1

By: Brock Hanna

Dr. Ron Diss
EDUC 570
April 22nd, 2014

Table of Contents:
Definition..................3
Indentifying Characteristics of Emotional Behavioral Disorders...4
Externalizing..........................................4
Internalizing4-5
Academic5

Causation and Prevention of Emotional Behavioral Disorders.7

Biological Factors..7
Environmental Factors..8
Prevention of Emotional Behavioral Disorders.9

Effects of Emotional Behavioral Disorder..11

Young Children....11
Adolescents..12
Adults....14
Family15

Current Trends Regarding Instructional Techniques and

Accommodations for Teaching Students with this Disability:..16
Instructional Techniques..16-20
Accommodations...20-21

Resources...22
Websites...22
Organizations...23
Book List..24-26

Family Needs..27
References..28

Definition:
Emotional Behavioral Disorder
I. The term emotional behavioral disorder means a disability that
is characterized by emotional or behavioral responses in school
programs so different from appropriate age, cultural, or ethnic
norms that the responses adversely affect educational
performance, including academic, social, vocational, or
personal skills; more than a temporary, expected response to
stressful events in the environment; consistently exhibited in
two different settings, at least one of which is school-related;
and unresponsive to direct intervention in general education, or
the condition of the child is such that general education
interventions would be insufficient.
II. The term includes such disability that co-ex ists with other
disabilities.
III. The term includes schizophrenic disorder, affective disorder,
anxiety disorder, or other sustained disorder of conduct or
adjustment, affecting a child if the disorder affects of
educational performance as described in section I.1

Heward, W. (2013). Exceptional children an introduction to special education . (10th ed., pp.
199-229). Upper Saddle River, New Jersey: Pearson Education, Inc.

Identifying Characteristics of EBD:

Characteristics, which identify an individual as having an emotional
behavior disorders are demonstrated in a variety of settings, with little
consideration or understanding of social or cultural rules. Children with
emotional behavioral disorder are characterized primarily by behavior that
falls significantly beyond the norms of the cultural and age group on two
dimensions.
1. Externalizing (aggression, acting out)
2. Internalizing (anxiety, social withdrawal)1,2

Externalizing Behaviors1,2
Getting out of their seats

Steal

Yelling, talk out, and curse

Lie

Disturb peers

Destroy property

Hit or fight

Do not comply with

Ignore the teacher

directions
Have temper tantrums

Complain
Argue excessively

Internalizing Behaviors1,2
Often retract to daydreams and fantasies
Develop phobias for no reason
Frequently complain about being sick or hurt
Social withdrawal
1

Heward, W. (2013). Exceptional children an introduction to special education . (10th ed., pp.
199-229). Upper Saddle River, New Jersey: Pearson Education, Inc.

5
2

Smith, D. D. (2010, October 25). Emotional or behavioral disorders defined. Retrieved from
http://www.education.com/reference/article/emotional-behavioral-disorders-defined

Anorexia or Bulimia
Anxiety
Depression1,2

Identifying Characteristics Cont.:

Academic Identifying Characteristics3
Disrupts classroom activities
Impulsive
Inattentive, distractible
Preoccupied
Does not follow or appear to care about classroom rules
Poor concentration
Resistance to change and transitions in routines
Often speaks out with irrelevant information or without regard to
turn taking rules
Demonstrates aggressive behavior
Intimidates and bullies other students
Regularly absent from school
Consistently blames others for their dishonesty
Low self esteem
Difficulty working in groups
1

Heward, W. (2013). Exceptional children an introduction to special education . (10th ed., pp.
199-229). Upper Saddle River, New Jersey: Pearson Education, Inc.
2
Smith, D. D. (2010, October 25). Emotional or behavioral disorders defined. Retrieved from
http://www.education.com/reference/article/emotional-behavioral-disorders-defined

6
3

Emotional/behavioral disorders. (2014). Retrieved from

http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/educate_children_(
3_to_21)/students_with_disabilities/emotionalbehavioral_disorders.html

Demonstrate self injurious behavior

Can not apply social rules related to others personal space and
belongings
Often manipulative of situations1

Emotional/behavioral disorders. (2014). Retrieved from

http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/educate_children_(
3_to_21)/students_with_disabilities/emotionalbehavioral_disorders.html

Causation and Prevention of Emotional

Behavioral Disorders:
There are two major categories for the suspected causes when
grouping those with EBD:
1. Biological Factors
2. Environmental Factors

Biological Factors1:
Brain Disorders
o Many of those who have brain disorders experience problems with
emotion and behavior

o For the majority of children with emotional behavioral disorder there

is no evidence of brain disorder or injury

Genetics
o Evidence indicates the presence of genetic links to some forms of
emotional behavioral disorders.

Temperament
o Persons behavioral style or typical way of responding to situations
o Considered an inborn biological influence
o Unlikely by itself to cause emotional or behavior problems, it may
predispose the child to problems by interacting with environmental
factors

Heward, W. (2013). Exceptional children an introduction to special education . (10th ed., pp.
199-229). Upper Saddle River, New Jersey: Pearson Education, Inc.

Environmental Factors1:

Three primary environmental factors contribute to the development of

the conduct disorder and antisocial behavior: an adverse early
rearing environment, an aggressive pattern of behavior when entering
school, and social rejection by peers.
Home
o Children with emotional or behavior problems are more likely to
come from homes where parents are inconsistent disciplinarians,
use harsh and excessive punishment, spend little time engaged in
prosocial activities with their children, do not monitor where their
children are/go and the activities associated, and show little love
and affection for good behavior.

School
o Educational practices that contribute to the development of
emotional or behavioral problems are: ineffective teaching, unclear
rules and expectations for appropriate behavior, inconstant
discipline practices, infrequent teacher praise and approval for
academic and social behavior, and failure to individualize
instructions to accommodate diverse learners.

o A teachers actions can maintain and/or strengthen emotional or

behavioral problems, even though the teacher may be trying to help
the child.

Community
o Gangs, drug and alcohol abuse, and deviant sexual behavior are
community factors that contribute to the development and
maintenance of an antisocial lifestyle.

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1

Heward, W. (2013). Exceptional children an introduction to special education . (10th ed., pp.
199-229). Upper Saddle River, New Jersey: Pearson Education, Inc.

Prevention of Emotional Behavioral Disorders1,2:

The potential benefits of preventing EBD are greatest when efforts
are focused on children. Early interventions can be effective in
delaying or preventing the onset of EBD. Evidence of EBD is
common and begins early in life. Opportunities are available to
prevent EBD and related problems before they occur.
EBD risk factors are well established, preventive interventions are
available, and the first symptoms typically precede a disorder by 2 to
4 years. EBD screening can be integrated with routine health care
and wellness promotion, as well as in schools, families, and
communities.
Strategies for enhancing the psychological and emotional well being
of children include:

Strengthening families by targeting problems such as

substance use or aggressive behavior; teaching effective
parenting skills; improving communication; and helping families
deal with disruptions or adversities.

Strengthening individuals by building resilience and skills and

improving cognitive processes and behaviors.

Preventing specific disorders, such as anxiety or depression, by

screening individuals at risk and offering cognitive training or
other preventive interventions.

Heward, W. (2013). Exceptional children an introduction to special education . (10th ed., pp.

199-229). Upper Saddle River, New Jersey: Pearson Education, Inc

10
2

Preventing mental, emotional and behavioral disorders in youth. (2012). Retrieved from

http://www.samhsa.gov/co-occurring/news-and-features/preventing-disorders-youth.aspx

Promoting mental health in schools by offering support to children

encountering serious stresses; modifying the school
environment to promote prosocial behavior; developing
1

students' skills at decision making, self-awareness, and

conducting relationships; and targeting violence, aggressive

behavior, and substance use.

Promoting mental health through health care and community

programs by promoting and supporting prosocial behavior,
teaching coping skills, and targeting modifiable life-style factors
that can affect behavior and emotional health, such as sleep,
diet, activity and physical fitness, sun-shine and light, and
television viewing.1,2

Heward, W. (2013). Exceptional children an introduction to special education . (10th ed., pp.
199-229). Upper Saddle River, New Jersey: Pearson Education, Inc.
2
Preventing mental, emotional and behavioral disorders in youth. (2012). Retrieved from
http://www.samhsa.gov/co-occurring/news-and-features/preventing-disorders-youth.aspx

11

Effects of Emotional Behavioral Disorder:

Young Children:
Children who have EBD and externalize their behaviors will cry
and disrupt others, or refuse to comply with requests of parents much
like any other child; but children with EBD do so with an increased
frequency. Young children will throw tantrums for no reason, refuse
the requests of the parents, or even show signs of destructiveness.
Children who internalize their emotions and behavior will shy
away from social interaction with others. These children will not play
with others. They lack the social skills to play and make friends,
Instead they will resort to daydreams and fantasies. Children with
internalizing behavior will show symptoms of other various disorders
such as phobias, anxiety, or even depression.
These factors can stunt a childs development. Early childhood
is a crucial stage. There are a lot of social skills and even literacy
skills that are learned before children ever reach school. EBD can
harm this development and cause many problems later in life.

12

Adolescents:
When adolescents are affected by EBD, they tend to either
externalize their emotions or internalize them. When externalizing
their emotions they have the ability to hurt not only themselves but
also anyone else around them. This can come in the forms of fights
or verbal arguments at school, which in return hurt friendships with
other students and the perception that teachers have of the child.
This can later lead to suspensions or even expulsion from school.
Adolescents who are affected by EBD can cause greater stress in the
household too causing verbal fights with their parents, run away, or
treat their parents as if they are trying to harm the child instead of
help them. When adolescents begin to push away from their parents,
then they begin to get into various activities that could cause harm to
them or others. These activities could be, but are not limited to:
deviant sexual behavior, the abuse of drugs or alcohol substances,
and vandalism of property.
When internalizing behaviors, adolescents tend to become
distant from their parents. Whenever someone tries to help them they
will reject the intervention. In school adolescents will begin to
withdrawal from social endeavors or stop participating in
extracurricular activities that they used to enjoy. Their grades will
begin to drop and will begin to miss school more often than before
having EBD.
In adolescents EBD can cause many problems both in school
and at home. EBD can cause children to be expelled or drop out form

13

school, lose friendships, and hurt the ones that they love. This is
especially prevalent in their home. More fights will happen between
the parents and the adolescent through this time of where the
adolescent is trying to develop his/her own identity. It is important to
realize that there is a problem and that the child needs help in order
to control their EBD.

14

Adults:
Adults who are experiencing EBD will have the same
characteristics as previously discussed. Many of the family problems
will be the same as it is for adolescents, the roles are just reversed,
with the one suffering EBD is now the parent and one of the providers
for their family. However in the work environment there is potential for
the one suffering from EBD to lose their job. This can cause a lot of
stress on their family or even the individual to be able to provide
money. Those suffering from EBD also have an increased risk of not
being able to hold lasting relationships with a partner. If the effects
are too much for the person suffering from EBD then this may result
in thoughts or act of suicide.

15

Family:
The effects that EBD can have on the family unit can be
substantial. Parents will begin to question themselves and wonder if it
was something that they did or if they need help handling the
situation. This is normal for families to go through. However, as the
child gets older there are opportunities for the conflicts to get worse.
Children with EBD will become more defiant, and will begin to ignore
their parents, act out against the parents wishes, and even act out in
order to spite their parents. This causes a lot of added stress on their
parents and much like the child with EBD, they may need to seek
help and get assistance depending on the severity of the child acting
out.
On the other spectrum, child with EBD may begin to not participate in
family outings or spend most of their time in their room away from the
parents. This distance can be hurtful, especially if the parents are
trying to reach the child for intervention. The entire family dynamic
can be thrown off and even cause parents to experience symptoms of
depression and anger.

16

Current Trends Regarding Instructional

Techniques and Accommodations for Teaching
Students with this Disability:

Instructional Techniques:
1. Four Phase Process1
Teacher Reinforcement
High rates of active response by students
Clear instructional strategies, including direct instruction and;
Positive behavioral support, including school wide, functional
assessment-based individual plans and self-management.

2. Teaching strategies for these students should be based

on changing the behavior itself. The system is often
centered on discouraging the unwanted behavior and
rewarding/encouraging the desired behavior2.

17

Specifically identify the behavior, which needs to be changed.

Create a baseline of the observed behavior.
Closely examine the information in the baseline and evaluate
what has been observed and documented

Heward, W. (2013). Exceptional children an introduction to special education . (10th ed., pp.
199-229). Upper Saddle River, New Jersey: Pearson Education, Inc.
2
Emotional/behavioral disorders. (2014). Retrieved from
http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/educate_children_(
3_to_21)/students_with_disabilities/emotionalbehavioral_disorders.html

Develop short and long term goals for the student. In the plan
create a reward system to be used. Such as: give student a
check mark for every 15 minutes behavior is appropriate. When
the student receives 8 checks they may have 10 minutes of
computer time.
Reevaluate the plan for effectiveness. Has the behavior
reduced occurrence in a variety of settings?
Make modifications in the behavior plan to reinforce the desired
outcome.
A behavior modification chart is a widely accepted tool to help a child
visually understand the key behavior expectations and track their
progress1.

3. Tier 1 Primary Prevention: Universal Supports for All

Students2,3
Behavioral expectations are stated and met
Behavioral expectations are explicitly taught

18

Appropriate behaviors are acknowledged and rewarded

Behavioral errors are corrected

Emotional/behavioral disorders. (2014). Retrieved from

http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/educate_children_(
3_to_21)/students_with_disabilities/emotionalbehavioral_disorders.html
2
Heward, W. (2013). Exceptional children an introduction to special education . (10th ed., pp.
199-229). Upper Saddle River, New Jersey: Pearson Education, Inc.
3
Evers, T. (2010, July). Emotional behavioral disability evaluation guide. Retrieved from
http://sped.dpi.wi.gov/files/sped/pdf/ebdguide.pdf

Tier 2 Secondary Prevention: Targeted Interventions for

Students with At-Risk Behavior1,2
Check in, check out (CICO)
Brief meeting at the beginning of the day to set behavioral
goals
Point card in which teachers record points based on
students meeting criteria, and give the student feedback at
different times of the day
Brief meeting at the day to review how the day went
Rewards for earning a predetermined number of points

Tier 3 Tertiary Prevention: Individualized Interventions

for Students with High-Risk Behavior1,2
5% of students in most schools
Functional behavioral assessment
Individualized behavior intervention plan (BIP)

19

Heward, W. (2013). Exceptional children an introduction to special education . (10th ed., pp.
199-229). Upper Saddle River, New Jersey: Pearson Education, Inc.
2
Evers, T. (2010, July). Emotional behavioral disability evaluation guide. Retrieved from
http://sped.dpi.wi.gov/files/sped/pdf/ebdguide.pdf

4. A student who has an impairment of EBD might require

modifications such as:1
More challenging content
Instruction several grade levels below current grade
placement
Teaching of splinter skills
Prerequisite skills
Instruction beyond what can be provided through
differentiated instruction
Remediation of skill deficits
Preferential seating such as away from distractions, near the
teacher, or on the edge of the classroom so that the student
can move around without having to walk past other students
Small group or individual instruction rather than large group
A different type of instruction, such as auditory or visual
Classroom organization and management
Assistive technology
Change in pacing such as presenting material more slowly
or more quickly

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Alternate assignments
Alternate assessments

Evers, T. (2010, July). Emotional behavioral disability evaluation guide. Retrieved from
http://sped.dpi.wi.gov/files/sped/pdf/ebdguide.pdf

5. Proactive Positive Classroom Management1

Interventions designed to anticipate behavior problems and

stop them before they occur
Structure classroom to have no distractions or triggers
Establish clear rules for behavior
Plan lessons to manage transitions and minimize down-time
Keep students actively engaged
Use praise and positive reinforcement
Anticipate and address problem behaviors before they occur

Accommodations:
Accommodations are as listed:
Check in, check out (CICO)1
Brief meeting at the beginning of the day to set behavioral1
goals
Point card in which teachers record points based on1
students meeting criteria, and give the student feedback at

21

different times of the day1

Brief meeting at the day to review how the day went1
Rewards for earning a predetermined number of points1

Heward, W. (2013). Exceptional children an introduction to special education . (10th ed., pp.
199-229). Upper Saddle River, New Jersey: Pearson Education, Inc.

Instruction beyond what can be provided through

differentiated instruction1
Preferential seating such as away from distractions, near the
teacher, or on the edge of the classroom so that the student
can move around without having to walk past other students1
Small group or individual instruction rather than large group1
A different type of instruction, such as auditory or visual1
Classroom organization and management1
Assistive technology1
Change in pacing such as presenting material more slowly
or more quickly1
Alternate assignments1
Alternate assessments1
Establish clear rules for behavior2
Plan lessons to manage transitions and minimize down-time2
Keep students actively engaged2
Use praise and positive reinforcement2
Anticipate and address problem behaviors before they
occur2

22

Evers, T. (2010, July). Emotional behavioral disability evaluation guide. Retrieved from
http://sped.dpi.wi.gov/files/sped/pdf/ebdguide.pdf
2
Dary, T. (2010, January). Scaffolding behavior for student success: Moving beyond seclusion
and restraint. Retrieved from http://sped.dpi.wi.gov/files/sped/pdf/ebd-scaffold-behav.pdf

Resources:

Websites
http://ici.umn.edu/products/impact/182/over1.html
http://www.thereachinstitute.org/profiles-of-behavioral-

and-emotional-disorders/
http://sped.dpi.wi.gov/files/sped/pdf/ebdguide.pdf
http://www.kidsmentalhealth.org/childrens-behavioral-

and-emotional-disorders/
http://www.pacer.org/parent/php/php-c81.pdf
http://www.pacer.org
http://sped.dpi.wi.gov/files/sped/pdf/ebd-scaffold-

behav.pdf

23

http://www.apbs.org/new_apbs/emotion.aspx
https://www.naset.org/emotionaldisturbance2.0.html
http://www.pathwaysrtc.pdx.edu/pdf/pbNatlDirectoryOrg

anizations.pdf

Organizations

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Book List

25

Classroom Management for Students with Emotional and

Behavioral Disabilities, by: Rodger Pierangelo and George
Giuliani

Preventing Mental, Emotional, and Behavioral Disorders Among

Young People: Progress and Possibilities

26

Characteristics of Emotional and Behavioral Disorders in Children

and Youth, by: James Kauffman and Timothy Landrum

27

Handbook of Evidence-Based Practices for Emotional and Behavioral

Disorders: Applications in Schools, by: Hill Walker and Frank
Gresham

Assessment and Treatment of Emotional or Behavioral Disorders, by:

Chris Ninneu, Sigrid Glenn, and Janet Ellis

Family Needs:

In some instances, depending on the severity, many

families will not need anything. However if the EBD is
associated with/or is a disability then the family will need
everything that is in the childs Individualized Education
Program and the Family Education Program. Families may
also have links and sources to support networks around the
area as well as in home counseling and guidance. It is

28

important for the family to realize that they are not alone in
this situation and there is help for them.

Referneces:
Heward, W. (2013). Exceptional children an introduction to
special education . (10th ed., pp. 199-229). Upper Saddle
River, New Jersey: Pearson Education, Inc.
Smith, D. D. (2010, October 25). Emotional or behavioral
disorders defined. Retrieved from
http://www.education.com/reference/article/emotionalbehavioral-disorders-defined/
Emotional/behavioral disorders. (2014). Retrieved from
http://www.gallaudet.edu/clerc_center/information_and_reso

29

urces/info_to_go/educate_children_(3_to_21)/students_with
_disabilities/emotionalbehavioral_disorders.html

Preventing mental, emotional and behavioral disorders in

youth. (2012). Retrieved from http://www.samhsa.gov/cooccurring/news-and-features/preventing-disordersyouth.aspx
Evers, T. (2010, July). Emotional behavioral disability
evaluation guide. Retrieved from
http://sped.dpi.wi.gov/files/sped/pdf/ebdguide.pdf
Dary, T. (2010, January). Scaffolding behavior for student
success: Moving beyond seclusion and restraint. Retrieved
from http://sped.dpi.wi.gov/files/sped/pdf/ebd-scaffoldbehav.pdf