AL AIN UNIVERSITY

OF SCIENCE AND
TECHNOLOGY
CLASSROOM
MANAGEMENT COURSE

2018

REPORT -1

Emotional and Behavioural

disorder students in
classroom
CAUSE & SOLUTION

DEVI PRIYA
STUDENT ID: 201730177
Table of contents

1. Introduction…………………………………………………………………….2

2. Description……………………………………………………………………...3

3. Characteristic of Emotional and behavioural disorder (EBD)……………..4

A. externalizing behaviour characteristics………………………………………4

B. internalizing behaviour characteristics……………………………………….5

4. Cause of Emotional and behavioural disorder in students (EBD) …………6

A. Biological factor………………………………………………………………6

B. Home life ……………………………………………………………………..6

C. School…………………………………………………………………………6

D. Cultural factor………………………………………………………………...7

5. Solutions…………………………………………………………………………8

A. Preventive measures……………………………………………….................8

B. Five Strategies ……………………………………………………………….8

6. Recommendation……………………………………………………………….11

7. Reference………………………………………………………………………..12

Emotional and Behavioural disorder students in classroom 1

 INTRODUCTION

I don’t think there are ideal classrooms any more than there are ideal lesson plans. But I do
believe in creating ideal learning environments, the kind that reverberate meaningful
experiences back to our students.

All young children can be naughty, defiant and impulsive from time to time, which is
perfectly normal. However, some children have extremely difficult and challenging
behaviours that are outside the norm for their age.

Behaviour problems in school interfere with learning — for all students in the classroom. If
your child’s impulsivity, aggression, inattention, or hyperactivity are getting him in trouble
with the teacher and classmates, these strategies may help.

Using classroom management to control students’ behaviour is by far one of the most
challenging tasks that teachers have. A lot of the time, teachers are completely unaware of
what is going on in their students’ home lives, which oftentimes is the reason for the
students’ undesirable behaviour in school. Likewise, as students grow up, they have to deal
with a variety of social and emotional changes that may result in the disruption of their
behaviour. However, with a little forethought and some creative classroom
management, teachers can turn their students’ unfavourable behaviour around.

The most common disruptive behaviour disorders include Emotional and Behavioural
disorder (EBD), conduct disorder (CD) and attention deficit hyperactivity disorder (ADHD).
These three behavioural disorders share some common symptoms, so diagnosis can be
difficult and time consuming. A child or adolescent may have two disorders at the same time.
Other exacerbating factors can include emotional problems, mood disorders, family
difficulties and substance abuse.

In this research I have focused on Emotional and behavioural disorder (EBD) students in
classroom and challenges teacher face. The behavioural manifestations of EBD have the
potential to dramatically affect the overall atmosphere of the classroom.

Emotional and Behavioural disorder students in classroom 2

 DESCRIPTION

Emotional and behaviour disorders in children covers a broad spectrum, including children
with aggressive or disruptive behaviour, oppositional defiant disorder, problems with self-
injury and other conditions. In order to effectively teach children with behavioural disorders,
teachers need to be well-prepared with modified lesson plans, instructional tactics and
techniques.

Students with emotional behavioural disorders are frequently verbally and physically
aggressive, hyperactive, and oppositional. They can also exhibit depression, restlessness,
poor impulse control, frustration, and a lack of self-control.

Students who suffer from Emotional and Behavioural Disorders, or EBD, often find it very
difficult to control their behaviour and focus on their work in the classroom. EBD students
also commonly lack the impulse control and the emotional balance that is necessary to handle
social interactions with other students effectively.

This can be challenging for you as their teacher, especially in an inclusive classroom where
only a portion of the students have EBD—but there are ways to help all students in your
classroom feel welcomed and ready to learn. EBD students’ behaviour can be moderated by
implementing a classroom management plan that is specially tailored to meet the specific
needs of these students.

The number of students with emotional behavioural disorder who are being served in the
general education setting is increasing rapidly. The influx of this student population has
impacted teachers’ attitudes toward instructing in an inclusive setting. They are faced with
additional challenges in regards to disruptive behaviour that they may not be prepared to
manage.

Students with EBD have chronic, pervasive behavioural and/or emotional behaviours that
differ significantly from appropriate age, cultural, or ethnic norms. These behaviours are so
maladaptive that they adversely affect their learning and in some cases the safety of the
student themselves, as well as other students.

There are two EBD subtypes

A. Externalizing behaviour characteristics

B. Internalizing behaviour characteristics

Emotional and Behavioural disorder students in classroom 3

 CHARACTERSTICS OF EMOTIONAL AND BEHAVIOURAL DISORDER (EBD)

Children with emotional or behavioural disorders are characterized primarily by behaviour

that falls significantly beyond the norms of their cultural and age group on two dimensions:
externalizing and internalizing. Both patterns of abnormal behavior have adverse effects on
children’s academic achievement and social relationships.

A. EXTERNALIZING BEHAVIOURS

The most common behaviour patterns of children with emotional and behavioural
disorders consists of antisocial behaviours. These are known as externalizing
behaviours.

Frequent behaviours:
 Getting out of their seats
 Yelling, talking out loud, cursing
 Disturb peers
 Hit or fight
 Ignore the teacher
 Complain
 Argue excessively
 Steal
 Lie
 Destroy property
 Do not comply with directions
 Have temper tantrums
 Are excluded from peer-controlled activities
 Do not respond to teacher corrections
 No not complete assignments

Children with emotional and behavioural disorders shows the previous behaviours more
often than other children. Much of the antisocial behaviours that are displayed often occur
with very little or no provocation. Aggression shown can take many forms including
verbal abuse toward adults and other children, destructiveness and vandalism, and
physical attacks on others. These children seem to be in constant conflict with their
surroundings.
A pattern of antisocial behaviour early in a child's development is the best single
predictor of delinquency of adolescence.

Pre-schoolers who show the early signs of antisocial behaviour patterns do not grow out
of them. Rather, as they move throughout their school careers, they grow into these
unfortunate patterns with disastrous results to themselves and others. This myth that pre-
schoolers will outgrow antisocial behaviour is pervasive among many teachers and early
educators and is very dangerous because it leads professionals to do nothing early on
when the problem can be effectively addressed.

Emotional and Behavioural disorder students in classroom 4

 B. INTERNALIZING BEHAVIOURS
Some children with emotional and behavioural disorders are anything but aggressive.
When the child is said to have internalizing behaviours, their problem is the opposite.
These children tend to have too little social interaction with others.

Frequent behaviours:

 Lack social skills to make friends and have fun

 Retreat into daydreams and fantasies
 Fearful of things without reason
 Complain about being sick or hurt
 Go into deep bouts of depression
 Limit their chances to take part in and learn from the school and leisure activities

Children who exhibit these behaviours and characteristics tend to be less distracting and
disturbing to classroom teachers. Because of this, they are in danger of not being identified.

Carefully targeting the social and self-determination skills the child should learn and
systematically arranging opportunities for and reinforcing those behaviours often prove
successful.
It is a grave mistake, however, to believe that children with emotional disorders that result
primarily in internalizing behaviours have only mild and transient problems. The severe
anxiety and mood disorders experienced by some children not only cause pervasive
impairments in their educational performance—they also threaten their very existence.
Indeed, without identification and effective treatment, the extreme emotional disorders of
some children can lead to self-inflicted injury or even death from substance abuse,
starvation, or suicidal behaviour.
Academic Achievement

 Most students with emotional and behavioural disorders perform one or more years below
grade level academically
 Many exhibit significant deficiencies in reading and math
 Learning disabilities & Language delays

Emotional and Behavioural disorder students in classroom 5

 CAUSES OF EMOTIONAL AND BEHAVIOURAL DISORDER (EBD)

Emotional behaviour disorder (also known as ―emotional disturbance‖) in teens has no

single known cause, but there are a number of factors that can together foster a predisposition
for it. Your teen’s ability to handle emotions can be positively or negatively impacted by their
biological makeup, home life, and school environment. Fortunately, emotional disturbance
can often be detected and treated as early as elementary or middle school.

A. BIOLOGICAL FACTORS

 Chemical imbalances in the brain and body of your teen can make managing
emotions a challenge. Below are some biological factors that can contribute to
emotional disturbance:
 Prenatal exposure to drugs or alcohol
 A physical illness or disability
 An undernourished or malnourished lifestyle
 Brain damage
 Hereditary factors

B. HOME LIFE FACTOR

 Trouble at home can be the cause of stress or anxiety for a teen.

 Home life issues that have been correlated to emotional disturbance include:

 Family income below the poverty level

 Stress in the family unit because of divorce or some other emotional upset
 Inconsistent rules or expectations as well as inconsistent and unhealthy
discipline
 Parents have a lack of interest or concern for the teen, which leads to a lack
of supervision or neglect
 Family members are poor role models, perhaps violent, perhaps getting in
trouble with the law
 Parents or siblings physically abuse the teen
 There is an overall low rate of positive interactions and high rate of negative
interactions in the family
 The family has a poor attitude toward school or education

C. SCHOOL FACTOR

 Sometimes situations at school can be the cause of emotional disturbance in teens,

such as:
 Teachers aren’t capable of managing the teen’s classroom, creating a negative
environment
 The school is insensitive to student differences or cultural issues
 Rules are inconsistent.

Emotional and Behavioural disorder students in classroom 6

 D. CULTURE FACTORS

Different cultures have different expectations from children who are growing up. Whenever
cultures expect too much from children and exert too much pressure on them, they may
develop emotional and behavioural disorders. Another instance where culture may lead to
emotional and behavioural disorders is in the case of culture shock. When children are
exposed to a culture which is significantly different from their own, and they do not receive
assistance when adjusting, they may develop behavioural and emotional disorders. This may
occur due to the perception that they are different from the people in the culture which they
are not accustomed to.

Emotional and Behavioural disorder students in classroom 7

 SOLUTION OF THE EBD

A. PREVENTATIVE MEASURES

The best way to prevent emotional disturbance in your teen is to correct the factors in their
home or school life that could be contributing to the problem. Here are some steps you could
take:

 Create consistency in your teen’s life and maintain a positive environment

 Provide clear expectations and direct instructions to your teen for home and school
life
 Correct factors in your teen’s environment that are negative and encourage
undesirable behaviour
 Punish undesirable behaviour while rewarding desirable behaviour
 Have a plan for conflict resolution
 Invest in your teen’s life and encourage their participation and belonging at home and
at school.

As with other conditions, students with emotional and behavioural disorders need a positive,
structured environment which supports growth, fosters self-esteem, and rewards desirable
behaviour. Here are five effective strategies you can use to help EBD kids work well in an
inclusive classroom.

A. FIVE EFFECTIVE STRATEGIES

1. KEEP CLASS RULES/ACTIVITIES SIMPLE AND CLEAR

Your EBD students (as well as some of your more focused students) will most likely struggle
if you impose a long list of complicated rules and demands. Try to keep your classroom
guidelines broad and simple—no more than 3 to 5 main rules. Let students know about them
on the first day of class, and post them in the classroom as well. An example list might be:

 Be on time
 Try your best
 Be polite
 Respect one another
Along with simple and clear rules, there should be simple and clear teaching activities. Using
activities that don’t have complicated directions allow students with EBD to follow along and
interact with the rest of the class. Some activity examples are:

 Responsive cards
 Clickers
 Choral responding (Unison responding)
 Guided notes
By including clear activities in your classroom, your students will engage and interact with

Emotional and Behavioural disorder students in classroom 8

the lesson plan, ensuring that they learn alongside other students.

2. REWARD POSITIVE BEHAVIOURS

While you will, at times, have to discipline children for improper behavior, remember that
rewarding positive behavior is ultimately far more effective in the long run. Many students
with Emotional and Behavioural Disorder tend to take any discipline as a personal attack, and
because of this, they often learn very little from it.

Try to celebrate the successes of these students more than you reprimand or punish their
mistakes. When they receive positive feedback and rewards, they start to see that there is a
positive benefit to good behavior. They will then start to see you as more of an ally than an
adversary, and this will in turn motivate them to want to behave and do well in your
classroom.

Techniques for Supporting Positive Behavior

Students with emotional and behavioural disorders often need to receive instruction in
a special education setting because their behavior is too maladaptive for a general
education classroom. Here are a few ideas to guide and support growth towards more
positive, adaptive behavior:

o Token Economy - Students earn points, or tokens, for every instance of positive
behavior. These tokens can then be used to purchase rewards at the token store. In
order for a token economy to be effective, positive behavior must be rewarded
consistently, and items in the token store must be genuinely motivating for the
student. This takes a fair amount of preparation and organization, but has proven to be
quite effective.

o Classroom Behaviour Chart - A chart which visually plots the level of behavior of
every student in the classroom. Students who are behaving positively progress
upwards on the chart; those who are behaving negatively fall downwards. This makes
every student accountable, and helps you monitor and reward progress. This won't
work if difficult students perpetually stay on the bottom of the chart. Focus on the
positive to the fullest degree possible, and keep them motivated.

o Lottery System - Similar to the token economy, students who behave in positive ways
are given a ticket with their name on it. These tickets are placed in a jar, and once or
twice a week you draw one out. The winner of the lottery is rewarded with a prize.

o Positive Peer Review - Students are asked to watch their peers, and identify positive
behavior. Both the student who is behaving positively and the student who does the
identifying are rewarded. This is the exact opposite of "tattle-telling," and fosters a

Emotional and Behavioural disorder students in classroom 9

 sense of teamwork and social support in the classroom.

3. ALLOW FOR MINI-BREAKS

A lot of EBD kids lack the emotional balance and maturity needed to remain focused
and on-task for long periods. Instead of reprimanding these students for their lapses,
build in short rest periods or mini-breaks into the school day.
Take time to periodically stop teaching and allow students to catch up if need be. Give
them time to finish their assignment, and allow those who have finished to stretch, get
out of their seats, and move around a bit. This will allow them to burn off any excess
energy that might have built up from sitting still for a long period of time. (And it’s
good time for you to stretch, too!)

4. FAIR TREATMENT FOR ALL

Students with Emotional and Behavioural Disorders also often don’t respond very well to
situations that appear unfair to them. This can trigger a cascade of negative emotions and
acting-out behaviour.

To ensure that you are treating all of your students in a consistently fair manner, don’t bend
your established rules for any student. Enforce the expected consequences every time, with
every student. Allowing exceptions opens you up to accusations of being unfair.

5. USE MOTIVATIONAL STRATEGIES

Unfortunately, Emotional and Behavioural Disorder students tend to have had a lot of
negative experiences in school. Therefore they often lack the desire or motivation to try to
succeed.

To avoid disruptive or off-task behaviours, take some extra steps to motivate these
students. Offer them incentives for academic successes, large and small. Celebrate their hard
work, and praise their good efforts consistently. This can go a long way in giving these
students the motivation to excel in your class.
While having EBD kids in your classroom can at first seem daunting, these are proven ways
to help cultivate and keep a harmonious spirit of learning. More good news: many of these
strategies for success can help your non-EBD students as well.

Teaching children with emotional and behavioural disorders can be extremely challenging.
Remember: fostering and rewarding positive behavior has proven to be vastly more effective
than attempting to eliminate negative behavior. Punishment and negative consequences tend
to lead to power struggles, which only make the problem behaviours worse. It is not easy to
remain positive in the face of such emotionally trying behaviours, but don't give up.

Emotional and Behavioural disorder students in classroom 10

 RECOMMENDATION

All teachers, of general education as well as special education, can modify behavior
management systems to include more positive and observable components, including positive
reinforcement. Consistent application of such a system provides the strong base necessary in
the classroom containing EBD students. Communication with parents or guardians is also
integral to the education of an EBD student due to the influence of home life on the behavior
of an EBD child. After a behavior management system is in place, the focus can shift to
instruction.

Academic and social skills instruction are of equal importance for the EBD student. Students
need the social skills instruction to teach and reemphasize the pro social behavior necessary
for inclusion in the classroom. Academic instruction is important to keep EBD students from
falling further behind peers.

Even though students with emotional and behavioural disorders exhibit high levels of
inappropriate behaviours, report suggest teacher praise can increase on-task behaviours and
decrease disruptive behaviours. Confounding variables eliminate the possibility to analyse
effects of teacher praise on academic achievement, however, coupled with corrective
feedback, it appears task completion momentum can be established for students who have
proficiency yet lack motivation. Results from this review also suggest a relation between
teacher praise effectiveness and participant age.

Teachers can hold themselves accountable for what goes wrong in the classroom. If teachers
are merely willing to implement these strategies, they can greatly help a child with EBD
succeed.

In conclusion, EBD is a serious disorder that effects three fourth of students. The earlier
students are identified as having EBD the greater chance that intervention can occur. EBD
can be hard to diagnosis based on the guidelines used by both the CCBD and the IDEA. Both
organizations have their own ideas as to what qualifies a student to be diagnosed with EBD.
Techniques and strategies discussed above are just a few techniques that classroom teachers
can use to help EBD students. If applied correctly a positive outcome for all parties can
prevail. Knowing how EBD manifest itself and knowing the correct techniques or strategies
to apply helps students with EBD to be able to function in a general education classroom.

Emotional and Behavioural disorder students in classroom 11

 REFERENCE

1. EDUCATION AND TREATMENT OF CHILDREN Vol. 36, No. 4, 2013 Pages 127-145
Characteristics of Students with Emotional Disturbance Manifesting Internalizing Behaviors:
A Latent Class Analysis Nicholas A. Gage University of Florida

https://files.eric.ed.gov/fulltext/EJ1070255.pdf

2. The Relationship Between Teacher and Student Behaviour in Classrooms for Students with
Emotional and Behavioural Disorders: Transactional Processes Kevin S. Sutherland, Ph.D.1,3
and Donald P. Oswald, Ph.D.2

https://link.springer.com/article/10.1007%2Fs10826-005-1106-z

3. Academic Achievement of K-12 Students with Emotional and Behavioral Disorders

J. Ron Nelson, Gregory J. Benner, Kathleen Lane.

https://doi.org/10.1177/001440290407100104

4. Characteristics of Emotional and Behavioural Disorders of Children and Youth. Sixth

Edition.
Kauffman, James M.
5. Evidence-Based Teaching Strategies for Students With EBD Joseph B. Ryan, Clemson
University Corey D. Pierce, University of Northern Colorado–Greeley Paul Mooney,
Louisiana State University
https://www.mona.uwi.edu/cop/sites/default/files/resource/files/evidenced%20based%20teac
hins%20strategies%20-EDC.pdf
6. The Relationship between Teacher and Student Behavior in Classrooms for Students with
Emotional and Behavioral Disorders: Transactional Processes

https://www.researchgate.net/publication/225830898_The_Relationship_Between_Teacher_a
nd_Student_Behavior_in_Classrooms_for_Students_with_Emotional_and_Behavioral_Disor
ders_Transactional_Processes

7.Effects of Teacher Praise on Attending Behaviours and Academic Achievement of Students

with Emotional and Behavioural Disabilities Andrew M. Markelz M. Ed, & Jonte C. Taylor
Ph.D. The Pennsylvania State University

https://files.eric.ed.gov/fulltext/EJ1127753.pdf

8. The Implications of Emotional Behavioural Disorder in the Classroom.

https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1164&context=honors

Emotional and Behavioural disorder students in classroom 12

9. The Pro social Classroom: Teacher Social and Emotional Competence in Relation to
Student and Classroom Outcomes
Patricia A. Jennings, Mark T. Greenberg

https://doi.org/10.3102/0034654308325693

10. Effectiveness of school‐ based universal social, emotional, and behavioural programs: Do
they enhance students’ development in the area of skill, behaviour and adjustment?

MARCIN SKLAD ,RENÉ DIEKSTRA ,MONIQUE DE RITTER

https://doi.org/10.1002/pits.21641

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