# data[].attributes.body
Plotts, C. (n.d.). Assessment of Students with Emotional and Behavioral Disorders. Institute of Education Sciences. Retrieved March 13, 2023, from https://eric.ed.gov/?q=source%3A%22Advances+in+Special+Education%22&ff1=lawIndividuals+with+Disabilities+Education+Improvement+Act+2004&id=ED540060

(n.d.). ACCOMMODATIONS FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS. Your Therapy Source. Retrieved March 13, 2023, from https://www.yourtherapysource.com/blog1/2022/03/11/accommodations-for-students-with-emotional-and-behavioral-disorders/

(n.d.). 19 Tips on Supporting Positive Behavior & Social Skills. Brookes Blog. Retrieved March 13, 2023, from https://blog.brookespublishing.com/19-tips-on-supporting-positive-behavior-social-skills-calendar-giveaway/

(n.d.). Behavior Disorders: Definitions, Characteristics & Related Information. Division for Emotional and Behavioral Health. Retrieved March 13, 2023, from https://debh.exceptionalchildren.org/behavior-disorders-definitions-characteristics-related-information

Peterson, T. (2022, January 11). What Are Emotional and Behavioral Disorders?, HealthyPlace. Retrieved on 2023, March 12 from https://www.healthyplace.com/parenting/behavior-disorders/what-are-emotional-and-behavioral-disorders

Loveless, B. (n.d.). Emotional and Behavioral Disorders in the Classroom. Education Corner. Retrieved March 13, 2023, from https://debh.exceptionalchildren.org/behavior-disorders-definitions-characteristics-related-information

Smith, D., Tyler, N., & Skow, K. (2018). Introduction to Contemporary Special Education (2nd ed.). Pearson.

# data[].attributes.body
This website give parents access to local groups for parents with children that have disabilities. There are workshops, links to articles and contact information for healthcare providers.

# data[].attributes.attachment_link.readable_text
Family support network™

About FSN™

FSNENC History

FSNENC History

FSNENC History

FSNENC History

FSNENC History

FSNENC Mission

Counties Served

Counties Served

The Family Support Network of Eastern North Carolina, Inc. is a private nonprofit corporation designed to provide emotional support and resource information for families of children with developmental, physical, behavioral or medical needs and families who have experienced the death of a child.

Counties Served

Counties Served

Counties Served

Beaufort, Bertie, Carteret, Craven, Edgecombe, Greene, Halifax, Hyde, Johnson, Lenoir, Martin, Nash, Northampton, Onslow, Pamlico, Pitt, Wayne, Wilson

# data[].attributes.attachment_link.description
About FSN™ FSNENC History FSNENC History FSNENC History FSNENC History FSNENC History FSNENC Mission Counties Served Counties Served The Family Support Network of Eastern North Carolina, Inc. is a private nonprofit corporation designed to provide emotional support and resource information for families of children with developmental, physical, behavioral or medical needs and families who have experienced the death of a child.

# data[].attributes.body
This is a resources for parents that can help guide parents in the right direction when determining if their child has a disability. It provides steps to getting the special education help and guide parents on what to expect.

# data[].attributes.body
This resource is for parents that are unsure of their child's behavior is typical or a cause for concern. There are topics on getting help, treatment options and a variety of other sources for parents.

# data[].attributes.attachment_link.provider_name
National Institute of Mental Health (NIMH)

# data[].attributes.attachment_link.readable_text
Mental Health in Childhood

Raising a child can be challenging. Even under the best circumstances, their behaviors and emotions can change frequently and rapidly. All children are sad, anxious, irritable, or aggressive at times, or they occasionally find it challenging to sit still, pay attention, or interact with others. In most cases, these are just typical developmental phases. However, such behaviors may indicate a more serious problem in some children.

Mental disorders can begin in childhood. Examples include anxiety disorders, attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder, depression and other mood disorders, eating disorders, and post-traumatic stress disorder (PTSD). Without treatment, these mental health conditions can prevent children from reaching their full potential. Many adults who seek mental health treatment reflect on the impact of mental disorders on their childhood and wish they had received help sooner.

When to Seek Help

How can you tell the difference between challenging behaviors and emotions that are a normal part of growing up and those that are cause for concern? In general, consider seeking help if your child's behavior persists for a few weeks or longer; causes distress for your child or your family; or interferes with your child's functioning at school, at home, or with friends. If your child's behavior is unsafe, or if your child talks about wanting to hurt themselves or someone else, seek help immediately.

Young children may benefit from an evaluation and treatment if they:

Have frequent tantrums or are intensely irritable much of the time

Often talk about fears or worries

Complain about frequent stomachaches or headaches with no known medical cause

Are in constant motion and cannot sit quietly (except when they are watching videos or playing video games)

Sleep too much or too little, have frequent nightmares, or seem sleepy during the day

Are not interested in playing with other children or have difficulty making friends

Struggle academically or have experienced a recent decline in grades

Repeat actions or check things many times out of fear that something bad may happen

Older children and adolescents may benefit from an evaluation and treatment if they:

Have lost interest in things that they used to enjoy

Have low energy

Sleep too much or too little or seem sleepy throughout the day

Are spending more and more time alone and avoid social activities with friends or family

Diet or exercise excessively, or fear gaining weight

Engage in self-harm behaviors (such as cutting or burning their skin)

Smoke, drink, or use drugs

Engage in risky or destructive behavior alone or with friends

Have thoughts of suicide

Have periods of highly elevated energy and activity and require much less sleep than usual

Say that they think someone is trying to control their mind or that they hear things that other people cannot hear

Learn more about warning signs on the National Institute of Mental Health's (NIMH) Child and Adolescent Mental Health webpage.

First Steps for Parents

If you are concerned about your child's mental health, you can start by talking with others who frequently interact with your child. For example, ask their teacher about your child's behavior in school, at daycare, or on the playground.

You can talk with your child's pediatrician or health care provider and describe the child's behavior, as well as what you have observed and learned from talking with others. You also can ask the health care provider for a referral to a mental health professional who has experience and expertise in treating children. (See Choosing a Mental Health Professional for additional information.)

Choosing a Mental Health Professional

When looking for a mental health professional for your child, you may want to begin by asking your child's pediatrician for a referral. If you need help identifying a provider in your area, you can call the Substance Abuse and Mental Health Services Administration (SAMHSA) Treatment Referral Helpline at 1-800-662-HELP (4357). You also can search SAMHSA's online Behavioral Health Treatment Services Locator, which lists facilities and programs that provide mental health services. It's especially important to look for a mental health professional with training and experience treating children, particularly your child's specific problems.

Asking questions and providing information to your child's health care provider can improve your child's care. Talking with the health care provider builds trust and leads to better results, quality, safety, and satisfaction. Here are some questions you can ask when meeting with prospective treatment providers:

Do you use treatment approaches that are supported by research?

Do you involve parents in the treatment? If so, how are parents involved?

Will there be "homework" between sessions?

How will progress be evaluated?

How soon can we expect to see progress?

How long should treatment last?

To find ideas for starting the conversation with your health care provider, visit the Agency for Healthcare Research and Quality website and read NIMH's Tips for Talking With Your Health Care Provider. Additional information about finding a qualified mental health professional is available on NIMH's Help for Mental Illnesses webpage and through other organizations listed in More Information and Resources.

Assessing Your Child's Behavior

An evaluation by a mental health professional can help clarify problems underlying your child's behavior and provide reassurance or recommendations for the next steps. An evaluation offers an opportunity to learn about your child's strengths and weaknesses and to determine which interventions might be most helpful.

A comprehensive evaluation of a child's mental health includes the following:

An interview with the parents to discuss the child's developmental history, temperament, relationships with friends and family, medical history, interests, abilities, and any prior treatment. It is important for the mental health professional to get a picture of the child's current situation-for example, a recent change in schools, an illness in the family, or another change that affects the child's daily life.

Information gathering from the child's school, such as standardized tests and reports on behavior, capabilities, and difficulties.

If needed, an interview with the child and the mental health professional's testing and behavioral observations.

Treatment Options

The mental health professional will review the evaluation results to help determine if a child's behavior is related to changes or stresses at home or school or if it's the result of a disorder for which they would recommend treatment. Treatment recommendations may include:

Psychotherapy ("talk therapy"). There are many different approaches to psychotherapy, including structured psychotherapies directed at specific conditions. For more information about types of psychotherapies, visit NIMH's psychotherapies webpage. Effective psychotherapy for children always includes:

Parent involvement in the treatment

Teaching the child skills to practice at home or school (between-session "homework assignments")

Measures of progress (such as rating scales and improvements on "homework assignments") that are tracked over time.

Medications. As with adults, the type of medicines used for children depends on the diagnosis and may include antidepressants, stimulants, mood stabilizers, or other medications. For general information on specific classes of medications, visit NIMH's mental health medications webpage. Medications are often used in combination with psychotherapy. If multiple health care providers or specialists are involved, treatment information should be shared and coordinated to achieve the best results.

Family counseling. Including family members in treatment can help them to understand how a child's challenges may affect relationships with parents and siblings.

Support for parents. Individual or group sessions for parents that include training and the opportunity to talk with other parents can provide new strategies for supporting a child and managing difficult behavior in a positive way. The therapist also can coach parents on how to communicate and work with schools on accommodations.

To find information about treatment options for specific disorders, visit NIMH's Mental Health Information webpage. Researchers continue to explore new treatment options for childhood mental disorders: Participating in a Research Study for Children provides information on participating in clinical research.

Working With the School

Children who have behavioral or emotional challenges that interfere with success in school may benefit from plans or accommodations provided under laws that prevent discrimination against children with disabilities. Your child's health care providers can help you communicate with the school.

A first step may be to ask the school whether accommodations such as an individualized education program may be appropriate for your child. Accommodations might include measures such as providing a child with a tape recorder for taking notes, allowing more time for tests, or adjusting seating in the classroom to reduce distraction. There are many sources of information on what schools can and, in some cases, must provide for children who would benefit from accommodations and how parents can request evaluation and services for their child:

There are Parent Training and Information Centers and Community Parent Resource Centers located throughout the United States. The Center for Parent Information and Resources lists centers in each state.

The U.S. Department of Education has detailed information on laws that establish mechanisms for providing children with accommodations tailored to their individual needs and aimed at helping them succeed in school. The Department also has a website on the Individuals with Disabilities Education Act, and its Office for Civil Rights has information on other federal laws that prohibit discrimination based on disability in public programs, such as schools.

Many of the organizations in More Information and Resources also offer information on working with schools as well as more general information on disorders affecting children.

More Information and Resources

Information on specific disorders is available on NIMH's Mental Health Information webpage.

The following organizations and agencies have information on symptoms, treatments, and support for childhood mental disorders. Some offer guidance for working with schools and finding mental health professionals. Participating in voluntary groups can provide an avenue for connecting with other parents dealing with similar issues.

Please Note: This resource list is provided for informational purposes only. It is not comprehensive and does not constitute an endorsement by NIMH, the National Institutes of Health (NIH), the U.S. Department of Health and Human Services, or the U.S. government.

Research on Disorders Affecting Children

NIMH conducts and supports research to help find new and improved ways to diagnose and treat mental disorders that occur in childhood. This research includes studies of risk factors-including those related to genetics, experience, and the environment-which may provide clues to how these disorders develop and how to identify them early.

NIMH also supports efforts to develop and test new interventions, including behavioral, psychotherapeutic, and medication treatments. Researchers are also seeking to determine whether the beneficial effects of treatment in childhood continue into adolescence and adulthood.

Participating in a Research Study for Children

Children are not little adults, yet they are often given medications and treatments that have been tested only in adults. Research shows that, compared to adults, children respond differently to medications and treatments, both physically and mentally. The way to get the best treatments for children is through research designed specifically for them.

Researchers at NIMH and around the country conduct clinical trials with patients and healthy volunteers. Talk to your health care provider about clinical trials, their benefits and risks, and whether one is right for your child. For more information about clinical research and how to find clinical trials being conducted around the country, visit NIMH's clinical trials webpage.

Reprints

This publication is in the public domain and may be reproduced or copied without permission from NIMH. Citation of NIMH as a source is appreciated. To learn more about using NIMH publications, please contact the NIMH Information Resource Center at 1-866‑615‑6464, email nimhinfo@nih.gov, or refer to NIMH's reprint guidelines.

For More Information

MedlinePlus (National Library of Medicine) ( en español)

ClinicalTrials.gov ( en español)

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES
National Institutes of Health
NIH Publication No. 21-MH-8085
Revised 2021

# data[].attributes.attachment_link.title
Children and Mental Health: Is This Just a Stage?

# data[].attributes.attachment_link.description
This fact sheet presents information on children's mental health including assessing your child's behavior, when to seek help, first steps for parents, treatment options, and factors to consider when choosing a mental health professional. It also provides guidance on how to work with your child's school, a list of resources, and information about clinical trials.

# data[].attributes.body
This 103 page document provides teachers with information about students with ED-EBD. It gives a background of causes for this disorder, strategies to avoid, what are the best practices to use in the classroom and evidence-based prevention strategies.

# data[].attributes.body
https://www.dpi.nc.gov/districts-schools/districts-schools-support/nc-social-emotional-learning/educator-resources
The NC DPI website provides a vast amount of resources for SEL learning. Educators can sign up for courses, read about teaching strategies, and access links to outside resources to help with ED students.

# data[].attributes.body
https://www.nsta.org/behavioral-disorders
This website give teachers an overview on what ED-EBD is along with strategies on how to accommodate students. It also goes into teacher presentation detail.

# data[].attributes.attachment_link.readable_text
Behavioral disorders also known as conduct disorders are one of the most common forms of disability among children and young adults and is the most frequently cited reason for referral to mental health services. The appearance of behavioral disorders is increasing dramatically in our K-12 classrooms. As a result, their presence severely constrains the ability of the school systems to educate students effectively. The prevalence of behavioral problems among children and young adults is substantial. Many surveys indicate that behavioral disorders vary among young adults, ranging from 2 and 6 percent among K-12 students. This percentage translates into 1.3 to 3.8 million cases of behavioral disorders among the school and pre-college population.

Behavior disorders have also been referred to in a variety of different terminologies, including but not limited to:

1. Emotional and Behavior Disorders (EBD)

2. Emotional Conflict (EC)

3. Serious Emotional Disturbance (SED)

Behavioral disorders become apparent when the student displays a repetitive and impact persistent pattern of behavior that results in the significant disruption of other students. Such disturbances may cause significant impairments in academic, social, and or occupational functioning. Among the characteristics of a behavioral disorder among children and adolescents are:

General Strategies

Multidisciplinary educational teams, including parents, must design programs to meet the individual behavioral and academic needs of identified SED students. Most students can benefit from supportive treatments provided in general education programs. For others, at least temporary placements in special education classrooms, schools, or institutional programs may be appropriate.

Special education programs usually attempt to provide a structured environment where students experience a high degree of success; rules and routines are predictable; and students are consistently rewarded for appropriate behavior. Behavior management techniques, such as positive reinforcement, token economies, contracting, and time-out, which rely on direct measurement and monitoring of behavioral change, are commonly used in SED programs. The assessment and systematic teaching of social skills through modeling, discussion, and rehearsal are frequently used to help students increase control over their behavior and improve their relations with others. In addition, supportive therapies involving music, art, exercise, and relaxation techniques, as well as affective education, individual, and group counseling are sometimes employed to improve self-understanding, self-esteem, and self-control. The following are strategies that may be effective with students with EBD:

Teacher Presentation

Laboratory

Group Interaction and Discussion

1. Acknowledge the contributions of the student with an emotional disorder.

2. Call for responses and participation commensurate with the student's socialization skills.

3. As the student's comfort level rises and when a safe topic is available, encourage the student to be a group spokesperson.

4. Along with the student, devise a contingency plan in which inappropriate forms of response are replaced by appropriate ones.

5. Gradually increase the challenges in the student's participation in group exercises while providing increased positive reinforcement.

6. Help the student to feel as though he or she has something worthwhile to contribute to the discussion.

7. Some students may experience considerable strain in social adjustment in a group context. It may be necessary to work gradually toward group activities. One can devise a strategy of progressing from spectatorship to one-to-one instruction and eventually to small group discussion.

8. Should monitor carefully to ensure that the nondisabled students do not dominate the discussion or detract in any way from the successful performance of the student with the behavioral disorder.

Reading

1. It is necessary to target specific pro-social behaviors for appropriate instruction and assessment to occur such as:

1. Taking turns, working with partner, following directions.

2. Reading in group or with others.

3. Increasing positive relationships by means of awards when they read appropriately.

4. Demonstrating appropriate reading

2. Instructional strategies involving self-control, self-reinforcement, self-monitoring, self-management, problem solving, cognitive behavior modification, and metacognitive skills should be focused on teaching students reading skills

Research

1. Review and discuss with the student the steps involved in a research activity. Think about which step(s) may be difficult for the specific functional limitations of the student and jointly devise accommodations for that student.

2. Use appropriate laboratory and field strategies.

3. Depending on the site of the research check the previous two sections.

4. Show clear examples of what the students should expect as an outcome of their research.

Field Experiences

1. Use appropriate general strategies.

2. Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

3. In field activities acknowledge the contributions and assistance of the student with an emotional disorder.

4. Help the student to feel as though he or she has something worthwhile to contribute to the field trip.

5. Use a buddy system.

6. Gradually increase the challenges in the student's participation in field exercises while providing increased positive reinforcement.

7. Group participation in field activities is highly desirable because it enhances social contacts.

8. Make the student with the behavioral disorder become one of the field trip leader of an activity which can often reduce their disorder.

9. Special efforts should be made to get students with behavioral disorders to interact with other students.

10. You should encourage students to practice field skills during their free hours.

11. Every effort should be made to arouse the interest of such students in activities, so they will learn to perform the activities with success and pleasure with appropriate behaviors.

Testing

1. Be sensitive to the student's reactions to the various aspects of assessment.

2. For each student, accumulate in his or her portfolio several examples of work (quizzes, assignments, projects) that demonstrate knowledge of the subject matter or the unit of study.

3. Make special arrangements for the student with an emotional disorder according to what their special needs are and that they do not compromise the integrity of the testing situation.

4. Stay on top of student progress through informal assessment, don't wait until it's too late to discover that there is a problem.

5. Provide private room/smaller group setting/alternative test site (with proctor present); alternatively screens to block out distractions.

Organizations

Council for Exceptional Children-Council for Children with Behavior Disorders (CCBD)
The Council for Children with Behavioral Disorders (CCBD) is dedicated to supporting the professional development and enhancing the expertise of those who work on behalf of children with challenging behavior and their families. It is a division of the Council for Exceptional Children (CEC).

CCBD Foundation
The CCBD Foundation was founded in 1997 by the Council for Children with Behavioral Disorders (CCBD), to support its mission of improving the education of children and youth with emotional or behavioral disorders (EBD).

Resources

Council for Exceptional Children (Behavior Disorders/Emotional Disturbance)
The Council for Exceptional Children (CEC) page on EBD. The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents.

BehaviorDisorder.org
The site offers information on behavior disorders, conduct disorders, and other behavior problems.

# data[].attributes.attachment_link.description
Behavioral disorders also known as conduct disorders are one of the most common forms of disability among children and young adults and is the most frequently cited reason for referral to mental health services. The appearance of behavioral disorders is increasing dramatically in our K-12 classrooms. As a result, their presence severely constrains the ability of the school systems to educate students effectively.

# data[].attributes.headline
Behavior Management and Social Adaptations

# data[].attributes.subject
Behavior Management and Social Adaptations

# data[].attributes.body
Some students are fearful in social environments and in groups. Ways to help foster a positive social environment may include:
✅ learning about relationships in the classroom
✅ Encouraging group work
✅ Acknowledging positive relationships between others
✅ Demonstrating positive relationships between teacher and student
✅ Give concrete examples on how to change behavior
✅ Seat the student next to a positive role model
✅ Calm classroom environment

# data[].attributes.body
📌 PBIS
📌 Establish routines, sometimes routines within routines
📌Extended time for tests
📌 Small group testing environment
📌 Use of a calculator on homework and tests
📌 Movement breaks
📌 Offer choices on assignments to demonstrate comprehension, such as writing a paper, making a video or poster
📌 Alternative seating ex. wiggle chair, resistant bands on chair legs
📌 Classroom expectations and rules
📌 Non-verbal cues or code word for inappropriate behaviors
📌 Imposing consequences for severe inappropriate behavior

# data[].attributes.body
Several factors play a part in assessing students for ED-EBD. These assessments can be influenced by a diagnosis given from a doctor, observations by teachers and parents, PBIS checklist, recommendations, cognitive and academic achievement testing, environmental factors and health history. These assessments are usually performed by a special education team at school and include parents/guardians. FBAs (Functional Behavioral Assessments) are often used to determine why a students engages in problematic behavior.

# data[].attributes.body
https://link.springer.com/chapter/10.1007/978-3-030-44641-3_14

# data[].attributes.body
✔️- Impulsivness
✔️- Aggression or self-injurious behavior
✔️- Withdrawal
✔️- Immaturity
✔️- Learning problems
✔️- Excessive fear
✔️- Blaming others
✔️- Disrespect for authority

# data[].attributes.body
Extreme behaviors that effect a child's daily function at home and school. These may include difficulty regulating emotions and feelings, forming social relationships, making appropriate behavior choices, and difficulty learning. Other elements include, intense and often prolonged behaviors, pervasive mood of unhappiness or depression, and a pattern of disruptive behavior. It's important to note that these behaviors are out of the norm of a typical child's development.

# data[].attributes.headline
Emotional and Behavioral Disorders Overview

# data[].attributes.subject
Emotional and Behavioral Disorders Overview

# data[].attributes.body
Emotional disturbance and emotional and behavioral disorders is an umbrella term in which many other specific diagnosis fall under. 3 categories that classify ED-EBD are externalizing behaviors, internalizing behaviors and low-incidence conditions. Under each of these categories follow more specific diagnosis'