1:0 Emotional & Behavioural Disorders:-
What is normal ? What is aberrant ? Notice the differences in definitions and notice that for each definition there is a unique way of measuring normal and aberrant. There is no single, standard way of meaning social or emotional functioning. Judgments are always required to determine whether or not behaviour is “abnormal”. What may be considered deviant behaviour in one culture may actually be the norm in another.
2:0 Seriously Emotionally Disturbed:-
The term serious emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance.
a) An inability to learn, which 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 behaviour or feelings under normal circumstances.
d) A general pervasive mood of unhappiness or depression; or
e) A tendency to develop physical symptoms or fears associated with personal school problems.
The term includes children who are schizophrenic or autistic. The term does not include children who are socially maladjusted unless it is determined that they are seriously emotionally disturbed.
The definition specifies three conditions that must be met – (a) chronicity – the behaviour problem has existed over a long period of time; (b) severity – the child’s behaviour differs from that of other children to a marked degree; and (c ) difficulty in school – the student’s behaviour adversely affects educational performance.
3:0 Classification of emotional disorders:-
Biological Factors: There is growing evidence that behaviour and emotional heath appears to be influenced by genetic, neurological , or biochemical factors, singly or in combination. However, even when a clear biological impairment exists, no one has been able to say with certainty whether the physiological abnormality actually causes the behaviour problem or is just associated with it in some unknown way.
Environmental Factors:- Enviornmental factors are considered important in the development of emotional and behavioural disorders in all conceptual models. However, professional and researchers view what behaviour is important and how it is analyzed differently. Dodge (1993) has identified three primary casual factors that contribute to the development of conduct disorder and antisocial behaviour : (a) an adverse early rearing environment; (b) an aggressive pattern of behaviour displayed on entering school, and (c ) social rejection by peers. Further research supports contention that these casual factors operate in temporal sequence. The family or home, school, and society envioronments have major influence on the behaviour of individuals. Family – The relationship children have with their parents, particularly during the early years, is critical to the way they learn to act. Interaction between parents and their child influences the child’s opinions, behaviour, and emotions. One factor associated with emotional problems is child abuse. Child abuse may result in poor impulse control and poor self-concepts. Aggression and anger are often noticed in children who have been abused. School – School is where children spend the largest portion of their time outside the home. Teacher expectations and actions greatly affect a student’s life and behaviour. Society – Scoal problems can impact on a student’s emotional and behavioural status. An improverished environment including poor nutrition, a disrupted family, and a sense of frustration and hopelessness may lead to aggressive, acting-out behaviours.
4:0 Characteristics of students with behaviour disorders:-
Intelligence and achievement – most children with emotional and behavioural disorders are not bright, and are intellectually below average. Many children score in the slow learner or mildly mentally retarded range on IQ tests than normal children. Social skills and interpersonal relationships – The ability to develop and maintain interpersonal relationships during childhood and adolescence is an important predictor of present and future adjustment. Many students with emotional and behavioural disorders often experience great difficulty in making and keeping friends. Antisocial Behaviour – The most common pattern of behaviour consists of antisocial behaviour, sometimes called externalizing behavioural disorders (e.g., out of seat, runs around the room, disturbs peers, hits or fights, ignores the teachers, complains excessively, steals, destroy property, argues, distorts the truth, etc.). Withdrawal Behaviour – Some children are anything but aggressive. Their problem - too little social interaction with others. They are said to have internalizing behavioural disorders. They seldom play with children their own age. They lack many social skills to make and keep friends. They retreat into day dreaming, are fearful of things without reason, frequently complain of being sick or hurt, and go into deep bouts of depression. Since students who manifest internalizing behaviour may be less disturbing to teachers than antisocial students, these withdrawn students may be in danger of not being identified and helped.
5:0 Manifestations of Behavioural Disorders:-
1. Environmental Conflicts: aggressive and/or self-injurious behaviour such as fighting, bullying, violating rules, overactive, impulsive, stealing, truancy, and other socially maladjusted behaviours.
2. Personal Disturbances: anxiety disorders such as crying and statements of worry. The student may withdraw socially. In addition, the student may exhibit excessive fear and anxiety.
3. Academic deficits in basic academic skills and educational achievement. Typically, the student performs below expected grade level.
4. Social Deficits: Students are unpopular and are actively rejected by their peers.
5. Irresponsibility: irresponsibility is common. Students deny they did anything wrong and when confronted with evidence, blame other students.
6:0 Behavioural Disorders: Implications for teachers:-
Increased academic performance come from: (1) Time spent on instruction; and (2) Student on-task behaviour. When teaching is interrupted by inappropriate behaviour or students are not on task, the question is how do we manage behaviour ? the teacher has two overall goals: first, to stop inappropriate behaviour, and second, to increase appropriate behaviour.
What is normal ? What is aberrant ? Notice the differences in definitions and notice that for each definition there is a unique way of measuring normal and aberrant. There is no single, standard way of meaning social or emotional functioning. Judgments are always required to determine whether or not behaviour is “abnormal”. What may be considered deviant behaviour in one culture may actually be the norm in another.
2:0 Seriously Emotionally Disturbed:-
The term serious emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects educational performance.
a) An inability to learn, which 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 behaviour or feelings under normal circumstances.
d) A general pervasive mood of unhappiness or depression; or
e) A tendency to develop physical symptoms or fears associated with personal school problems.
The term includes children who are schizophrenic or autistic. The term does not include children who are socially maladjusted unless it is determined that they are seriously emotionally disturbed.
The definition specifies three conditions that must be met – (a) chronicity – the behaviour problem has existed over a long period of time; (b) severity – the child’s behaviour differs from that of other children to a marked degree; and (c ) difficulty in school – the student’s behaviour adversely affects educational performance.
3:0 Classification of emotional disorders:-
Biological Factors: There is growing evidence that behaviour and emotional heath appears to be influenced by genetic, neurological , or biochemical factors, singly or in combination. However, even when a clear biological impairment exists, no one has been able to say with certainty whether the physiological abnormality actually causes the behaviour problem or is just associated with it in some unknown way.
Environmental Factors:- Enviornmental factors are considered important in the development of emotional and behavioural disorders in all conceptual models. However, professional and researchers view what behaviour is important and how it is analyzed differently. Dodge (1993) has identified three primary casual factors that contribute to the development of conduct disorder and antisocial behaviour : (a) an adverse early rearing environment; (b) an aggressive pattern of behaviour displayed on entering school, and (c ) social rejection by peers. Further research supports contention that these casual factors operate in temporal sequence. The family or home, school, and society envioronments have major influence on the behaviour of individuals. Family – The relationship children have with their parents, particularly during the early years, is critical to the way they learn to act. Interaction between parents and their child influences the child’s opinions, behaviour, and emotions. One factor associated with emotional problems is child abuse. Child abuse may result in poor impulse control and poor self-concepts. Aggression and anger are often noticed in children who have been abused. School – School is where children spend the largest portion of their time outside the home. Teacher expectations and actions greatly affect a student’s life and behaviour. Society – Scoal problems can impact on a student’s emotional and behavioural status. An improverished environment including poor nutrition, a disrupted family, and a sense of frustration and hopelessness may lead to aggressive, acting-out behaviours.
4:0 Characteristics of students with behaviour disorders:-
Intelligence and achievement – most children with emotional and behavioural disorders are not bright, and are intellectually below average. Many children score in the slow learner or mildly mentally retarded range on IQ tests than normal children. Social skills and interpersonal relationships – The ability to develop and maintain interpersonal relationships during childhood and adolescence is an important predictor of present and future adjustment. Many students with emotional and behavioural disorders often experience great difficulty in making and keeping friends. Antisocial Behaviour – The most common pattern of behaviour consists of antisocial behaviour, sometimes called externalizing behavioural disorders (e.g., out of seat, runs around the room, disturbs peers, hits or fights, ignores the teachers, complains excessively, steals, destroy property, argues, distorts the truth, etc.). Withdrawal Behaviour – Some children are anything but aggressive. Their problem - too little social interaction with others. They are said to have internalizing behavioural disorders. They seldom play with children their own age. They lack many social skills to make and keep friends. They retreat into day dreaming, are fearful of things without reason, frequently complain of being sick or hurt, and go into deep bouts of depression. Since students who manifest internalizing behaviour may be less disturbing to teachers than antisocial students, these withdrawn students may be in danger of not being identified and helped.
5:0 Manifestations of Behavioural Disorders:-
1. Environmental Conflicts: aggressive and/or self-injurious behaviour such as fighting, bullying, violating rules, overactive, impulsive, stealing, truancy, and other socially maladjusted behaviours.
2. Personal Disturbances: anxiety disorders such as crying and statements of worry. The student may withdraw socially. In addition, the student may exhibit excessive fear and anxiety.
3. Academic deficits in basic academic skills and educational achievement. Typically, the student performs below expected grade level.
4. Social Deficits: Students are unpopular and are actively rejected by their peers.
5. Irresponsibility: irresponsibility is common. Students deny they did anything wrong and when confronted with evidence, blame other students.
6:0 Behavioural Disorders: Implications for teachers:-
Increased academic performance come from: (1) Time spent on instruction; and (2) Student on-task behaviour. When teaching is interrupted by inappropriate behaviour or students are not on task, the question is how do we manage behaviour ? the teacher has two overall goals: first, to stop inappropriate behaviour, and second, to increase appropriate behaviour.
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