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Supporting Students with Emotional or Behavioral Disorders

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Supporting Students with Emotional or Behavioral Disorders

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This article from the Vanderbilt Kennedy Center is a great resource for understanding Emotional or Behavioral Disorders (EDB). It explores the types of emotional disturbances and behaviors as well as how to determine if a child has this type of disability. The authors provide tips for teachers and educators and what treatments can be effective to help students and families. The VKC is one of the oldest institutions dedicated to studying intellectual and developmental disabilities where doctors and psychiatrists work with psychologists and educators to prevent and ameliorate developmental problems. It offers a wide variety of research topics, services for professionals and families, education and other resources.

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The Office of Special Education Programs

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The Office of Special Education Programs

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The OSEp (Office of Special Education Programs) is a section of the U.S. Department of Education dedicated to improving the outcomes of children with disabilities, from birth through 21 years old. OSEP provides leadership and financial support to states and local districts and also supports teachers and other professionals who work with children with disabilities. The programs supported by OSEP aim to guarantee fair, equitable and high-quality education and services. Although this organization does not focus specifically on EDB, it is important as a source of information and also to obtain grants and financial aid to help students and their families. It also has a budget for research and it is a great source of information about laws and regulations.

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disabilities; special education; idea; individuals with disabilities education act

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Office of Special Education Programs (OSEP) - Home Page

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The Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children and youth with disabilities ages birth through 21 by providing leadership and financial support to assist states and local districts.

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Positive Behavioral Supports for the Classroom, by by Brenda Scheuermann, Judy Hall

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Positive Behavioral Supports for the Classroom, by by Brenda Scheuermann, Judy Hall

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The authors base their ideas on research and developments on applied behavioral analysis and positive interventions. They sustain that discipline is a major concern for all teachers and they want to help teachers to manage from minor behavioral challenges to those generated by students with emotional and behavioral problems. This book explains a wide range of strategies and techniques to improve classroom behavior, with an emphasis on early interventions and prevention based on the study of information and the knowledge of the students. There is an enhanced version of the book that gives access to embedded videos, activities, and implementation guidelines.

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Positive Behavioral Supports for the Classroom

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The Crisis Prevention Institute offers training and programs to help organizations, including schools, manage all kinds of crises and develop skills to treat people with dignity and respect while de-escalating situations: Verbal intervention, nonviolent crisis intervention, and nonviolent crisis intervention with advanced physical skills. Verbal intervention training is ideal for teachers because it instills the confidence to verbally de-escalate disruptive behavior. The more advanced training is recommended for school staff that need to intervene when situations are more complicated. Crisis Prevention Training makes a positive impact on all staff and their students by supporting social, emotional, and cognitive well-being. By having a positive school culture and climate, schools can create a safer learning space for everyone.

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Certified Instructors

Sign in to document training, access training resources, explore professional development opportunities, and more.

CPI Learners

Sign in to access your online modules, manage your classes, preview courses, and more.

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Homepage | Crisis Prevention Institute (CPI)

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Crisis Prevention Institute (CPI) is an international training organization that specializes in the safe management of disruptive and assaultive behavior through the use of verbal as well as restrictive de-escalation strategies and techniques.

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Journal of Emotional and Behavioral Disorders

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Journal of Emotional and Behavioral Disorders

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The Journal of Emotional and Behavioral Disorders is an academic journal that publishes papers in the field of Education. It contains interdisciplinary research, practice, and commentary related to individuals with emotional and behavioral disabilities. It can help educators and researchers with sources and studies on youth mental health, behavior, and classroom discipline. The Journal of Emotional and Behavioral Disorders is a peer-reviewed academic journal, the journal's editors are Elizabeth M. Farmer and Thomas W. Farmer (University of Pittsburgh). I found more than 200 articles regarding Emotional and Behavioral Resources for all ages students.

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Journal of Emotional and Behavioral Disorders: SAGE Journals

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offers interdisciplinary research, practice, and commentary related to individuals with emotional and behavioral disabilities. Each issue explores critical a...

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9 Effective Teaching Strategies for Students With Emotional and Behavioral Disorders

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9 Effective Teaching Strategies for Students With Emotional and Behavioral Disorders

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Positive Action is an organization focused on creating positive cycles where students want to learn, regardless of their condition or background. They propose a systematic way to tackle the problems by considering feelings, thoughts and actions. They recognize that students with EDB have unique learning needs and therefore teachers need to implement specially designed instructions for them. This article suggests 9 actions that would help teachers to provide a fair access to high quality education for all students, but especially for those that need help managing their emotional disturbances in inclusive classrooms, so students can thrive in several aspects of their education and personal development.

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9 Effective Teaching Strategies for Students With Emotional and Behavioral Disorders

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Children are the beacon of hope for our future. Their mental health and emotional well-being are the very foundation upon which future success and happiness are built.

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5 Tips for Handling EBD Kids (Emotional Behavior Disorder) in an Inclusive Classroom

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5 Tips for Handling EBD Kids (Emotional Behavior Disorder) in an Inclusive Classroom

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The Resilient Educator is a website dedicated to helping teachers with multiple resources, from classroom settings to creativity and professional development resources. It is well known for providing useful articles on inclusive education, instructional design, trauma, resilience, etc.; but what is most important is that they sustain that the health and safety of the students is a critical part of education. This article offers great advice for handling students with emotional behavior disorders. The Resilient Educator is especially useful for new teachers who need help when facing the challenges of children with all kinds of disabilities, de-stress, and maintain sanity to continue delivering the best possible learning environment for all the students in his/her classroom.

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Students who suffer from Emotional and Behavioral Disorders, or EBD, often find it very difficult to control their behavior and focus on their work in the classroom. EBD students also commonly lack the impulse control and the emotional balance that is necessary to handle social interactions with other students effectively.

This can be challenging for you as their teacher, especially in an inclusive classroom where only a portion of the students have EBD-but there are ways to help all students in your classroom feel welcomed and ready to learn. EBD students' behavior can be moderated by implementing a classroom management plan that is specially tailored to meet the specific needs of these students.

Here are five effective strategies you can use to help EBD kids work well in an inclusive classroom.

1. Keep class rules/activities simple and clear

Your EBD students (as well as some of your more focused students) will most likely struggle if you impose a long list of complicated rules and demands. Try to keep your classroom guidelines broad and simple-no more than 3 to 5 main rules. Let students know about them on the first day of class, and post them in the classroom as well. An example list might be:

Along with simple and clear rules, there should be simple and clear teaching activities. Using activities that don't have complicated directions allow students with EBD to follow along and interact with the rest of the class. Some activity examples are:

By including clear activities in your classroom, your students will engage and interact with the lesson plan, ensuring that they learn alongside other students.

2. Reward positive behaviors

While you will, at times, have to discipline children for improper behavior, remember that rewarding positive behavior is ultimately far more effective in the long run. Many students with Emotional and Behavioral Disorder tend to take any discipline as a personal attack, and because of this, they often learn very little from it.

Try to celebrate the successes of these students more than you reprimand or punish their mistakes. When they receive positive feedback and rewards, they start to see that there is a positive benefit to good behavior. They will then start to see you as more of an ally than an adversary, and this will in turn motivate them to want to behave and do well in your classroom.

3. Allow for mini-breaks

A lot of EBD kids lack the emotional balance and maturity needed to remain focused and on-task for long periods. Instead of reprimanding these students for their lapses, build in short rest periods or mini-breaks into the school day.

Take time to periodically stop teaching and allow students to catch up if need be. Give them time to finish their assignment, and allow those who have finished to stretch, get out of their seats, and move around a bit. This will allow them to burn off any excess energy that might have built up from sitting still for a long period of time. (And it's good time for you to stretch, too!)

4. Fair treatment for all

Students with Emotional and Behavioral Disorders also often don't respond very well to situations that appear unfair to them. This can trigger a cascade of negative emotions and acting-out behavior.

To ensure that you are treating all of your students in a consistently fair manner, don't bend your established rules for any student. Enforce the expected consequences every time, with every student. Allowing exceptions opens you up to accusations of being unfair.

5. Use motivational strategies

Unfortunately, Emotional and Behavioral Disorder students tend to have had a lot of negative experiences in school. Therefore they often lack the desire or motivation to try to succeed.

To avoid disruptive or off-task behaviors, take some extra steps to motivate these students. Offer them incentives for academic successes, large and small. Celebrate their hard work, and praise their good efforts consistently. This can go a long way in giving these students the motivation to excel in your class.

While having EBD kids in your classroom can at first seem daunting, these are proven ways to help cultivate and keep a harmonious spirit of learning. More good news: many of these strategies for success can help your non-EBD students as well.

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Tips for Handling Emotional Behavior Disorder in Classrooms | Resilient Educator

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Emotional Behavior Disorder (EBD) can hinder classwork. With these tips, teachers can learn ways to help students learn at their own speed!

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Emotional and Behavioral Disorders in the Classroom

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Emotional and Behavioral Disorders in the Classroom

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The Education Corner is a K to 12 education portal with multiple topics, articles, and resources, not only for teachers but also for students and families. This article on emotional and behavioral disorders is a good start for new teachers to understand psychiatric and behavioral disorders. Teachers can enter comments on the article and can expect an answer from the site curators. It also offers links to similar posts to continue exploring the topic. The most relevant section for EDB cases is called "Special Education" where the site offers multiple choices to navigate the Special Education Systems, meet the needs of students with special needs, and determine if your education strategies are working, among others.

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Emotional and Behavioral Disorders in the Classroom - Education Corner

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Explore the characteristics of children with emotional and behavioral disorders, as well as strategies for teaching these student.

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The Center for Parent Information and Resources is focused on helping parents to understand their child’s behavior and by doing that they support teachers and educators with cases of behavior challenges.  Many times parents cannot see the situation of their kids and blame the school and teachers for not educating their son or daughter as expected. However, this center offers information for parents with non-technical language. It explains how parents and teachers can collaborate to help students with Emotional Behavioral Disorders succeed in school and overcome their condition.

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Links updated, November 2021
This information in Spanish

The mental health of our children is a natural and important concern for us all. The fact is, many mental disorders have their beginnings in childhood or adolescence, yet may go undiagnosed and untreated for years. ( 1)

We refer to mental disorders using different "umbrella" terms such as emotional disturbance, behavioral disorders, or mental illness. Beneath these umbrella terms, there is actually a wide range of specific conditions that differ from one another in their characteristics and treatment. These include (but are not limited to):

anxiety disorders;

bipolar disorder (sometimes called manic-depression);

conduct disorders;

eating disorders;

obsessive-compulsive disorder (OCD); and

psychotic disorders.

You may be reading this fact sheet with one of these specific disorders in mind, or you may be looking for information about emotional disturbances in general. In either case, keep reading to find out what different emotional distubances have in common, how they are defined in federal law, and where to find more detailed information on specific disorders.
Quick-Jump Menu
Definition
IDEA defines emotional disturbance as follows:
We've chosen to use the term "emotional disturbance" in this fact sheet because that is the term used in the nation's special education law, the Individuals with Disabilities Education Act (IDEA).

"...a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

(C) Inappropriate types of behavior or feelings under normal circumstances.

(D) A general pervasive mood of unhappiness or depression.

(E) A tendency to develop physical symptoms or fears associated with personal or school problems." ( 2)

As defined by IDEA, emotional disturbance includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance. ( 3)

Characteristics

As is evident in IDEA's definition, emotional disturbances can affect an individual in areas beyond the emotional. Depending on the specific mental disorder involved, a person's physical, social, or cognitive skills may also be affected. The National Alliance on Mental Illness of Southern Arizona puts this very well:

Mental illnesses are medical conditions that disrupt a person's thinking, feeling, mood, ability to relate to others and daily functioning. Just as diabetes is a disorder of the pancreas, mental illnesses are medical conditions that often result in a diminished capacity for coping with the ordinary demands of life. ( 4)

Some of the characteristics and behaviors seen in children who have an emotional disturbance include:

Hyperactivity (short attention span, impulsiveness);

Aggression or self-injurious behavior (acting out, fighting);

Withdrawal (not interacting socially with others, excessive fear or anxiety);

Immaturity (inappropriate crying, temper tantrums, poor coping skills); and

Learning difficulties (academically performing below grade level).

Children with the most serious emotional disturbances may exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings.

Many children who do not have emotional disturbance may display some of these same behaviors at various times during their development. However, when children have an emotional disturbance, these behaviors continue over long periods of time. Their behavior signals that they are not coping with their environment or peers.

Causes

No one knows the actual cause or causes of emotional disturbance, although several factors-heredity, brain disorder, diet, stress, and family functioning-have been suggested and vigorously researched. A great deal of research goes on every day, but to date, researchers have not found that any of these factors are the direct cause of behavioral or emotional problems.

According to NAMI, mental illnesses can affect persons of any age, race, religion, or income. Further:

Mental illnesses are not the result of personal weakness, lack of character, or poor upbringing. Mental illnesses are treatable. Most people diagnosed with a serious mental illness can experience relief from their symptoms by actively participating in an individual treatment plan. ( 5)

Frequency

Of the 74.5 million children in the United States, an estimated 17.1 million have or have had a psychiatric disorder. ( 6) Half of all psychiatric illness occurs before the age of 14, and 75% by the age of 24. The most common psychiatric disorders in childhood are anxiety disorders, AD/HD and disruptive behavior, depression and bipolar disorders, and eating disorders. ( 7)

Help for School-Aged Children

IDEA requires that special education and related services be made available free of charge to every eligible child with a disability, including preschoolers (ages 3-21). These services are specially designed to address the child's individual needs associated with the disability-in this case, emotional disturbance, as defined by IDEA (and further specified by states). In the 2016 school year, more than 349,000 children and youth with emotional disturbance received these services to address their individual needs related to emotional disturbance. ( 8)

Determining a child's eligibility for special education and related services begins with a full and individual evaluation of the child. Under IDEA, this evaluation is provided free of charge in public schools.
10 Basic Steps in Special Education Questions Often Asked by Parents about Special Education Services Evaluating Children for Disability Developing Your Child's IEP
There is a lot to know about the special education process, much of which you can learn here on the CPIR site. We invite you to read the wide range of publications we offer on the topic, especially:

A Look at Specific Emotional Disturbances

As we mentioned, emotional disturbance is a commonly used umbrella term for a number of different mental disorders. Let's take a brief look at some of the most common of these.

We all experience anxiety from time to time, but for many people, including children, anxiety can be excessive, persistent, seemingly uncontrollable, and overwhelming. An irrational fear of everyday situations may be involved. This high level of anxiety is a definite warning sign that a person may have an anxiety disorder.

The term "anxiety disorder" is a broad term covering several different disabilities that share the core symptom of irrational fear. These include such different disorders as generalized anxiety disorder, panic disorder, obsessive-compulsive disorder (OCD), post-traumatic stress disorder (PTSD), social anxiety disorder (also called social phobia), and specific phobias. ( 9)

According to the Anxiety Disorders Association of America, anxiety disorders are the most common psychiatric illnesses affecting children and adults. ( 10) They are also highly treatable. Unfortunately, only about 36.9% of those affected receive treatment. ( 11)

Also known as manic-depressive illness, bipolar disorder is a serious medical condition that causes dramatic mood swings from overly "high" and/or irritable to sad and hopeless, and then back again, often with periods of normal mood in between. Severe changes in energy and behavior go along with these changes in mood. ( 12)

For most people with bipolar disorder, these mood swings and related symptoms can be stabilized over time using an approach that combines medication and psychosocial treatment. ( 13)

Conduct Disorder

Conduct disorder refers to a group of behavioral and emotional problems in youngsters. Children and adolescents with this disorder have great difficulty following rules and behaving in a socially acceptable way. ( 14) This may include some of the following behaviors:

aggression to people and animals;

destruction of property;

deceitfulness, lying, or stealing; or

truancy or other serious violations of rules. (15)

Treatment will depend on the child's symptoms, age, and general health. It will also depend on how severe the condition is. Treatment may include:

helping the child learn how to better solve problems, communicate, and handle stress, as well as how to control impulses and anger (what's known as cognitive-behavioral therapy);

family therapy;

peer group therapy (to help better social and interpersonal skills); and

medications (although these are not typically used to treat conduct disorder). (16)

Eating disorders are characterized by extremes in eating behavior-either too much or too little-or feelings of extreme distress or concern about body weight or shape. Females are much more likely than males to develop an eating disorder. ( 17)

Anorexia nervosa and bulimia nervosa are the two most common types of eating disorders. Anorexia nervosa is characterized by self-starvation and dramatic loss of weight. Bulimia nervosa involves a cycle of binge eating, then self-induced vomiting or purging. Both of these disorders are potentially life-threatening. ( 18)

Binge eating is also considered an eating disorder. It's characterized by eating excessive amounts of food, while feeling unable to control how much or what is eaten. Unlike with bulimia, people who binge eat usually do not purge afterward by vomiting or using laxatives. ( 19)

According to the National Eating Disorders Association:

Treating an eating disorder generally involves a combination of psychological and nutritional counseling, along with medical and psychiatric monitoring. Treatment must address the eating disorder symptoms and medical consequences, as well as psychological, biological, interpersonal, and cultural forces that contribute to or maintain the eating disorder... Many people utilize a treatment team to treat the multi-faceted aspects of an eating disorder. ( 20)

Obsessive-Compulsive Disorder

Often referred to as OCD, obsessive-compulsive disorder is actually considered an anxiety disorder (which was discussed earlier in this fact sheet). OCD is characterized by recurrent, unwanted thoughts (obsessions) and/or repetitive behaviors (compulsions). Repetitive behaviors (handwashing, counting, checking, or cleaning) are often performed with the hope of preventing obsessive thoughts or making them go away. Performing these so-called "rituals," however, provides only temporary relief, and not performing them markedly increases anxiety. ( 21)

A large body of scientific evidence suggests that OCD results from a chemical imbalance in the brain. ( 22) Treatment for most people with OCD should include one or more of the following:

therapist trained in behavior therapy;

Cognitive Behavior Therapy (CBT);

medication (usually an antidepressant). (23)

"Psychotic disorders" is another umbrella term used to refer to severe mental disorders that cause abnormal thinking and perceptions. Two of the main symptoms are delusions and hallucinations. Delusions are false beliefs, such as thinking that someone is plotting against you. Hallucinations are false perceptions, such as hearing, seeing, or feeling something that is not there. Schizophrenia is one type of psychotic disorder. ( 24) There are others as well.

Treatment for psychotic disorders will differ from person to person, depending on the specific disorder involved. Most are treated with a combination of medications and psychotherapy (a type of counseling). ( 25)

More about School

As mentioned, emotional disturbance is one of the categories of disability specified in IDEA. This means that a child with an emotional disturbance may be eligible for special education and related services in public school. These services can be of tremendous help to students who have an emotional disturbance.

Typically, educational programs for children with an emotional disturbance need to include attention to providing emotional and behavioral support as well as helping them to master academics, develop social skills, and increase self-awareness, self-control, and self-esteem. A large body of research exists regarding methods of providing students with positive behavioral support (PBS) in the school environment, so that problem behaviors are minimized and positive, appropriate behaviors are fostered. (See the resource section at the end of this fact sheet for more information on PBS.) It is also important to know that, within the school setting:

For a child whose behavior impedes learning (including the learning of others), the team developing the child's Individualized Education Program (IEP) needs to consider, if appropriate, strategies to address that behavior, including positive behavioral interventions, strategies, and supports.

Students eligible for special education services under the category of emotional disturbance may have IEPs that include psychological or counseling services. These are important related services available under IDEA and are to be provided by a qualified social worker, psychologist, guidance counselor, or other qualified personnel.

Recognizing and Addressing the Impact of COVID-19 | As young people return to in-person schooling in the 2021-2022 school year, they may bring with them the impact of the pandemic's trauma. This makes it essential that schools consider the possibility that many students will need to be re-evaluated to determine if they need additional services, especially behavioral support and mental health services, than they needed prior to COVID-19. Two resources of great relevance to reopening schools and returning students are the following:

Other Considerations

Children and adolescents with an emotional disturbance should receive services based on their individual needs, and everyone involved in their education or care needs to be well-informed about the care that they are receiving. It's important to coordinate services between home, school, and community, keeping the communication channels open between all parties involved.

The Importance of Support

Families often need help in understanding their child's disability and how to address the needs that arise from the disability. Help is available from psychiatrists, psychologists, and other mental health professionals that work in the public or private sector. There is also a network of mental health support operating in every state as well as locally.

To locate systems of support in your community or state, visit the organizations we've listed below. They can connect you with local resources, including support groups that provide connection and understanding, information, referral, and advocacy for those living with emotional disturbance.

There are also support groups available from organizations that address specific mental disorders under the umbrella term of emotional disturbance. See the resources at the end of this fact sheet to identify some of these groups.

Resources of More Information

AACAP | American Academy of Child and Adolescent Psychiatry | AACAP offers Facts for Families, a series in English, Spanish, and several other languages that includes many briefs on specific mental disorders, including the ones mentioned in this publication.

AACAP also operates different Resource Centers, which offer consumer-friendly definitions, answers to frequently asked questions, clinical resources, expert videos, Facts for Families, and much more. Visit the Resource Center home page if you are concerned with one of the following:

Anxiety Disorders

Autism

Bipolar Disorder

Conduct Disorder

Depression

Oppositional Defiant Disorder

NIMH | National Institute of Mental Health | NIMH is clearly a source of authoritative information on specific mental disorders. Phone: 1.866.615.6464. TTY: 1.866.415.8051

NAMI | National Alliance on Mental Illness | NAMI is an excellent source of information and connection on mental illness, including the individual disorders mentioned in this fact sheet. NAMI's website and toll-free helpline are available in English and Spanish.

SAMHSA is the Substance Abuse & Mental Health Services Administration. It offers many resources to consumers, including:.

Detailed information on specific emotional disturbances, or related issues such as positive behavior supports, is also available from these sources:

Anxiety Disorders Association of America | https://adaa.org/

Center on Positive Behavioral Interventions and Supports | The PBIS Center provides research-based information on how to provide behavioral supports to children who need them. | https://www.pbis.org

Conduct Disorders | A soft place to land for battle-weary parents
https://www.conductdisorders.com/community/

Encyclopedia of Mental Disorders | http://www.minddisorders.com/index.html

National Eating Disorders Association
1.800.931.2237 | www.nationaleatingdisorders.org

Something Fishy | (eating disorders)
https://www.something-fishy.org

**Highly Rated Resource! This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of "High Quality, High Relevance, High Usefulness" to Parent Centers.
________________________________________

References

2 | Code of Federal Regulations, Title 34, §300.8(c)(4)(i)

3 | Code of Federal Regulations, Title 34, §300.8(c)(4)(ii)

5 | Ibid.

7 | Ibid.

11 | Ibid.

13 | Ibid.

14 | American Academy of Adolescent and Child Psychiatry. (2013, August). Conduct disorder: Facts for families. Washington, DC: Author. Available online at:
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Conduct_Disorder_33.aspx

15 | Ibid.

16 | Johns Hopkins Medicine Health Library. (n.d.). Conduct disorder in children. Baltimore, MD: Author. Online at:
https://www.hopkinsmedicine.org/healthlibrary/conditions/mental_health_disorders/conduct_disorder_90,P02560

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Links updated, November 2021 This information in Spanish The mental health of our children is a natural and important concern for us all. The fact is, many mental disorders have their beginnings in childhood or adolescence, yet may go undiagnosed and untreated for years.

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The Council for Exceptional Children (CEC) is an international organization dedicated to improving the success of children and youth with disabilities and gifts and talents. They have a presence in all US states and Canada, as well as 18 optional Special Interest divisions. The CEC is known as an excellent source of information, resources, and professional development for educators. The CEC sponsors an annual conference on teacher educators of children with behavior disorders. During the conference, they announce awards, grants, and scholarships. I find that the podcast on evidence-based practices to support children with behavior challenges is very useful.

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Council for Children with Behavioral Disorders

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Teacher Educators of Children with Behavior Disorders (TECBD) Conference

Teacher Educators of Children with Behavior Disorders (TECBD) Conference The annual Teacher Educators for Children with Behavior Disorders (TECBD) conference is the premier educational research conference for teacher educators working with children and youth with severe behavioral disorders. The 2022 TECBD Conference will be a hybrid event. The agenda will include workshops, strands, and general sessions delivered in a variety of formats.

In-person at the Tempe Mission Palms Hotel November 16-17

Virtually on November 18

DEBH Foundation & Awards 2024 Announcement

As educators and researchers, fall is a time to start thinking about the upcoming academic year. Is there a project you would like funding for? A professional development opportunity you would like to attend? Additional funds to help pay for your education? The DEBH Foundation & Awards has multiple grants and scholarships. See flyer and links for more information and submission.