7. Emotional/Social/Behavioral Disorder

IDEA definition of Emotional/Behavioral Disorder (EBD): “… condition exhibiting one or more of the following … over a long period of time … that adversely affects a child’s educational performance:

• inability to learn that cannot be explained by intellectual, sensory, or health factors.
• inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
• Inappropriate types of behavior or feelings under normal circumstances.
• general pervasive mood of unhappiness or depression.
• tendency to develop physical symptoms or fears associated with personal or school problems.”

Notice that there is neither an objective test of behavior nor objective medical, neurological, or psychological test. The diagnosis is entirely subjective, often based upon an unruly child who disrupts a classroom for the teacher and other students. This is not a criticism of the field; it is rather an acknowledgement of the limits of our knowledge of children’s emotional behavior, especially in school settings. There are similar criterial for Social Behavioral Disorders (often joined as Social/Emotional Disorder).

Emotional/Social Behavioral Disorders are OFTEN Co-Morbid with Learning Disabilities (ASD, AD/HD) and various forms of mental conditions like depression, anxiety, Obsessive-Compulsive Disorder (OCDO, bi-polar, and Oppositional Defiant Disorder (ODD). Like Autism Spectrum Disorder, each child’s cause, symptoms, and treatment are unique to the child.

Lehigh University’s Centennial School is one of the most effective schools in the world to treat social/emotional disorders. Centennial accepts referrals from school across multiple counties for students for whom the sending district is unable to help. Centennial reports that 100% of their graduates have found employment. My long association with Centennial, numerous visits, and chats with faculty and the director suggest some of the foundations of their success:

• all staff are highly trained in special education and in Centennial School procedures. This is a benefit of the school’s close association with Lehigh University’s College of Education that has well-respected, research-oriented special education and counseling programs.
• small class sizes with many “associate teachers” so that more than one trained adult would be in classrooms to support treatment of individual student behavior.
• rigorous recording of student behavior (every 15 minutes?) generates a detailed, up-to-date picture of student progress and updates the child’s formal (or informal) IEP.
• continuous student guidance, reminding each student of expectations and personal goals. This defines the framework for small-scale successes.
• continuous student feedback and reflection, so both student and staff are aware of small-scale successes or failures multiple times per day.
• the school has generated a positive, friendly, accepting culture across students, faculty, and administration. Below is an example of the school’s positive message:

Four Kinds of Classroom-Based EBD Teaching Strategies/Interventions:

1. Peer-mediated activity (with one or two peers and clear roles & outcomes)
2. Self-mediated activity (ways to practice self mediation / self control)
3. Teacher-mediated Pre-Behavior guidance (preventive guidance)
4. Teacher-mediated Post-Behavior consequences (rewards or penalties)
   GOALS of above: long-term structure & guidance for child to modify/control behavior.

For specific examples of the above strategies, see Ryan, Pierce & Mooney (2008). Evidence-Based Teaching Strategies for Students With EBD from https://www.mona.uwi.edu/cop/sites/default/files/resource/files/evidenced%20based%20teachins%20strategies%20-EDC.pdf

All of the above require simple, clear behavior rules and clear communication to the child of what is expected. May be very hard for new teacher and nearly automatic for veteran.

What about Support Outside the School?

Employment: High School at Centennial integrates job and related skills kids will need after graduation. Here’s a one-page overview of how carefully they prepare, place, and monitor their students with social/emotional disorders into the real world workplace: https://sites.google.com/centennialschoolpa.org/isj/program-overview

Mentors: Temple University’s Eye-to-Eye Chapter connects college students with learning and other disorders as mentors to middle and elementary kids with similar conditions. Watch the 3-min video to see and hear from the mentors and mentees! https://www.youtube.com/watch?v=OEqd3IAdTRY