FREE ESSAY ON EMOTIONAL AND BEHAVIORAL DISORDERS IN CHILDREN

EMOTIONAL AND BEHAVIORAL DISORDERS IN CHILDREN

Coping with Emotional and Behavioral Disorders
When defining students with emotional or behavioral disorders one may encounter
difficulties because it is such a broad topic. There are many divisions and subdivisions
of this issue. Children are presented with many different disorders and tribulations,
however when these disorders are detected early and with immediate attention, their
situation may be remedied. 
A child afflicted with emotional or behavioral disorders may exhibit signs of poor self
confidence. This may lead to, but not necessarily related to, social withdrawal, task
avoidance, frustration or anxiety. About three to five percent of students have some kind
of emotional or behavioral disorder, however only about one percent are identified as
having a disorder. 
"The IDEA defines emotional disturbance as exhibiting one or more of the following
characteristics over a long period of time and to a marked degree, which adversely
affects educational performance." (Salend 52). The child may exhibit an inability to
learn that cannot be explained by intellectual, sensory, or health factors. This will
rule out any physical or intellectual disorders. The child may also demonstrate an
inability to build or maintain good relationships with peers and teachers. Another sign
of this disorder is that the child will display inappropriate behaviors or feelings under
normal circumstances. This means that an affected child will act out at inappropriate
times when the, so called, normal children are on task and under control. A child with an
emotional or behavioral disorder may also demonstrate a general penetrating mood of
unhappiness or depression. This may be more difficult to detect, but it is a very
important characteristic of the disorder. Finally, the child may have a tendency to
develop physical symptoms or fears associated with personal or school problems. This
disorder is so powerful that it can surpass the mental state of the child and affect the
physical status. 
There are many kinds of emotional or behavioral disorders. One of the most prevalent
disorders is depression. Depression and suicide affect many children and is manifested in
many different ways. About twenty-five percent of adolescents consider committing
suicide. Many of these attempts are becoming more successful because of the availability
of guns. With depressed students, there are many warning signs which should not be
ignored. The depressed child exhibits overwhelming sadness, apathy, and hopelessness.
There is a decrease in interest and enjoyment in everyday pleasurable activities. The
depressed child may also show a change in appetite, weight, sleep pattern, or energy
level. A teacher must be aware of these changes and be alert and prepared to take action.
A depressed child has difficulty concentrating, remembering or making decision. They
often exhibit anger, rage, and overreaction to criticism. Finally, a child afflicted with
depression will show a dramatic change in school performance characterized by a drop in
grades and an increase in inappropriate behaviors. When identifying depressed children,
the warning signs are illustrated in the above stated, but are not limited to these
signs. 
A teacher must be aware of these symptoms and be prepared to take action. This may entail
collaboration with psychologists, parents, co-workers, or mental health professionals.
Diagnosis is fairly difficult to make alone as a teacher, therefore collaboration is the
suggested method for diagnosis. To determine whether the behavior is due to an emotional
or behavioral disorder, one must be aware of the underlying cause of the disruption. The
teacher needs to clarify what kinds of behavior are causing concern. Then, the teacher
needs to specify what is wrong with the behavior. Finally, a plan of action must be put
into play. Once the problem is detected, it is a collaborative effort to remedy the
situation in the most effective manner. The teacher must be aware of the school's policy
in dealing with depressed students. A very important element of the teacher's
responsibility is to provide adequate supervision in the school. Obviously, the teacher
has very little influence when the child goes home, but in the school, the teacher has
responsibilities. The teacher also has responsibilities to document and report any
changes in the child.
In accommodating emotional and behavioral disorder students there are many factors to
keep in mind. Their misbehavior may be a result of inappropriate curriculum or teaching
strategies, however not all misbehavior is attributed to these factors. There are certain
factors which may have an impact on the behavior of the classroom which need to be taken
into account. Teachers must keep group size and composition in mind when assigning group
work. If the teacher is not careful about this problems may arise. The teacher also has
to allow for planning time. Another factor is cultural or linguistic barriers. If there
are communication barriers, then misbehavior is more likely to occur. Finally, the lack
of resources may influence the child's behavior. Once the teacher has taken the necessary
precautions, and the child has been identified as having an emotional or behavioral
disorder, there are certain steps a teacher can take in the classroom to accommodate or
adapt to the student's behavior. 
The first step in accommodating an emotionally or behaviorally disturbed child is to set
realistic, short term goals. The child could even participate in the development of the
intervention strategies and goals. This makes the intervention more personally relevant
and they understand the repercussions of their actions. The goals should start out small
and short term and gradually increase. Initially, teachers may need to accept behavior
that would not ordinarily be accepted, but will help to conquer the goal in the long run.
For example, a student who exhibits explosive anger may not be punished for screaming or
cursing as long as the child is not physically abusive. This is a small first step, but
it is a step in the right direction. "We can't expect a student to go from 60 to 0 in one
step. Too often with behavioral interventions, we make that mistake." (Rockwell 2).
Another important concept in accommodating these children is to use positive behavioral
interventions instead of punishment. The intervention strategy should be based on logical
consequences for inappropriate behaviors. For example if a child breaks or destroys
property, they should be required to pay for or repair the property. This teaches the
child to take responsibility for their actions. Another accommodation is for the teacher
to erect a cardboard blockade on the child's desk who is easily distracted during class
time. Another accommodation is for teachers to individualize the curriculum so that it
meets the student's needs in their preferred instructional mode. The child's learning
style and multiple intelligences should be accounted for, and utilized in their
curriculum. Also, classes with one violent child should have at least two adults in the
room, whether it be another teacher, an aide, or an adult volunteer. This will ensure the
safety of the teacher and of the other students in the class. The other end of the
continuum of services would be that the child be educated in an alternative setting. This
will allow for structured environment, individualized attention, and behavioral
management practices. 
I will be teaching in the classroom in a few short months, and I am aware that I may
encounter children with emotional or behavioral disorders. I was aware of most of the
characteristics of emotionally or behaviorally disruptive children, but this research
project really helped me to know what to do in when the situation presents itself.
Researching this topic has helped me tremendously to know the characteristics of this
disorder, how to identify the disturbed student, and how to accommodate their individual
needs. If a child is demonstrating inappropriate behaviors at inappropriate times and
they seem unhappy or violent for no apparent reason and therefore demonstrate poor self
confidence and consequently their grades drop, I will know how to help them cope and work
with the disorder to make education a positive experience for them. It is impossible to
say exactly what I would do if I were in the situation, until I am in the situation, but
researching about the methods of coping and remending the situation gives me a sound
framework on which to base my judgments when I am actually in that situation.