionality (a tendency to react negatively when faced with changes in everyday activities or routines). Mrs. Petrosky rated Emalie in the At-Risk range in the areas of Aggression (sometimes displays aggressive behaviors, such as being argumentative, defiant, and/or threatening to others). There were two Content Scale areas that her mother rated Emalie in the At-Risk range. Those two areas were Emotional Self-Control (becomes easily upset, frustrated, and/or angered in response to environmental changes) and Executive Functioning (difficulty controlling and maintaining her behavior and mood). Emalie’s teacher rated Emalie in the At-Risk range in the area of Learning Problems (difficulty comprehending and completing schoolwork in a variety of academic

There is a great misconception regarding the term emotional behavioral disability. Many people think of this disorder as nightmare scenarios where students with learning or behavioral disabilities act upon their thoughts or ideas, causing violence and even injury to others and/or themselves. However, studies have shown that students with EBD are more prone to suffer from abuse and violence, rather than to inflict abuse or be violent themselves. Still, disciplining students, and more specifically, those who suffer from serious or chronic behavioral disorders, tends to be a challenge for both educators and parents. When a student has been diagnosed with emotional behavioral disability, it is necessary to find a balance between the needs of

Positive behavioral support is a widespread research based hands on approach to behavioral support that aims to generate ample change for students with challenging behavior. “It involves identifying the purpose of the challenging behavior, teaching appropriate alternative responses that serve the same purpose as the challenging behavior, consistently rewarding positive behaviors and minimizing the rewards for challenging behavior, and minimizing the physiological, environmental, and curricular elements that trigger challenging behavior Ruef, Higgins, Glaeser, & Patnode, 2009). Proven PBS strategies include modifying the classroom environment, increasing predictability and scheduling, increasing choice making, acclimating the syllabus and acknowledgment of positive behaviors.

The emotional and mental health needs of students with emotional and behavior disorder are seldom addressed in the public schools.

Common traits among those with low EF are: hyperactivity, being prone to distraction, a lack of self-awareness, low impulse control, and environmental dependency. Lastly, there have been many programs to address EF, such as the Mindfulness program (which emphasizes reflection, stress reduction, and capitalizing on curiosity) – and these programs have brought about significant changes in participating children.

There had been many theories in order to explain the possible root of BDD, there is not definite etiology. Some of the popular theories that include unrealistic societal standards and expectations, parental pressures, poor self-esteem and neurotransmitter imbalance. Some components that play a role are cultural, social and psychological. Some factors that might trigger an event may be genetic or psychological, it may be triggered in a person who is genetically predisposed to the anxieties of a traumatic event such as bullying in high school about a certain characteristic such as a large nose in Demetrius case. A study has been shown that a person with BDD have serotonin transporters that are shorter than in person without BDD. Another case study is Sandra is a twenty-three-year-old college student who believes she has blemishes that make her very unattractive; she also despises her curly hair and "droopy" eyes. A few years ago, she began college at an out-of-state university. Throughout her first semester, she began to attend classes less and less and found it difficult to socialize with others in her dorm or eat in the cafeteria. One day, on a break from school, she broke down and told her parents that she couldn't continue school there. Her parents were shocked. Sandra hadn't revealed her concerns to them and rarely spoke

The use of DBT for adolescents with BN is a growing trend. Salbach-Andrae, Bohnekamp, Pfeiffer, Lehmkuhl, & Miller (2008) rationalize, DBT “…provides a clear behavioral hierarchy that guides therapists in targeting interventions” (p. 416). Research is beginning to document the effectiveness of DBT amongst individuals with EDs, which are often “comorbid with BPD” (Bankoff, Karpel, Forbes, & Pantalone, 2012, p. 197). Bankoff et al. (2012) add this comorbidity will often complicate treatment.

Obese students, for example, test lower, are more likely to repeat a grade, and are less likely to attend college. Children with poorly controlled asthma do worse on assignments and make more absentminded mistakes than their non-asthmatic peers. Epileptic children miss an average of five days every six months, much more than the average, and can find difficulty in the classroom due to both noticed and unnoticed seizures, which “trigger missed directions, slowed seatwork, and derailed multiple-step problem solving”, and, as an aftereffect, can cause confusion, “hindering comprehension of instructions, constraining learning new material, and limiting memorization” (EdMedKids). Anorexic or bulimic children (or other children with eating disorders) suffer

There are times when people are plagued with thoughts, behaviors or emotions that will inhibit them from normal behavior. These are known as psychological disorders. These disorders come in many forms but all will have large effects on a person’s life.

Research indicates that schools continue to lack the resources to help students with emotional/behavioral disorders (EBD) become successful. Students with EBD tend to be the most time consuming in terms of school financial, programming, and staffing resources. Any strategy to help students with EBD must begin with helping professionals in schools continue to be the social change agents that are working towards positive change behaviors for the students. Helping professionals are the staff in schools providing direct services to the children with EBD. This may be in the form of counseling, behavior plan writing, family and community outreach, or response to intervention and crisis intervention (Agresta, 2004). The helping professionals in schools generally have undergone rigorous training in working with children, and they also tend to be the center of services, often working with administration, educational staff, community and family (Agresta, 2004).

While the presence of certain characteristics in children with behavioral disorders might sometimes seem discouraging but the bottom line is not to give up on any student in any case. Most of the times, children with behavioral and emotional problems might challenge a patience of teachers and cause temporary despair. In this situation, teachers require the support of others in supported students to succeed. The classroom is a learning community; therefore, it is very much significant to create a constructive atmosphere in the classroom. The successful behavior management in classroom can be improved by colleagues as well as by the family of the students. While considering the needs of students with behavioral and emotional problems, the paper aims to develop appropriate strategies for teaching students with behavioral disorders in the classroom.