...Intellectual and Developmental Disabilities and Emotional or Behavioral Disorders Natasha Hoaglen California State University, Chico Intellectual and Developmental Disabilities and Emotional or Behavioral Disorders Intellectual and Developmental Disabilities and Emotional or Behavioral Disorders are complex disabilities and disorders that are hard for families to deal with not to mention the person enduring them. Such disabilities or disorders may seem very challenging or impossible to overcome and become successful, however throughout this paper it will be evident that it’s not the case. It is possible to succeed, when educators and families work together to provides services to students so they can become the best them. The purpose of this paper is to describe and explain Intellectual and Developmental Disabilities and Emotional or Behavioral Disorders and how to help such learners. Intellectual and Developmental Disabilities Description & Characteristics Intellectual and developmental disabilities [ID and DD] are defined as those having “significant limitations, both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18” (Hallahan, Kauffman, & Pullen, 2009, p. 178). There are different levels of ID and DD depending on a person’s intellectual quote [IQ]. Mild is an IQ between 50-70, moderate is an IQ between 35-50, severe is an IQ between 20-35, and profound...
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...Clinical Assessment November 10, 2011 PSY 270 Introduction and Background Mr. and Mrs. Lawson brought their 4-year-old adopted daughter, Clara, to see Dr. Mason, a psychiatrist. Clara was polite in greeting Dr. Mason, but did not smile and kept her gaze down as she took a seat. Mr. and Mrs. Lawson sat next to Clara and began explaining their concerns. They described Clara as a quiet child who has recently begun throwing temper tantrums, during which she is inconsolable. Her sleep and eating patterns have changed, and she no longer wants to go to preschool. Interview Questions Since Clara is only four years old, I would want to talk to the parents alone. This would give me a chance to obtain some information that would help me when working with Clara. Some of the questions I would ask would be: 1. Have there been any major changes recently that have affected the family? 2. How old was Clara when she was adopted? 3. Did her biological parents have any contact with her before the adoption? 4. How and when did the changes in her sleeping and eating occur? 5. Has she been to her doctor concerning these changes? If so, what did the doctor have to say? Did the doctor put her on any medication? 6. Have the parent noticed anything that seems to trigger the tantrums? 7. What does Clara say about school and her teacher? 8. How long ago did Clara begin preschool? Assessment Tools Once I had gathered this information from the parents...
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...I could determine a plan of approaching Clara and conversing with her. One form of assessment I would consider is the PAPA or Preschool Age Psychiatric Assessment. This assessment offers direct questioning of the foster parents in an effort to use diagnostic measures for the child’s pathology (Comer, 2006). This tool is appropriate in this case because this is the first time in Clara’s life she has had a structured social interaction and she could be exhibiting early signs of social phobia or another type of pathology. To administer an assessment directly to Clara I would consider the Dominic Interactive Assessment. This assessment is usual for identifying toward generalized anxiety disorder, separation anxiety disorder, oppositional defiant disorder, major depression, and attention deficit disorder (Comer, 2006). This tool would be effective because the data is obtained directly...
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...CRITICAL EVALUATION OF A PSYCHOLOGY RESEARCH PAPER The aim of this report is to critique the research paper entitled “Special Needs Characteristics of Children with Emotional and Behavioral Disorders That Affect Inclusion in Regular Education”, by Stoutjesdik, Scholte, & Swaab (2012). The aim of the research paper is to determine the special needs characteristics of children with Emotional and Behavioral Disorders (EBD) that predict the placement of these children in restrictive school settings. The researchers point out that children with Emotional and Behavioral Disorders (EBD) are often placed in the most restrictive educational settings, despite various countries’ aim to place all children in the least restrictive settings possible, based on the Salamanca Statement (1994). This is due to the fact that EBDs are considered the most challenging disabilities to be catered for in regular education settings. The researchers argue that there are differences in the characteristics between children with EBD that are educated in special education schools and those educated in inclusive education schools. It is argued that these differences play a significant role in the decision as to where a child with EBD is placed and the study seeks to answer two research questions: determination of the differences in characteristics between children with EBD placed in the two different settings, and determination of the the difference that contribute most to placement in restrictive education...
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...Tyrell Manning SPE 226 09/17/2015 Virginia Murray Lifelong Essay Kids develop or inherent disabilities that are not their fault and they cannot do anything about it. This is really unfair to an innocent child to have to deal with this their entire life. Many of these kids suffer from disabilities and have extremely hard times dealing with it. They need help physically and mentally, so that they can cope with the disability. This normally affect the child, parents, teachers, and communities. Everyone must stay involved and motivated, so that the child has a chance to succeed. Parents need to have moral support and show their child how important their wellbeing is to them. Teacher need to educate and counsel these students to prepare them for young adult life. The community should always make the student’s lively hood and neighborhood comfortable. Our society has really stepped up and implemented programs to assist with the disabled being successful. Governments has took the responsible of making equal opportunities for disables students to succeed. They have learn the development or diagnosis for the disabled, implement early intervention programs, and invented transitional services to help students succeed in life. Students are diagnosis with disabilities regardless of their age. Some are born with the disability due to genetics (genes) or inheritance from their parents. Other students tend to develop disabilities over time due to...
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...SPE 357 – Characteristics of Emotional/Behavioral Disabilities and Strategies to Teach Individuals with EBD Professor Karen Moeller Causal Factors Tamika Camano Emotional and Behavioral disorders can result from one or any number of combinations of causal factors from the students biological, familial, cultural, or educational background and/or environment. This essay will discuss causal factors, the implications, and possible mitigation regarding EBD students. Biological factors are responsible for certain conditions that are the cause of certain emotional and behavioral disorders. Whether or not the parent was using recreational drugs while pregnant or if they have a history of mental illness can have an effect on the student with EBD. (Emotional and Behavioral Disorders: Causes and Prevention) Disorders such as Anorexia Nervosa and Bulimia, Attention Deficit Disorder (ADD), Obsessive Compulsive Disorder (OCD), as well as mental conditions such as Bipolar Disorder and Schizophrenia are found to be caused by genes that are passed down from the parents to student (Causal Factors for Emotional Disorders). Family relationships play a part in whether or not a student will have EBD. If there is physical abuse and constant turmoil in the home, the student is much more likely to have EBD. (Emotional and Behavioral Disorders: Causes and Prevention) The school environment also plays a role in the behavior of the student. Undesired behavior can result from inappropriate...
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...Casual Factors “Emotional/behavioral disorder (EBD) is a condition in which behavioral or emotional responses of an individual in school are so significantly different in degree and/or kind from his/her accepted age appropriate, ethnic, or cultural norms that they adversely affect educational performance in one or more areas: self-care, social relationships, personal adjustments, academic progress, classroom behavior, or work adjustment” (Level 1V: Program Planning, n.d.). Emotional/behavioral disorders are the most under diagnosed and/or misdiagnosed group of disorders that students may have. The signs and symptoms of emotional/behavioral disorders can be missed, mimic other disorders and some cases emotional/behavioral disorders coincide with other disabilities. There are a few categories that must be taken into consideration when assessing a student for emotional/behavioral disorders as well as implementing interventions that will meet the specific needs of EBD students. The categories that the following essay will discuss are biological, family, school and culture. Within each category are a few factors that need to be fully understood and considered in order to have a clear, complete and concise view of the student’s emotional and behavioral needs and the causes of it. Biological Factors Biological factors occur naturally and within the child. According to the article Biological Issues Related to Emotional/behavioral Disorders (2014) biological factors includes...
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...Behavioral and Emotional Disorder Behavioral and Emotional Disorder under the IDEA definition means a disability that characterizes emotional and behavioral responses in a school program. The behavioral and emotional disorder is different in each age range. The behavioral and emotional behavior will happen on a more consistent performance, rather than just a child pushing the limits. Teaching early childhood education knows that stress is sometimes a key factor to what might set these behaviors or emotions off. The stats show that more than ¾ of the children identified for special education are boys. Children with behavioral and emotional disorder have an inability to maintain a satisfactory interpersonal relationship with peers, or teachers. The other items that we see in children with the disorder are inappropriate behavior or feelings under normal circumstances. B). A general pervasive mood of unhappiness or depression. C). Develop physical symptoms or fears that are associated with personal or school. Behavioral and emotional behavioral are broken down into characteristics. Externalizing Behavior: Is the most common behavior pattern in children diagnosed with behavioral and emotional disorder. Children with externalizing behavioral will get out of their seats, yell out, disturb peers, hit or fight, complain, steal, lie, and etc. Internalizing Behavior: Children with internalizing behaviors are not...
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...psychodynamic, cognitive, and behavioral components of anxiety, mood/affective, and somatoform disorders. Anxiety, mood/affective, and somatoform disorders have many different components. These disorders while all detracting from normal social interactions and the day to day living of individuals who suffer from them have definitive signs and symptoms. Some of the disorders share similar signs and or symptoms and have varying biological, emotional, behavioral and cognitive parts. The field of abnormal psychology tries to determine what these signs and symptoms are and find a way to treat individuals suffering from them therapeutically. The components of anxiety disorders are biological, emotional, cognitive and behavioral. The biological components include the way the autonomic system functions in individuals with anxiety, as well as other factors that may make an individual genetically predisposition to have an anxiety disorder. The biological perspective views the activation or stimulation of the nervous system and its excesses or deficiencies. (National Institutes of Health, 2010). The emotional components of anxiety disorder address those issues an individual has not dealt with or has repressed. Many psychologists think that early childhood experiences or traumas could cause an individual too much sadness and pain causing signs of anxiety to be exhibited later in life. There are a multitude of psychologists that believe latent issues can cause anxiety disorders. (Hansell & Damour...
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...Emotional Disturbance Excerpt from The Inclusive Classroom: Strategies for Effective Instruction, by M.A. Mastropieri, T.E. Scruggs, 2007 edition, p. 64-69. © ______ 2007, Merrill, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher. Prevalence and Definitions Individuals classified as having emotional disturbance (or behavioral disorders) represent 8.1% of all students ages 6–21 served under IDEA, or .72% of the school population (U.S. Department of Education, 2002a). However, prevalence studies have suggested that the actual percentage may be much higher. Boys outnumber girls in this category by about 3.5 to 1 (Oswald, Best, Coutinho, & Nagle, 2003). Emotional disturbance refers to a number of different, but related, social-emotional disabilities. Individuals classified as emotionally disturbed meet several criteria established under IDEA, including the following: * An inability to exhibit appropriate behavior under ordinary circumstances * An inability to maintain relationships with peers or teachers * An inappropriate affect such as depression or anxiety * An inappropriate manifestation of physical symptoms or fears in response to school or personal difficulties These characteristics must be manifested over an extended...
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...review on what the effects are that a behavioral specialist has on the behavioral control for the mentally disabled. Often times the mentally disabled will see a behavioral specialists in hopes that the professional can help that patient control their behaviors and learn how to be as "normal" as possible in society, although many say that this technique does not work and offers no help, while others believe it is a great method. Even though there are many considerations such as the age of the patient, cultural considerations and the patients diagnose. A behavior disorder can be characterized in many ways. The types of disorders include; anxiety disorder, disruptive behavioral disorder, dissociate disorder, emotional disorder, as well as pervasive development disorder and many others. (Health, n.a.) According to the Americans with Disabilities (2010) about 56.7 million people, or nearly 19 percent of the population had or has a disability. From 2005 up until 2010 there was a quiet an increase of 2.2 million individuals. (Bernstein, 2014). As we age the likelihood of having a behavioral disability increases. For instance in individuals who are 15 to 24, they have a one in 20 percent chance of having a behavioral disability, while individuals who are 65 to 69 have a one in 4 percent change. (Bernstein, 2014) As we age it becomes more difficult for individuals to do simple tasks, and many have mental issues that lead to a behavioral disorders such as Alzheimer’s. Approximately 2...
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...and Dissociative/Somatoform Disorders Laura Jackson PSY/410 June 21, 2012 Angela Wall Anxiety, Mood/Affective and Dissociative/Somatoform Disorders Anxiety, mood and dissociative and somatoform disorders take way from individuals the capacity for normal social and expected daily functioning. The biological, emotional, behavioral and cognitive components do vary even though each component has symptoms and parts that overlap. This paper will identify all these components for anxiety, mood, and dissociative/somatoform disorders and will figure out what aims toward a better understanding of more therapeutic applications. ANXIETY DISORDER COMPONENTS Biological The biological component of anxiety disorder has the job of functioning the autonomic nervous system, the limbic system, neutral transmission, autoimmune processes and inherited factors that predispose an individual to anxiety. Anxiety then produces affective physical reactions in people. The biological perspective views the action or the stimuli of the nervous system and its deficiencies (National Institutes of Health, 2010). This may also be associated with genetic predispositions, neuro-chemical and hormonal malfunctions (Schimelpfening, 2009). Emotional The emotional components of anxiety disorders include concerns or experiences...
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...Running head: CHALLENGES OF TEACHING STUDENTS WITH EBD Danica B. Gambill Grand Canyon University: SPE 357 February 19, 2012 Students with emotional behavior disorders (EBD) are described as students that display inappropriate behaviors (Falk, Lane, Wehby, 2003). According to Kauffman, Landrum, and Tankersley, (2003) students are inclined to have increasingly higher incidences of inappropriate behaviors and lower incidences of positive, appropriate behaviors. EBD students are also faced with academic challenges that are most likely due to extreme behaviors. Students with EBD may have a hard time socializing with peers and maintaining positive relationships with their peers. However, Cushing, Dunlap, and Fox (2002) propose that early intervention can have a positive effect for children presenting difficult or challenging behaviors. Students with EBD often disturb the classroom with unwanted behaviors. These behaviors have a tendency to intrude on the other student’s instructional time because the teacher spends a lot of time correcting the behavior and less time teaching the class (Falk et.al. 2003). “More recent evidence has revealed that teachers in self-contained classrooms for students with EBD dedicate only 30% of the school day to actual academic instruction”, (Wehby, 2003). Classrooms that contain students with EBD are missing different elements that are important for students to be successful (Falk et.al. 2003). According to Falk et...
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...this assignment, it will be talking about children with emotional and behavioral disorders, physical disabilities, health impairments, and traumatic brain injury. It will go on to describe what can be done in order to help not only the child, but other students interact with the children who are having a hard time in the classroom. Not all disabilities relate to learning, as some disabilities go as far as behavior. Children are born with these disabilities, and help should be provided in order to ensure that the child is getting the same education as his/her other classmates. This article will go on to explain the different teaching strategies and the determination of the student and teacher in order to cope with disorders. Furthermore, it is apparent that a person goes on to understand the effective teaching strategies for students with emotional and behavioral disorders. Some teaching strategies include: “behavior management, do not go into a power struggle with the student in need, try to stay focused on the subject at hand, display proper behavior in a learning environment” (Lecture Notes 7a). It is necessary that the teacher follows the guidelines set out in order to ensure they are giving the student the proper help possible. If the instructor continues to stay on task, the child would be more likely to stay focused and keep trying to reach an outcome to the problem. Students with emotional and behavioral disorders have complications in school. They cannot sit still like...
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...Dialect Behavioral Therapy Overview and Techniques This paper will provide an overview of Dialect Behavioral Therapy (DBT) history, techniques that practitioners can use while working with clients, and discuss what mental health diagnoses are most receptive to DBT techniques as well as diagnoses to avoid using DBT with. I will conclude with a short overview on my takeaway of the key practice principals of DBT based on the research conducted. Dialectic Behavioral Therapy History • Developed in the 1980s by Marsha M. Linehan to better work with individuals suffering from Borderline Personality Disorder (An Overview of Dialectic Behavioral Therapy, 2013). • DBT is a form of cognitive behavioral treatment focusing on how emotions impact an...
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