Emotional and Behavioral Disorders Essay
Some schools in the United States do not put into use systematic screening and identification methods for any emotional and behavioral disorder. They argue that the process would result into schools experiencing financial constraints since many children would be identified. This is not a valid claim in any case. In my own opinion, every school should practice the use of these methods in order to check for emotional and behavioral disorders. The people concerned, for example teachers, should be advocates for students. They should always strive to develop each learner despite their difficulties in learning. Emotional and Behavioral Disorders Essay. I would still feel the same even if I were a school board member or the principal. The fact that many more children would be identified should be seen as progress. Financial issues should not be an issue since the society or the government should be involved in this problem.
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1) What are the connotations associated with the terms “emotionally disturbed” and “behaviorally disordered”? Which do you think teachers perceive as having a better chance of success in class?
There are many names that refer to any deviant behavior; for example, emotionally handicapped, mentally ill, behaviorally disordered and many more. Those who are behaviorally disordered are considered to have a better chance of succeeding in class than the emotionally disturbed. These terms have adverse effects on the learner’s educational performance (Evans, 1989). Emotional and behavioral disorders are not lifelong conditions; this is unlike other educational disabilities.
There are two general patterns of disordered behavior; those who are aggressive and disruptive and those who are withdrawn, anxious and depressed. Any educational intervention is supposed to match the needs of students diagnosed with behavioral disorders.
2) How do you distinguish disordered behavior from normal childhood roughhousing, pranks, tantrums, and/or moodiness?
Behavioral disorder can be distinguished from normal childhood pranks or moodiness; tantrums and moody behaviors do not last long enough. Children usually experience this for a remarkably shorter period as compared to disordered behavior. Disordered behavior takes a longer time. Individuals who are withdrawn or depressed always experience the condition most of their time; whether they are with their peers or not, whether in class or the fields. Tantrums may last a shorter period because the children usually aim at achieving something and become normal once they receive it. Emotional and Behavioral Disorders Essay.
3) Many of the assessment measures for identifying students with emotional and behavioral disabilities are subjective in nature. What power does this give to teachers and parents in determining this disability?
Parents are increasingly becoming informed of behavioral and emotional disabilities. If they partner with the teachers, they will form an immensely powerful team to deal with these problems. They are the ones who are constantly in touch with the kids. The teachers are better placed in identifying any unlikely behavior in an individual. The parents also know their children better. Teachers are able to deal with certain non compliant behaviors by using consequence-based methods.
Students with emotional and behavioral disorder (EBD) exhibit various characteristics relevant to their identified diagnosis. The primary characteristic of students with EBD is problem behaviors are displayed at school, home, community, and other social settings. These problem behaviors are described professionally as externalizing and internalizing behaviors that students with EBD often engage in regularly. Externalizing behaviors are described as acting-out behaviors that are aggressive and/or disruptive that is observable as behaviors directed towards others. Internalizing behaviors are behaviors that are construed as acting-in behaviors such as anxiety, fearfulness, withdrawal, and other indications of an individual’s mood or internal..
Severe cases of EBD include the extremes of any externalizing or internalizing problem, and a student may be identified as severe affliction of both externalizing and internalizing classification because their behavior fluctuates rapidly from one extreme to the other. Another comparison of externalized and internalized behaviors is the causal factors consistent to students with EBD problems. The causes of EBD and associated behaviors have been attributed to four major factors which include biological, family, school, and culture. Emotional and Behavioral Disorders Essay. Similar to the comorbidity of externalizing and internalizing behaviors, causal factors are often combined rather than singular in theory of origin. There is no conclusive evidence that one of these factors is directly attributed to the behavior disorder, but some factors give a student a predisposition to exhibit problem behavior, and others might precipitate or trigger it. Behavior can be influenced by genetic, neurological, or biochemical factors, or a combination of these. There is an affiliation between body and behavior; therefore, it seems reasonable to analyze some kind of biological causal factors for externalizing and internalizing behaviors of students with EBD. It is well known that prenatal exposure to alcohol or drugs can contribute to various types of disability, including EBD; but it is hardly possible to assess
Parents today face the dilemma of having a child with emotional or behavioral disorder. For small children, to have it is one thing, but to detect it is another. Since they are still growing up and going through stages such as the “terrible two’s” and adolescence, you’d think that some of their behavior is normal and it’s all a part of child development. It all depends on how one may look at it. If a small child were to have a severe tantrum and rip their toys apart, one parent may see it as a serious behavioral problem, while another may look at it as their child showing independence or leadership skills. Before seeking mental health assessment, parents must first look at the whole picture. Is the child having social issues at school?
One can tell if their child is experiencing delay in normal development form observing their child since they were infants. Are they unresponsive and refuse to reach to things babies normally react to? Alternatively, overly responsive and easily cry a lot? Parent who often question about their child’s behavior should immediately call a pediatrician. Emotional and Behavioral Disorders Essay. Evaluations and/or screenings may be done upon their child to assess their behavior and emotions and therapy may be used to care for it. Personal Response: I chose to do this article because I think a child in my family may have an emotional or behavioral disorder. The symptoms listed I noticed my cousin experiencing also. He overly-responds and easily cries a lot. He is a hyper active child and throws numerous temper tantrums that don’t seem normal. Causes for his behavior may be his father. His father is really home because he’s in the navy, and he has many siblings and therefore may not be getting as much as attention he needs so he results in smashing, braking things, and using profound word during his outbursts. People like my aunt should read this article as well as others who may suspect their child of having an emotional or behavioral disorder. 5 Medical Terminologies: 1. Behavior – the manner of conducting oneself.
Students with emotional and behavioral disorder (EBD) exhibit various characteristics relevant to their identified diagnosis. The primary characteristic of students with EBD is problem behaviors are displayed at school, home, community, and other social settings. These problem behaviors are described professionally as externalizing and internalizing behaviors that students with EBD often engage in regularly.Emotional and Behavioral Disorders Essay. Externalizing behaviors are described as acting-out behaviors that are aggressive and/or disruptive that is observable as behaviors directed towards others. Internalizing behaviors are behaviors that are construed as acting-in behaviors such as anxiety, fearfulness, withdrawal, and other indications of an individual’s mood or internal condition. The purpose of this paper is to compare and contrast the characteristics associated with internalized and externalized behaviors. Externalizing and internalizing behaviors of students with EBD have numerous comparisons, beginning with the display of both dimensions in individual students. Many students may show behavior characteristics of both externalized and internalized nature as neither is exclusive to problem behaviors exhibited by those with the condition. Comorbidity is not unusual in students with EBD as a student may display multiple behaviors associated with internalizing problems, such as a short attention span or a lack of concentration, and those associated with externalized problems such as physical and verbal disputes; rarely does an individual student with EBD exhibit only one type of maladaptive behavior. Students may display characteristics of behavior with various degrees of severity or intensity, which is either externalized or internalized behaviors may be exhibit… … middle of paper … …Practical social-emotional learning tools for students with specific learning disabilities in the United States of America. The Journal of International Association of Special Education, 10(1), 21-26. Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2009). Learners with Emotional or Behavioral Disorders. In V. Lanigan, A. Reilly, & G. Erb (Eds.), Exceptional Learners: An Introduction to Special Education (pp. 264-297). Boston, MA: Allyn & Bacon. Kauffman, J. M., & Landrum, T. J. (2013). Attention and Activity Disorders and Conduct Disorder. In S. D. Dragin & M. B. Finch (Eds.), Characteristics of Emotional and Behavioral Disorders of Children and Youth (pp. 180-270). Upper Saddle River, NJ: Pearson. Sabornie, E. J., Evans, C., & Cullinan, D. (2006). Comparing characteristics of high-incidence disability groups. Remedial and Special Education, 27(2), 95-104. Emotional and Behavioral Disorders Essay.
