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HEWARD, W. L. (2018). EXCEPTIONAL CHILDREN: An introduction to special education. UPPER SADDLE RIVER: PEARSON.

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[Image]. ( 2019, July 25). Retrieved July 21, 2020 from https://praacticalaac.org/praactical/praactically-visual-supports-for-self-regulation-understanding-expectations/

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[Image]. (2019, September 4). Retrieved July 21, 2020 from https://edulastic.com/blog/social-emotional-learning/

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13. What are the educational placement alternatives for students with emotional disturbance or behavior disorders?

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13. What are the educational placement alternatives for students with emotional disturbance or behavior disorders?

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“Students with emotional or behavioral disorders are served across the continuum of educational placements” (Heward, Alber-Morgan, & Konrad, 2018, p. 211). The continuum consists of general education classrooms, resource rooms, separate classrooms, special schools, correctional facilities, residential schools, and home or hospital placements. In my personal experience, students with emotional or behavior disorders may spend their days in a mixed schedule of general education classrooms and special education classrooms (resource rooms or separate classrooms). Many times, this is to receive specific social skills instruction, or implement a social emotional curriculum for the student that could include self-advocacy skills, behavior management, and mindfulness training.  (Heward, Alber-Morgan, & Konrad, 2018, p. 211).

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12. What are the characteristics (externalized and internalized behaviors) associated with this disability?

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12. What are the characteristics (externalized and internalized behaviors) associated with this disability?

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In the classroom, externalized behaviors associated with emotional disturbance or behavioral disorders are: getting out of their seats, yelling, talking out, and cursing, disturbing peers, hitting or fighting, ignoring the teacher, complaining, arguing excessively, stealing, lying, property destruction, temper tantrums, and non-compliance. (Heward, Alber-Morgan, & Konrad, 2018, p. 183). Many of the internalized behaviors associated with emotional disturbance, or behavioral disorders, in children and youth are seen as immaturity. “These children seldom play with others their own age. They lack the social skills needed to make friends and have fun, and they often retreat into daydreams and fantasies” (Heward, Alber-Morgan, & Konrad, 2018, p. 184).

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11. What are the causal factors associated with this disability?

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11. What are the causal factors associated with this disability?

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Some of the causal factors associated with emotional disturbance or behavior disorders are biological factors (brain disorders, genetics, temperament and environmental factors (home, school, community) (Heward, Alber-Morgan, & Konrad, 2018, p. 193-194).

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10. What are the key components in defining emotional disturbance or behavior disorders?

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10. What are the key components in defining emotional disturbance or behavior disorders?

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Under IDEA, the key components in defining emotional disturbance are: “an inability to learn that cannot be explained by intellectual, sensory, and health factors, an inability to build or maintain satisfactory interpersonal relationships with peers and teachers, inappropriate types of behavior or feelings under normal circumstances, a general pervasive mood of unhappiness or depression, or a tendency to develop physical symptoms or fears associated with personal or school problems,” and that “emotional disturbance includes schizophrenia” (Heward, Alber-Morgan, & Konrad, 2018, p. 181). The Council for Children with Behavioral Disorders, or CCBD, defines emotional or behavior disorders as, “a disability that is characterized by emotional or behavior responses in school programs so differently from appropriate age, cultural or ethnic norms….that general education inventions would be insufficient, and a disability that co-exists with other disabilities and includes schizophrenic disorder, affective disorder, anxiety disorder” (Heward, Alber-Morgan, & Konrad, 2018, p. 182-183) and more.