Of Emotional and Behavioural Disorders

Emotional and Behavioral Disorders (EBD) are typically identified due to discipline problems.  Still they are likely the most underidentified in the school system.   There is no single definition in Canada, but commonalities include the presence of one or more factors listed below to an intense degree for a long period (6 weeks or more):

• Inability to learn that cannot be explained
• Inabililty to build /maintain relationships (e.g. loners, commitment issues)
• Inappropriate behaviour under normal circumstances (e.g. delinquents)
• General pervasive unhappiness (often depression)
• Tendency to develop physical symptoms in response to fears (eg. phobias, anorexia/bulimia)

The third factor skews male and the last two female.  Other labels include "emotionally disturbed or behaviourally disordered" (Council for Children with Behavioural Disorders).

A) Characteristics of EBD
The causes of EBD can include biological, phenomenological and sociological/ecological factors including economic disadvantage, school, family and community causes among others.  EBD behaviours can be categorized into two groups:

Externalizing Behaviours

• Aggressiveness, temper tantrums, defiance
• Jealousy, disobedience, noncompliance
• Lying, stealing, trust issues
• Argumentative, lack of self-control, destructive

Internalizing Behaviours

• Withdrawn, apathetic, restricted activity levels
• Fixation, social avoidance, fearful, anxious
• Inferiority, sad, moody, depressed
• Self-conscious, overly sensitive
• Irritable, inapproriate crying

B) Identifying EBD
As an underreported problem, teachers should over-refer given that depression often underlies EBD.  As well, suicide is a risk factor and abuse a potential causality that must be considered.  As well, Nelson, Benner, and Cheney (2005) reported in a research review that language deficits are a common co-occurence.  Speech language pathologists should be involved in planning and intervention, when this correlation is suspected.

Instruments and assessment approaches that can be considered include:

• Functional Behaviour Assessments (FBA) - described as "an analysis of the contingencies responsible for behaviour problems" the FBA considers specific behavours and patterns within the environmental context of physiology, classroom environment and curriculum and instruction.
• Clinical Interviews
• Observation including systemic documentation by teachers
• Rating scales
• Personality tests

C) Classroom adaptations and modifications
Social skills development is important for students with EBD.  A series of approaches including social skills development are suggested in External Influences on Learning - a presentation by the author and colleagues featured below that covers FAS, Tobacco, Toxins, Nutrition as factors and offers recommendations on approaches for teachers and parents.

Control Theory (Gardner) suggests a wheel analogy (see also above presentation) with four sectors: Belonging, Power, Freedom and Fun and a diagonal diagnostic that can provide guidance on what is really driving behaviour.  For instance, rebellious kids seemingly seeking power may be defused by providing more freedom of choice in classwork.

Other adaptations that assist effective classroom management include clear posted rules, support from Special Ed teachers and mental health professionals and:

• Preventive discipline - "positive attitude that nurtures student's learning of personal, social and academic skills" (Sabatino, 1987)
• Positive behaviour supports (PBS) - The Good Behaviour Game, Contingency Contracting and Individual Behaviour plans
• Physical accomodations - Seating near teacher, quiet work areas, stored materials away, traffic patterns that lesson contact and disruptions
• Positive reinforcement and peer tutoring
• Medication - While sometimes overused and side effects and monitoring are key, medication has been proven to be effective with problems like attention and aggression
• Cultural factors

See the sidebar for other resources on EBD.