GCU: SPE 558Characteristicsof Emotional/Behavioral Disabilities and Strategies to TeachIndividuals with EBD
July 30, 2014
Understanding the causes and riskfactors for Emotional Behavior Disorders has been a challenge. Thefact is many mental disorders may go untreated and undiagnosed whenin fact their beginnings began in childhood or adolescence. Like manydisabilities, there are contributing factors to the disability.Potential causative elements regarding Emotional Behavior Disordersare related to internal or biological and external (family, school,and culture) factors (Yell, Meadows, Drasgow, & Shriner, 2014).Although, there are several factors that have been identified to bepossible reasons for EBD, there has been no research that state oneof these factors to be a direct cause for EBD. This paper willexamine the causal factors, the implications, and the possiblemitigation regarding EBD students.
Different factors have beenspeculated as being the causal factors for the EBD amid students. Thefollowing paragraphs discuss these factors
Biological factors entail thecharacteristics of the individual these factors are eitherpsychological or physiological in nature, implying they may arise inthe mind or occur depending on the working of the body. Therefore,the biological category may be explained by three factors, which arehyperactivity, concentration problems, and cognitive deficits.Cognitive deficits may result in students having poor problem-solvingskills, behavior deviation, and poor social skills. On the otherhand, concentration problems and hyperactivity may make it difficultfor students to follow conversations or lectures. Since frustrationsdue to the lack of the capacity to keep up may result, problematicbehaviors may emerge. In addition, since kids are born with a givenpsychological or biological predisposition, these usually have aninfluence on the education and social life of a kid. It has also beenproposed that there is a genetic relationship amid some emotionaldisorders and behavior for instance, schizophrenia. Furthermore,research indicates that antisocial kids usually come from homes,where parents are used to using excessive punishments, show neglect,show little affection for adorable behavior, and spend little or notime in pro-social activities with their kids. It is possible thatthese cycles will become repeated by kids, who undergo suchtreatment, when it is their turn to become parents. Therefore, thisindicates that this may be a learned attribute.
Conditions existing at home maybe a risk factor for students having EBD. Family factors can includesuch issues like abuse, poverty, and ineffective or harsh discipline.These issues may have an effect on a student’s learning ofbehavioral and social skills (Mitchellet al, 2014). The familyemerges as the basic unit of socialization for any kid. This impliesthat it is from a family that kids learn inappropriate behavior thatmakes it difficult for a kid to become successful in a schoolsetting. Therefore, a family has a vast role to play in behavioraland emotional disorders, which cannot be underestimated.
The culture also has an influenceon how a kid will behave. Kids are usually exposed to variousprejudices, attitudes, and expectations (Mitchellet al, 2014). Because ofthe cultural environment that a kid may be exposed to, it is likelythat a kid will adapt and imitate a certain behavior that may beeither negative or positive. The prejudices, attitudes andexpectations make a kid to develop a certain behavior. Therefore,cultural differences may be a great contributor to kids adapting acertain behavior problem, which makes cultural factors to emerge ascontributing factors towards EBD students.
School, as a learningenvironment, is usually a place where a kid can develop eitherpositive or negative conduct. There are different factors that maylead to a kid adapting and following a certain behavior in school,which include peer pressure, cultural differences, and disciplinelevel in a school. In a school, a kid is likely to meet differentkids that have been brought up differently from their homes. Thiswill make a kid adapt different behavior. On the other hand, due tothe cultural differences amid the kids schooling together, the kidsare likely to develop a certain behavior in school that may be eithernegative or positive. In addition, the level of discipline maintainedby teachers within a school is key to determining the behavior thatis adapted by students (Nguyen,2012). Therefore, theschool has an influence on the EBD students.
Special education assessment wasadministered historically in the United States because there was aneed to identify students that required special attention. Withouthaving such an assessment, it would be exceedingly difficult to offerassistance to EBD students. For instance, an assessment would help inindicating the percentage of EBD students, which will be critical inallocating resources that will cater for their programs that can helpthem in becoming better individuals in the community. During theassessment, the total number of students was recorded, while thosehaving EBD were also recorded. This was in regard to the educationdepartment of the U.S. The percentage of these students was taken inorder to ensure that they received sufficient support that couldassist them in overcoming their behavioral and emotional challengesthat they faced while in and out of the school setting(Hamilton-Jones &Vail, 2013). Therefore,failure to assess the special education would have an implication ofnot providing students with special needs with sufficient supportthat is critical for them in overcoming existing challenges.
Students with EBD have a majorchallenge in that they do not perform well in class. In order tomitigate this problem, it is good to pay attention to theirbehavioral characteristics that are likely to inhibit theirperformance. Through examining their specific academic problems,their performance can be enhanced (Nguyen, 2012). In addition, as amitigation measure, it is good to incorporate adaptations admodifications to the curriculum, which target learning strategies,task engagement and attention to instruction, successful knowledgeapplication in appropriate contexts, and information retention(Mitchell et al, 2014).
In conclusion, different factorssuch as biological, school, cultural, and family have been speculatedto have an influence on EBD students. The biological category may beexplained by three factors, which are hyperactivity, concentrationproblems, and cognitive deficits. Cognitive deficits may result instudents having poor problem-solving skills, behavior deviation, andpoor social skills. On the other hand, concentration problems andhyperactivity may make it difficult for students to followconversations or lectures. Family factors can include such issueslike abuse, poverty, and ineffective or harsh discipline. EBDstudents have a problem since they perform poorly academically.Therefore, an assessment is critical in order to ensure that theirchallenges become mitigated in attempt to aid them in becoming bettercitizens. Their problem can be mitigated by modifying the curriculumso as to enhance their performance. On the other hand, it is possibleto enhance their performance through examining their specificacademic problems and paying attention to these problems.
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