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chapter 8
| Term | Definition |
|---|---|
| Emotional Behavior Disorders (EBD) | Most children with EBD are not very good at making friends |
| The Federal Definition | The federal rules and regulations governing the implementations of IDEA define the term emotionally disturbed as follows (page 178) |
| An Alternative to Federal Definition | The National Mental Health and Special Education Coalition proposed a more alternative definition more than 30 years ago in 1990 |
| Internalizing behavior | involves mental or emotional conflicts such as depression and anxiety |
| Externalizing Behavior | involves striking out against others |
| comorbidity | the co-occurrence of two or more conditions in the same individual- is common |
| Schizophrenia | have a sever disorder of thinking, not a mild one |
| Aggressive, Acting out Behavior (externalzing) | most common in students with emotional or behavioral disorders |
| Aggression | Acting violent or hostile to others, acting out |
| Immature, Withdrawn Behavior and Depression (Internalizing) | Acting depressed, internalized, most common in students with emotional or behavioral disorders |
| enuresis | bed wetting |
| encopresis | bed soiling |
| trends toward inclusion | regardless of the nature or severity of the disorder, the trend in students with EBD is toward integration into regular schools and classrooms |
| Different needs require different placement | placement decisions for students with emotional or behavioral disorders are particularly problematic |
| Instructional Considerations | before being identified for special education, many students with EBD have been in general education where they could observe and learn from appropriate peer models |
| Need for social skills | Most students with emotional or behavioral disorders need specific instruction in social skills |
| needs of juvenile delinquents | educational arrangements for juvenile delinquents are hard to describe in general terms because delinquency is a legal term, not an educational distinction, and because programs for extremely troubled youths vary so much among states and localities |
| Special Challenges for teachers | Teachers of students with EBD need to be able to tolerate a great deal of unpleasantness and rejection without becoming counter aggressive or withdrawn |
| Manifestation Determination | Special rules apply to managing some serious misbehavior of students who are identified as having disabilities |
| Manifestation Determination | based on the idea that it would be unfair to punish students for engaging in misbehavior |
| Functional Behavioral Assessment | If the students behavior is persistently a problem, but the meaning of functioning assessment isn't entirely clear in the context of the law |
| behavioral intervention plan | for students with disabilities that have major problems |
| positive behavioral interventions and support | An approach of support for students with disabilities |
| interim educational setting | in the discipline of a student with disabilities who cannot be managed satisfactorily in the general education setting |
| How successful are MDS, FBAS, PBIS, and IAES | depends on scenario and situation |
Created by:
prooker